درخت حوزه‌های تخصصی

This study aims to examine the relationship between self-advocacy skills, assistive technology use, and self-esteem among adults with physical disabilities. A cross-sectional design was employed, with data collected from 244 adults with physical disabilities. Participants completed validated self-report measures assessing self-esteem, self-advocacy skills, and assistive technology use. Pearson correlation coefficients were calculated to explore the relationships between the variables. A linear regression analysis was conducted to determine the extent to which self-advocacy skills and assistive technology use predict self-esteem. All analyses were performed using SPSS version 27. The results indicated significant positive correlations between self-esteem and both self-advocacy skills (r = .62, p < .01) and assistive technology use (r = .58, p < .01). Self-advocacy skills and assistive technology use were found to be significant predictors of self-esteem, accounting for 49% of the variance (R² = .49, F(2, 241) = 115.63, p < .001). The regression analysis revealed that self-advocacy skills (B = 0.34, β = .42, p < .001) and assistive technology use (B = 0.28, β = .36, p < .001) both positively influence self-esteem. The study concludes that self-advocacy skills and assistive technology use are crucial determinants of self-esteem in adults with physical disabilities. These findings highlight the importance of providing support and training in self-advocacy and access to appropriate assistive technology to enhance psychological well-being and autonomy in this population. Future research should explore these relationships longitudinally and across diverse disability groups.

The study aimed to design a quality assurance evaluation model for a sample of Iranian secondary schools. Considering the nature of the research questions, the researchers chose a plan based on relativistic ontology and constructivist epistemology The participants included all educational specialists, principals and teachers of West Azerbaijan that among them; 23 experts were selected purposefully by snowball sampling method. The data collection tool was a semi-structured interview protocol. Data analyzed through grounded theory three-steps coding process (open, axial and selective). The results revealed that quality evaluation model of secondary school education consists 248 open codes, 37 axial codes and finally 5 selective codes. Among axial codes 7 items belonged to causal factors, 7 categories are related to contexts and backgrounds, 12 categories are belonged to intervener factors, 6 categories are related to strategies, 6 categories are related to consequences and one category is considered as core phenomenon. Finding of the research reveal that education quality assurance evaluation is affected by facilities and equipment, objectives of secondary education, curriculum, teaching method, teaching-behavioral competence of teacher, organizational factors, educational content, needs and expectations of stakeholders and financial problems; it can lead to educational productivity and academic satisfaction.