درخت حوزه‌های تخصصی

This research aimed to determine the effectiveness of flipped classrooms in improving online learning self-efficacy and academic engagement among teacher trainees at Farhangian University. The study used a semi-experimental method with a pretest-posttest design and a control group. The statistical population consisted of all Farhangian University students during the 2023-2024 academic year. Using available sampling method, two groups of 36 teacher trainees were selected from the Shahid Modarres Campus of Farhangian University in Sanandaj. One group was randomly designated as the experimental group and the other as the control group. The experimental group participated in flipped classroom sessions, while the control group received traditional teaching methods. Data collection tools included the Online Learning Self-Efficacy Scale (OLSES) by Zimmerman & Kulikowich (2016) with a Cronbach’s alpha of 0.88, and the Academic Engagement Questionnaire by Fredricks et al. (2004) with a Cronbach’s alpha of 0.86. Both the face validity and content validity of the questionnaires were evaluated by a panel of experts and confirmed. The data were analyzed using SPSS (version 22), employing both descriptive and inferential statistical techniques, including multivariate and univariate analysis of covariance (ANCOVA), at a significance level of α=0.05. The results indicated significant differences between the experimental and control groups in terms of all three dimensions of Online Learning Self-Efficacy: online learning, time management, and technology use. Furthermore, the experimental group showed significantly higher levels of behavioral and motivational engagement compared to the control group, while no statistically significant difference was found in cognitive engagement between the two groups. It is thus recommended that sufficient opportunities and resources be provided for Farhangian University instructors to implement this approach effectively and maximize the use of modern technologies

English for Specific Purposes, known as the acronym 'ESP’, has been a distinct activity in the field of English Language Teaching (ELT). This study investigates the challenges Iranian MBA students face in English for Specific Purposes (ESP) programs from the perspectives of their instructors. Utilizing semi-structured interviews and classroom observations with ten ESP teachers, the research identifies five major themes: lack of relevant business background, medium of instruction issues, communication challenges (oral and listening skills), the speed of teachers' speech, and deficiencies in writing skills. Findings reveal that students with non-business backgrounds struggle with quantitative coursework, while the transition from Persian to English exacerbates difficulties, particularly for those juggling work and study. Teachers noted persistent issues with students’ English proficiency, notably in speaking and listening, which hindered class participation and comprehension. The rapid pace of lectures and poor note-taking skills further complicated students’ ability to keep up with the curriculum. To address these multifaceted challenges, the study suggests implementing remedial courses, enhancing English language support, and adjusting teaching methodologies. These tailored interventions aim to improve students' academic performance and overall learning experience in ESP programs, offering valuable insights for educational institutions striving to support MBA students better. The pedagogical implications are discussed.

This study investigates the relationship between metacognitive beliefs and personal-social adaptation and happiness among high school students. Using a descriptive-correlational design, 373 high school students from Robat Karim city were selected via convenience sampling. Data was collected using the Metacognitive Beliefs Questionnaire short form by Wells & Cartwright-Hatton (2004), the California Psychological Inventory by Clark et al. (1939), and the Oxford Happiness Inventory by Argyle et al. (1995). Statistical analysis involved Pearson correlation and regression. The study identified significant correlations between metacognitive beliefs and personal-social adaptation and happiness. Positive correlations were noted between beliefs about concern and personal adaptation (0.245), and uncontrollability and danger and personal adaptation (0.520). Cognitive confidence also correlated positively with personal adaptation (0.383), while the need for control of thoughts showed a negative correlation (-0.361). Social adaptation displayed similar trends with substantial correlations linked to positive beliefs about concern (0.741) and cognitive confidence (0.471). The need for control of thoughts showed a strong negative correlation (-0.798). Happiness correlated positively with metacognitive beliefs (0.518), with these beliefs predicting a 0.118 unit change in happiness.Metacognitive beliefs significantly affect personal-social adaptation and happiness among students. Workshops involving parents on metacognitive beliefs are recommended to enhance student outcomes.