درخت حوزه‌های تخصصی

This study aims to review and analyze the literature in the field of classroom management, given the growth and development of papers in this field in the global scientific community. The bibliometric technique was applied in the investigation, and every scientific publication from 2000 to 2023 is indexed in the Science Direct citation database. After screening the articles, 788 were analyzed, and the data was shown using the VOSviewer program. The historical growth pattern in scientific productions shows a minor decline in 2003, followed by a generally rising trend between 2004 and 2014. The highest number of articles was produced in 2014, with a peak in 2014. The most important keywords are teacher education, higher education, motivation, professional development, self-efficacy, and classroom management teachers. The most important categories in academic literature are education, teacher education, and higher education. The study's emphasis may need to change due to the system's connection to these areas.

Abstract This research covers the differences in some of the interactional competence components, such as topic management, turn management, non-verbal behavior, breakdown repair, and interactive listening, among Iraqi elementary and advanced EFL learners. In relation to both the face-to-face and virtual environments, this article tries to divulge how the said competencies of these learners change with task types—opinion exchange and jigsaw tasks—and educational setting. A mixed-methods design was used to collect quantitative and qualitative data through recordings in both learning environments. Statistical comparison showed that there were significant differences between the interactional competence components for elementary and advanced learners across the two environments. Particularly, advanced learners took turns more efficiently and listened interactively more successfully in face-to-face than in virtual settings; elementary learners struggled to manage topics in virtual compared to face-to-face settings. These findings have implications for EFL pedagogy, particularly in the area of improving virtual learning environments for interactional competence development. The discussion addresses some implications related to instructional design, pedagogical practices, and language assessment in EFL contexts. A mixed-methods design was used to collect quantitative and qualitative data through recordings in both learning environments. Statistical comparison showed that there were significant differences between the interactional competence components for elementary and advanced learners across the two environments. Particularly, advanced learners took turns more efficiently and listened interactively more successfully in face-to-face than in virtual settings; elementary learners struggled to manage topics in virtual compared to face-to-face settings. These findings have implications for EFL pedagogy, particularly in the area of improving virtual learning environments for interactional competence development. The discussion addresses some implications related to instructional design, pedagogical practices, and language assessment in EFL contexts.

This study aimed to investigate the predictors of academic self-concept in children with hearing impairments, focusing on the roles of emotion socialization and grit. Understanding these relationships can inform interventions to support the academic success and well-being of these children. The study employed a cross-sectional design with a sample of 271 children with hearing impairments, selected based on the Morgan and Krejcie table. Participants were assessed using the Self-Description Questionnaire I for academic self-concept, the Coping with Children's Negative Emotions Scale for emotion socialization, and the Grit Scale. Data were analyzed using Pearson correlation to examine bivariate relationships and linear regression to evaluate the predictive power of emotion socialization and grit on academic self-concept, using SPSS-27. Descriptive statistics indicated moderately high levels of academic self-concept (M = 3.45, SD = 0.58), emotion socialization (M = 4.12, SD = 0.73), and grit (M = 3.89, SD = 0.65). Pearson correlation showed significant positive relationships between academic self-concept and both emotion socialization (r = 0.45, p < 0.001) and grit (r = 0.52, p < 0.001). The regression model was significant (F(2, 268) = 76.45, p < 0.001), explaining 36% of the variance in academic self-concept (R² = 0.36). Emotion socialization (B = 0.35, p < 0.001) and grit (B = 0.45, p < 0.001) were significant predictors of academic self-concept. The study found that both emotion socialization and grit are significant predictors of academic self-concept in children with hearing impairments. These findings suggest that interventions aimed at improving emotion socialization practices and fostering grit could enhance the academic self-concept of these children, supporting their academic success and overall well-being.