درخت حوزه‌های تخصصی

The present study investigated the relationship between technology acceptance, electronic assessment (e-assessment) methods and the satisfaction of students at Shahid Bahonar University of Kerman, Iran, using a descriptive-correlational design. The research population consisted of all the students (n = 14096) studying at Shahid Bahonar University of Kerman in the academic year 2021-2023. A sample of 387 students was selected using quota sampling. The data were collected using the Technology Acceptance Questionnaire (Teo, 2009) and two researcher-made satisfaction and e-assessment questionnaires, whose validity and reliability were estimated as 0.96 and 0.88, respectively. The collected data were analyzed using descriptive statistics and structural equation modeling (SEM). The proposed model was evaluated using a two-step approach (Anderson & Gerbing, 1988). The Baron and Kenny (1986) approach and Sobel’s test (1982) were used to test the mediating relationships in the proposed model and their significance. The results showed a positive and significant relationship between e-assessment and student satisfaction (β=0.78). There was also a positive and significant relationship between the degree of technology acceptance and student satisfaction (β=0.16), but no significant relationship was found between e-assessment and the degree of technology acceptance among the students (β=0.01). These findings imply that technology acceptance cannot play a mediating role in the relationship between e-assessment and student satisfaction at Shahid Bahonar University of Kerman. However, satisfaction acted as a mediating variable in the relationship between technology acceptance and the assessment method. Keywords: E-assessment, Technology Acceptance, Student Satisfaction, Students, University.

The objective of this study was to explore and develop effective counseling strategies to enhance self-advocacy among young adults with disabilities. This qualitative research involved semi-structured interviews with 22 young adults aged 18 to 30 with various disabilities, including physical, intellectual, and developmental disabilities. Participants were recruited through disability support organizations, educational institutions, and social media platforms. The data collection focused on understanding participants' experiences, challenges, and strategies related to self-advocacy. Thematic analysis was used to identify key themes and patterns in the data, with the goal of achieving theoretical saturation. The analysis revealed three main themes: understanding of self-advocacy, experiences with self-advocacy, and challenges and barriers to self-advocacy. Participants highlighted the importance of self-advocacy for personal empowerment and independence. Positive advocacy experiences were linked to increased self-esteem and better outcomes in education and employment. Support systems, such as family and counselors, were crucial in facilitating self-advocacy. However, significant barriers included societal attitudes, institutional policies, and personal limitations. Assistive technology and comprehensive leadership training were identified as effective strategies for enhancing self-advocacy skills. Enhancing self-advocacy among young adults with disabilities requires targeted counseling interventions that focus on building essential skills and addressing barriers. Collaborative approaches involving family and community support are critical. Policymakers should implement inclusive policies and ensure access to assistive technologies. Future research should explore the long-term impact of self-advocacy training and consider the intersectionality of disability with other factors such as race and gender.