درخت حوزه‌های تخصصی

Purpose: This study was conducted with the aim of identifying the components and dimensions of effective art education teaching. Methodology: This research is an applied-developmental study in terms of its objective and a non-experimental (descriptive) study in terms of data collection method, utilizing a cross-sectional survey approach. A qualitative research design was employed to achieve the research objective. The qualitative participant community included professors, teachers, school administrators, and art education specialists in Iraq, selected through purposive sampling. Ultimately, theoretical saturation was achieved after 10 interviews. The qualitative validity was evaluated and confirmed based on Lincoln and Guba's four criteria of credibility, transferability, confirmability, and dependability from the reviewers' perspective. The reliability of the coding of the conducted interviews was estimated using Holsti's coefficient at 0.712, which is considered acceptable. For data analysis, the grounded theory method was utilized in MAXQDA software, and with the extraction of the main and sub-categories of the research, the final model was presented. Findings: In the present study, the components and dimensions of effective art education teaching were identified to provide a model for art education teachers in Iraq. A total of 210 initial codes were extracted from the interview texts. Through coding, eight concepts and 45 sub-categories were identified, and by classifying these themes into similar categories, eight main categories were recognized. Conclusion: Based on the obtained results, the paradigmatic model of the research was determined. Causal conditions, including educational content, factors related to the teacher, and teaching style, affect the central phenomenon, which is effective art education teaching. This component, along with contextual conditions, including educational infrastructure and intervening conditions, such as the status of art in society, leads to strategies and actions, including educational policymaking, resulting in the outcome of drafting the art curriculum charter in Iraq.

Purpose: Considering the significance of collective identity in carrying out group and social activities, this study aimed to design a model of collective identity based on perceived social support with the mediating role of emotional intelligence among students. Methodology: The present study was applied in objective and descriptive-correlational in method. The research population comprised all undergraduate psychology students of the Islamic Azad University of Qom Province in the academic year 2021-2022. The sample size of this study was 500 individuals, selected after reviewing the entry criteria through convenience sampling. Data were collected using the Collective Identity questionnaire (Hezarjaribi & Lohrasbi, 2011), Perceived Social Support (Sherbourne & Stewart, 1991), and Emotional Intelligence (Schering, 1996) questionnaires and analyzed using Pearson correlation coefficients and structural equation modeling in SPSS-27 and AMOS-24 software. Findings: The findings showed that collective identity, perceived social support, and emotional intelligence among students had a positive and significant correlation (P<0.01). Additionally, the model of collective identity based on perceived social support with the mediating role of emotional intelligence in self-efficacy among students had an appropriate fit. In this model, the variable of perceived social support had a direct and significant effect on emotional intelligence and students' collective identity, and the variable of emotional intelligence had a direct and significant effect on their collective identity. Perceived social support with the mediating role of emotional intelligence had an indirect and significant effect on students' collective identity (P<0.001). Conclusion: According to the results of the present research, counselors and psychologists can improve collective identity among students by enhancing their perceived social support and emotional intelligence through educational workshops.

Purpose: The objective of this study was to investigate the factors influencing the teaching of technical and practical courses in the College of Art in Iraq. Methodology: This applied-developmental study employed a survey-cross-sectional design. The statistical population consisted of art teachers in technical and vocational programs in Iraq, with a sample size of 188 teachers selected through cluster-random sampling. Data collection was conducted using a questionnaire validated for face and construct validity, and reliability was confirmed with Cronbach's alpha coefficients exceeding 0.7. Data analysis was performed using SPSS and Smart PLS software to examine the relationships between variables. Findings: The analysis revealed that strategic teaching planning significantly impacts educational, social, and individual outcomes. The contexts of technical and practical education and the teaching methods used in these courses significantly influence strategic teaching planning. Additionally, educational, human, and organizational factors were found to have a notable impact on the teaching of technical and practical courses. However, the traditional education system negatively affected strategic teaching planning. These findings align with previous research highlighting the importance of strategic planning, adaptive teaching methods, and the integration of modern technologies in improving educational outcomes. Conclusion: Strategic teaching planning is crucial for enhancing educational, social, and individual outcomes in technical and practical courses. Educational contexts, teaching methods, and various influencing factors must be considered to develop effective strategic plans. The traditional education system's rigidity poses challenges to effective teaching planning, suggesting a need for more flexible and innovative approaches. These insights provide valuable recommendations for educators and policymakers to improve the quality of technical and practical education in the arts.

