درخت حوزه‌های تخصصی

This research aimed to design and evaluate the effectiveness model of educational organizations based on the social systems model in high schools of Shiraz city. This research employed a sequential exploratory mixed-method (qualitative-quantitative) design and conducted as a case study in some high schools in Shiraz. The research, in the form of a thematic network, was designed as one overarching theme, 6 organizing themes, and 42 foundational themes. The organizing themes included components related to: teacher's human factors, student's human factors, parents' human factors and, structural, social, and educational-research components. Based on these, a proposed research model Introduced. In the instrument development phase, a researcher-made questionnaire on school effectiveness, derived from the qualitative findings, designed. The statistical population consisted of teachers and included students majoring in mathematics - physics, in Shiraz high schools. For evaluating the research model, exploratory and confirmatory factor analysis methods employed. The fit indexes were indicators of the validity of the organizational effectiveness model with an approach toward the effectiveness of educational organizations. The findings of this research revealed that, in sequence, the human factors of the teacher are educational, the parents' human factors are structural and student's human factors are social research. Accordingly, it emphasizes the imperative attention of the relevant executives and officials towards implementing the research model.

Writing proficiency is a key factor in the development of language skills and there are different approaches to writing development. This study sought to investigate the effect of flipped classroom, interactive classroom, and the integration of two approaches on Iranian advanced English as a Foreign Language (EFL) learners’ writing performance. Eighty-five Iranian learners enrolled in EFL programs at the Sokhan English Institution in Guilan, Iran, participated in this quasi-experimental research. There were both male and females. After homogenizing them with the Oxford Placemen, they were divided into three experimental groups: the flipped classroom, the interactive classroom, and the integration of two approaches. Three instruments were used to collect data: the Oxford placement test, the pretest, and the posttest of writing. They had 13 sessions of treatment. Data analysis by ANCOVA revealed that both flipped classroom, and interactive classroom positively impacted the writing skills of EFL learners. However, the group receiving the integration of flipped and interactive approaches treatment outperformed in its effect on learners' writing performance. The current research findings could assist creators of textbooks, educational organizers, material developers, language institutions, educators, and students in creating a more effective environment for learning foreign languages and enhancing writing skills.

This study aimed to examine the effectiveness of exposure therapy in enhancing life satisfaction and cognitive flexibility in adults with ADHD. This study employed a randomized controlled trial design, with 30 adults diagnosed with ADHD randomly assigned to an experimental group (n = 15) receiving eight sessions of exposure therapy or a control group (n = 15) receiving no intervention. Life satisfaction and cognitive flexibility were assessed at baseline, post-treatment, and five-month follow-up using the Satisfaction with Life Scale (SWLS) and the Cognitive Flexibility Inventory (CFI), respectively. Data analysis was conducted using repeated-measures analysis of variance (ANOVA) to examine within- and between-group differences over time, with post-hoc pairwise comparisons performed using the Bonferroni adjustment. The results indicated a significant main effect of time and group, as well as a significant interaction effect between time and group for both life satisfaction and cognitive flexibility (p < 0.01). Post-hoc analyses showed that the experimental group demonstrated significant improvements in both variables from baseline to post-treatment (p < 0.001), with these gains maintained at follow-up. In contrast, the control group showed no significant changes over time. The findings suggest that exposure therapy effectively enhances life satisfaction and cognitive flexibility in adults with ADHD, with long-term benefits observed at follow-up. Exposure therapy appears to be a promising intervention for improving life satisfaction and cognitive flexibility in adults with ADHD. By reducing avoidance behaviors and promoting adaptive cognitive responses, this approach may help individuals with ADHD develop greater emotional and cognitive adaptability. The sustained benefits observed at follow-up suggest that exposure therapy may provide long-lasting improvements in quality of life for this population.

This study aimed to evaluate the effectiveness of Ego State Therapy (EST) in enhancing prosocial behavior and health motivation among young adults with mild physical disabilities. A randomized controlled trial (RCT) design was employed, involving 30 participants aged 18-30 with diagnosed mild physical disabilities. Participants were randomly assigned to either the intervention group (n=15), which received eight 90-minute sessions of EST, or the control group (n=15), which received no intervention. Prosocial behavior and health motivation were assessed using the Prosocialness Scale for Adults (PSA) and the Health Motivation Scale (HMS), respectively, at baseline, post-intervention, and five-month follow-up. Data were analyzed using SPSS-27 software, with analysis of variance (ANOVA) for repeated measurements and Bonferroni post-hoc tests to control for multiple comparisons. Results indicated significant improvements in prosocial behavior (F(2, 28) = 12.45, p < 0.001) and health motivation (F(2, 28) = 10.89, p < 0.001) in the intervention group compared to the control group. These improvements were sustained over the five-month follow-up period, with significant interaction effects between group and time for both prosocial behavior (F(2, 28) = 8.67, p < 0.001) and health motivation (F(2, 28) = 9.23, p < 0.001). Bonferroni post-hoc tests confirmed significant improvements from baseline to post-intervention and from baseline to follow-up in the intervention group, with no significant changes in the control group. Ego State Therapy significantly enhances prosocial behavior and health motivation in young adults with mild physical disabilities, with sustained effects over a five-month follow-up period. These findings suggest that EST is a valuable therapeutic approach for promoting psychological integration and well-being in this population. Future research should explore the mechanisms underlying these effects and the potential benefits of integrating EST with other therapeutic modalities.