درخت حوزه‌های تخصصی

This study aimed to examine the predictive role of frustration tolerance and social competence in body image satisfaction among adolescents with physical disabilities. This research utilized a correlational descriptive design with a sample of 350 adolescents with physical disabilities, selected based on Morgan and Krejcie’s sample size determination table. Participants completed standardized self-report measures assessing body image satisfaction (MBSRQ), frustration tolerance (FDS), and social competence (SSRS). Data analysis was conducted using Pearson correlation to explore associations between variables and linear regression to determine the predictive power of frustration tolerance and social competence on body image satisfaction. All statistical analyses were performed using SPSS-27, and assumptions of normality, linearity, and multicollinearity were confirmed before conducting the regression analysis. Descriptive statistics showed that participants had a mean body image satisfaction score of 74.56 (SD = 9.87), a frustration tolerance score of 62.34 (SD = 8.23), and a social competence score of 68.21 (SD = 7.95). Correlation analysis revealed significant positive relationships between body image satisfaction and frustration tolerance (r = 0.52, p < 0.01) and body image satisfaction and social competence (r = 0.61, p < 0.01). The regression model was statistically significant (F(2, 347) = 90.75, p < 0.01, R² = 0.46), indicating that frustration tolerance (B = 0.42, β = 0.39, t = 5.25, p < 0.01) and social competence (B = 0.56, β = 0.47, t = 7.91, p < 0.01) were both significant predictors of body image satisfaction. The findings suggest that higher frustration tolerance and greater social competence are associated with increased body image satisfaction in adolescents with physical disabilities, with social competence playing a slightly stronger role. These results highlight the importance of resilience-building and social skills interventions to enhance body image satisfaction in this population.

This study investigates the impact of Iranian EFL learners' motivational goal orientations on their behavioral, cognitive, and emotional engagement in the classroom. Utilizing a mixed-methods design, the research involved 200 intermediate EFL learners from language schools in Iran, who completed the Oxford Quick Placement Test (OQPT), a Goal Orientation Survey, and a Student Engagement Questionnaire. The results show that mastery goal orientations, both approach and avoid, positively predict these engagement dimensions, while performance goal orientations do not significantly affect engagement. The findings highlight the importance of fostering mastery goals to enhance student engagement and improve language learning outcomes. The implications of this study suggest that educators should create a supportive learning environment that emphasizes mastery goals, thereby facilitating deeper engagement and better academic performance among EFL learners. This study investigates the impact of Iranian EFL learners' motivational goal orientations on their behavioral, cognitive, and emotional engagement in the classroom. Utilizing a mixed-methods design, the research involved 200 intermediate EFL learners from language schools in Iran, who completed the Oxford Quick Placement Test (OQPT), a Goal Orientation Survey, and a Student Engagement Questionnaire. The results show that mastery goal orientations, both approach and avoid, positively predict these engagement dimensions, while performance goal orientations do not significantly affect engagement. The findings highlight the importance of fostering mastery goals to enhance student engagement and improve language learning outcomes. The implications of this study suggest that educators should create a supportive learning environment that emphasizes mastery goals, thereby facilitating deeper engagement and better academic performance among EFL learners.