درخت حوزه‌های تخصصی

This study aimed to investigate the impact of sensory processing sensitivity on emotional dysregulation in gifted students, examining the mediating role of anxiety sensitivity in this relationship. The research employed a descriptive correlational design, involving a sample of 390 gifted secondary school students from Isfahan city, selected based on Morgan and Krejcie’s sampling table. Participants completed three validated Likert-based instruments: the Highly Sensitive Person Scale (HSPS), the Anxiety Sensitivity Index-3 (ASI-3), and the Difficulties in Emotion Regulation Scale (DERS). Data analysis was conducted using SPSS-27 for descriptive statistics and Pearson correlation analysis, and AMOS-21 for structural equation modeling (SEM) to assess direct, indirect, and total effects among the variables. Model fit was evaluated using standard indices including RMSEA, CFI, TLI, and GFI. Pearson correlation coefficients indicated significant positive relationships between sensory processing sensitivity, anxiety sensitivity, and emotional dysregulation (r = .56 to .67, p < .001). The SEM results showed that sensory processing sensitivity had a significant direct effect on emotional dysregulation (β = .42, p < .001), and on anxiety sensitivity (β = .56, p < .001). Anxiety sensitivity also directly predicted emotional dysregulation (β = .49, p < .001). Importantly, anxiety sensitivity partially mediated the relationship between sensory processing sensitivity and emotional dysregulation, with a significant indirect effect (β = .28, p < .001). The model demonstrated excellent fit indices (CFI = .96, RMSEA = .052, χ²/df = 2.07). The findings underscore the importance of recognizing and addressing anxiety sensitivity as a key psychological mechanism linking sensory traits and emotional dysregulation in gifted youth. Interventions that integrate emotional regulation and sensitivity awareness may enhance educational and psychological outcomes for this population.

Use of artificial intelligence benefits such as personalization, improved participation, immediate feedback, easy access, productivity, and data analysis. The problem is that artificial intelligence is a type of this type of education can be a machine-driven issue that helps students work together in a classroom at various levels. It also helps the teacher in facilitating education and students in learning. Education plays an important role in educating the future generation and the process of socializing students, which has allocated large amounts of financial and human resources. The use of new technology in the field of education creates important changes in student learning, and the optimal use of the capacities of these technologies gives learning a certain breadth and richness. The main goal of artificial intelligence is to optimize routine processes and improve their speed and efficiency. The global adoption of artificial intelligence technology in education will transform the way of learning. The research method is qualitative. An interview with managers, experts specializing in the field of artificial intelligence and educational management was conducted to identify the components and dimensions of the application of artificial intelligence and the contribution of each of these dimensions and components. The findings of the present study are that eight factors: learning, interactive learning , adaptive blended learning , problem-based and collaborative learning , educational technologies, intelligent monitoring LIRAM, interactive learning cultural monitoring , and educational policies can be effective in the use of artificial intelligence in the education and learning system

The present study was conducted with the aim of explaining the effect of knowledge management empowerment through distance learning on the performance and organizational intelligence of middle school administrators in Nimroz city. The present study is applied in terms of its purpose and is classified as a quantitative descriptive-correlation research. The statistical population of the present study consists of all middle school administrators in Nimroz city in the academic year 1402-1403, who were selected as the research sample by census method, 12 men and 12 women. The data collection tool included the Nonaka and Takachi Knowledge Management Questionnaire (1995), Yazdanijedah Manager Performance Questionnaire (2009), and Albrecht Manager Organizational Intelligence Questionnaire (2002). The data collected from the questionnaires were analyzed using SPSS26 software and descriptive statistics such as tables and graphs to show demographic characteristics, and Pearson correlation coefficient and regression test were used to infer data. After data collection, the distribution of data was examined to see if it followed a normal distribution using the Kolmogorov-Smirnov test. The results indicated that there was a positive and significant relationship between the components of knowledge management through distance learning and the organizational performance of managers, and also between the components of knowledge management and the total score of knowledge management and the organizational intelligence of managers. Empowering the component of knowledge application is effective on the organizational performance of managers, and empowering the component of knowledge sharing and application of knowledge is effective on all components of organizational intelligence (p≤0.05). Therefore, education and training, by expanding and applying virtual networks and distance learning through Sky Room, can create a dynamic space so that managers can develop their knowledge, achieve new ideas, and acquire new knowledge.