درخت حوزه‌های تخصصی

The purpose of this research is to design and validate the model of combined education of educational organizations of the CEPA program for the protection of international wetlands in Sistan and Baluchistan region. In terms of purpose, this research is applied-developmental and in terms of qualitative-quantitative mixed method with exploratory approach. In the qualitative part, the main components of the model were extracted by combining the IBM blended learning model and the components of the CEPA program. Then, to determine the micro-components, evaluation and summarization of the discourse space was done through the Q method, and 51 Q phrases were selected from among 110 statements by ten experts. Then, the Q questionnaire was given to 19 specialists of the CEPA program through targeted sampling, and the micro-components were prioritized. Structural equation modeling analysis was used to test the model. In the quantitative part, the validation of the questionnaire was done by SPSS 22 and Amos software, and the researcher-made questionnaire with Cronbach's alpha of 91% was available to the participants. Based on the results of the qualitative part, the model includes four main components and 14 key micro-components. According to the results of the quantitative section, the t-statistic values for all factors are higher than the standard absolute value of 1.96. The validation of the research model also showed the significance of the relationships between the variables and the acceptability of the overall fit, and the research questions were suitable explanations. Creating the motivation for participation with the highest factor load was the first priority of the model design. Priority micro-components in the main component of communication and interaction, "educational network development", in education and information, "educational process development" in partnership and cooperation, "participatory and interdepartmental management" and sustainable practical action, jointly, "establishment of the indigenous approach" and "combined use of learner-centered styles" were selected.

This study aimed to evaluate the effectiveness of self-efficacy training in reducing perfectionism and enhancing self-worth among gifted high school students. A randomized controlled trial design was employed with 40 gifted high school students randomly assigned to either an intervention group (n = 20) or a control group (n = 20). The intervention group participated in an eight-session self-efficacy training program, while the control group received no intervention. Both groups were assessed at baseline, immediately post-intervention, and at a four-month follow-up. Perfectionism and self-worth were measured using validated scales. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests. The intervention group showed a significant reduction in perfectionism scores from baseline (M = 72.45, SD = 5.28) to post-intervention (M = 64.32, SD = 6.15) and follow-up (M = 66.89, SD = 5.92) compared to the control group, which showed no significant change. Similarly, self-worth scores in the intervention group increased significantly from baseline (M = 32.19, SD = 4.15) to post-intervention (M = 38.45, SD = 3.92) and follow-up (M = 36.98, SD = 4.20), whereas the control group showed no significant change. The ANOVA results indicated significant main effects of time (F(2, 76) = 27.12, p < .001) and group (F(1, 76) = 102.95, p < .001) for perfectionism, and time (F(2, 76) = 24.65, p < .001) and group (F(1, 76) = 111.30, p < .001) for self-worth, with significant interaction effects for both variables. Self-efficacy training is effective in reducing perfectionism and enhancing self-worth among gifted high school students. The positive effects were maintained at a four-month follow-up, suggesting the potential long-term benefits of such interventions in this population.