درخت حوزه‌های تخصصی

The present research was conducted with the aim of measuring the effectiveness of face to face and virtual in-service training of elementary school teachers in Birjand city based on the Kirkpatrick model and comparing them. The current research method is a quasi-experimental pre-test-post-test type. The statistical population of this research includes all primary school teachers of Birjand city who have participated in in-service and virtual courses in the academic year 2023-2024. Using available sampling, 45 teachers participating in face-to-face courses and 45 teachers participating in virtual courses were selected. In the first level, i.e. reaction, participants' opinions were collected in two stages (the beginning of the courses and the end of the courses). The tool used at this level was a researcher-made questionnaire. The second level, i.e. learning, was conducted using a researcher-made test of 19 questions and was performed as a pre-test and post-test. In the third level, i.e. behavior, data was collected 5 months after the end of the courses using the teachers' self-evaluation form and the teachers' evaluation form by their managers. The results of the inter-subject effects test to compare the reaction level components in the post-test stage and the f value obtained for all components are significant at the alpha level of 0.05. The F value obtained in the results of covariance analysis for comparing learning scores in the post-test stage is 26.563. The value of the t statistic and the value of the significance level for comparing the scores of the behavior level show that there is no difference in the variance between the two groups of face-to-face and virtual education The findings of the research show that face-to-face and virtual in-service courses are effective in the levels of reaction, learning and behavior, and there is a significant difference between the effectiveness of face-to-face and virtual courses; So that the obtained averages show that face-to-face training can have a significant effect compared to virtual training in these three levels.

This study aimed to investigate the impact of sensory processing sensitivity on emotional dysregulation in gifted students, examining the mediating role of anxiety sensitivity in this relationship. The research employed a descriptive correlational design, involving a sample of 390 gifted secondary school students from Isfahan city, selected based on Morgan and Krejcie’s sampling table. Participants completed three validated Likert-based instruments: the Highly Sensitive Person Scale (HSPS), the Anxiety Sensitivity Index-3 (ASI-3), and the Difficulties in Emotion Regulation Scale (DERS). Data analysis was conducted using SPSS-27 for descriptive statistics and Pearson correlation analysis, and AMOS-21 for structural equation modeling (SEM) to assess direct, indirect, and total effects among the variables. Model fit was evaluated using standard indices including RMSEA, CFI, TLI, and GFI. Pearson correlation coefficients indicated significant positive relationships between sensory processing sensitivity, anxiety sensitivity, and emotional dysregulation (r = .56 to .67, p < .001). The SEM results showed that sensory processing sensitivity had a significant direct effect on emotional dysregulation (β = .42, p < .001), and on anxiety sensitivity (β = .56, p < .001). Anxiety sensitivity also directly predicted emotional dysregulation (β = .49, p < .001). Importantly, anxiety sensitivity partially mediated the relationship between sensory processing sensitivity and emotional dysregulation, with a significant indirect effect (β = .28, p < .001). The model demonstrated excellent fit indices (CFI = .96, RMSEA = .052, χ²/df = 2.07). The findings underscore the importance of recognizing and addressing anxiety sensitivity as a key psychological mechanism linking sensory traits and emotional dysregulation in gifted youth. Interventions that integrate emotional regulation and sensitivity awareness may enhance educational and psychological outcomes for this population.

This study aimed to investigate the effect of teacher–student interaction quality on academic motivation in neurodivergent learners, with social relatedness examined as a mediating variable. A descriptive correlational design was employed using a sample of 403 neurodivergent secondary school students in Slovenia, selected based on Krejcie and Morgan’s sampling table. Standardized instruments were used to assess teacher–student interaction quality, social relatedness, and academic motivation, all measured on 7-point Likert scales. Data were analyzed using Pearson correlation in SPSS-27 to explore bivariate associations and Structural Equation Modeling (SEM) in AMOS-21 to test the hypothesized mediating model. Model fit was evaluated using multiple indices, including χ²/df, GFI, AGFI, CFI, TLI, and RMSEA. The results indicated significant positive correlations among all variables: teacher–student interaction quality was positively correlated with social relatedness (r = .61, p < .001) and academic motivation (r = .55, p < .001), while social relatedness was strongly correlated with academic motivation (r = .67, p < .001). The SEM analysis showed an acceptable model fit (χ²/df = 2.35, CFI = 0.97, RMSEA = 0.057). Teacher–student interaction quality had significant direct effects on both social relatedness (β = .61, p < .001) and academic motivation (β = .26, p < .001). Social relatedness significantly predicted academic motivation (β = .58, p < .001), and also mediated the relationship between teacher–student interaction and academic motivation (indirect β = .35, p < .001), confirming a partial mediation model. The findings underscore the critical role of social relatedness in explaining how supportive teacher–student interactions enhance academic motivation among neurodivergent learners. Educational interventions that strengthen relational dynamics in inclusive classrooms may foster higher motivation and academic engagement in this population.

This study examines the effectiveness of the cyclic group work method in enhancing reading comprehension among Iranian high school EFL learners, grounded in the principles of micro-teaching (Allen, 1967). By dividing texts into manageable sections, the method structures a 90-minute dynamic classroom session where students engage in collaborative learning, peer questioning, and critical discussion under teacher supervision. The research employs a qualitative-analytical framework to evaluate how this seven-stage approach—incorporating homogeneous and heterogeneous grouping, iterative questioning, and collective feedback—aligns with micro-teaching’s core tenets: initiating behaviors, material presentation, consolidation, monitoring, and evaluation. Findings reveal that the method fosters exceptional student participation, as learners subconsciously strive to contribute within and across groups, internalizing material through active dialogue. The teacher’s dual role as facilitator and supervisor ensures mental and physical engagement, enabling sustained practice in reading and reasoned text analysis. The study bridges gaps in EFL research by adapting cyclic group strategies to Iran’s teacher-centered, resource-constrained context, demonstrating improved comprehension outcomes.

Multicultural education is a product of the impact of the globalization on education. Further, a factor with a main role in EFL teaching and learning is teacher effectiveness which has a significant place in the World educational programs. The present study sought to explore Iranian EFL teachers’ perceptions of pluralistic teacher effectiveness. In line with the objective of the present study, the basic interpretive design within a qualitative paradigm. The sample of the study consisted of a total of 40 Iranian (20 males and 20 females) EFL teachers teaching in public high schools in different Iranian provinces. They were conveniently selected from among those teachers who were members of virtual groups and channels. To collect the required data, a semi-structured interview was implemented. Data analysis was done via qualitative thematic analysis. As revealed by the results, the following perceptions were extracted concerning pluralistic teacher effectiveness: Having Verbal and Non-Verbal Communication with Learners; Recognizing Differences among Students’ Learning Strategies; Having Preliminary Knowledge of Different Subjects; Taking Advantage of Different Teaching Methods; Showing Respect and Attention to all Students; Teaching Ruminatively; Having Accountability and Responsibility; Generating a Conducive Class Atmosphere; Using Technology; Using Motivational Strategies; Using Various Evaluation Methods; and Building a Fair Classroom.