Purpose: Woman-headed households experience more psychological issues and a lower level of psychological well-being compared to other women. The goal of this research is to investigate the relationship between hardiness and resilience in Woman-headed households, with hope serving as a mediator. Methodology: The present study is a part of descriptive-correlational research utilizing the cross-sectional research method and Structural Equation Modeling (SEM). The statistical population for the study consists of all woman-headed households assisted by the welfare organization in Tehran from July to December 2023. A total of 192 woman-headed households were selected using multi-stage cluster sampling as the statistical sample. Research instruments utilized were the Adult Hope Scale (AHS), Connor-Davidson Resilience Scale (CD-RISC), and Kobasa's Hardiness Scale (KHS). Descriptive statistics were performed using SPSS version 27 software, while path coefficients between constructs were analyzed using Amos version 24 software. The CB-SEM method was employed to develop the structural equation model. A significance level of 0.05 was used in the analysis. Findings: Based on the current research findings, it was found that hardiness positively and significantly impacted the variable of Hope (β=0.801, P=0.001). Similarly, the variable of hardiness also had a positive and significant effect on Resilience (β=0.953, P=0.001). There was no notable effect of the Hope factor on Resilience (P=0.868). The study revealed that hardiness did not indirectly and significantly influence Resilience through Hope (β=0.008 and P=0.864). Conclusion: The findings of the current research indicated that hardiness leads to higher levels of hope and resilience. However, the study found that hope does not have a notable impact on resilience, and as a mediator, it did not show any effectiveness in the research.

Purpose: The present research aimed to provide content analysis of emotional intelligence dimensions in Farsi textbook stories of elementary schools using Shannon’s entropy approach. Methodology: The research method was descriptive ad had a content analysis type using "Shannon’s entropy" method. The statistical population consisted of 108 stories in Farsi textbooks of the elementary school in 2022. The statistical sample was also equal to the statistical population according to the census approach. The research tool included the emotional intelligence checklist with five components (interpersonal skills, intrapersonal skills, adaptability, general mood, and stress management) based on the Bar-On model. The reliability of the data was desirable using the paired t-test. Findings: The research findings indicated that there were significant differences in the representation of dimensions of emotional intelligence in stories of Farsi textbooks. Therefore, topics of intrapersonal and interpersonal skills were taken into consideration in a relatively favorable way, but stress management skill was neglected in the textbooks. Furthermore, a comparison of the sixth-grade elementary schools indicated that most of their stories had a general pattern of the importance of interpersonal and intrapersonal skill dimensions, and the adaptability dimension was relatively favorable only in the fifth-grade of elementary schools. Conclusion: According to the role of emotional intelligence in learners' lives, authors of Farsi textbooks need to provide a necessary revision of emotional intelligence components in the stories of the textbooks.

Purpose: In the current era, cyberspace has become one of the most concerning issues that can influence the social and psychological world of humans, leading to adverse outcomes for them. A phenomenon that has recently attracted the attention of parents, researchers, and experts is the victimization of adolescent girls in cyberspace. Accordingly, the purpose of the present study was to identify the factors affecting victimization in cyberspace among adolescent girls, based on the lived experiences of their parents. Methodology: The research method was qualitative and conducted through thematic analysis. The statistical population included parents of female students victimized in cyberspace in secondary school during the 2023-2024 academic year in the city of Isfahan, and the sampling method was purposive. To collect the factors affecting victimization in cyberspace among adolescent girls, semi-structured interviews were conducted with parents, and theoretical saturation was achieved after interviewing 16 parents. In this study, the Guba and Lincoln (1985) method was employed for validating the findings. Data analysis (coding and theme identification) conducted with MAXQDA software for thematic analysis. Findings: In this study, 17 basic themes based on mothers' lived experiences and 19 basic themes based on fathers' lived experiences were extracted. From these basic themes, 8 organizing themes were identified: innate characteristics, lack of skills, dependence on the internet, absence of friendly and intimate family relationships, economic pressure, lack of interest in education, and cyber literacy, which were categorized under 3 overarching themes: individual, familial, and environmental. Conclusion: The study's findings highlight the complex interplay between individual, family, and environmental factors influencing teenage girls' vulnerability in cyberspace. Addressing these factors holistically, through supportive family relationships, educational initiatives, and enhanced digital literacy, is crucial for safeguarding adolescents against online risks.

Purpose: This study aims to investigate the effectiveness of a pre-marriage educational package based on Sternberg's theory on attitudes about romance and mate selection in single girls. Specifically, it examines the efficacy of a pre-marriage education program for single girls, using Sternberg's theory on love stories. Methodology: This research is applied in purpose, quasi-experimental in method, and uses a pre-test-post-test control group design with a follow-up stage (one month). The statistical population comprised individuals who attended the Haft Sange Zendegi Educational Institute in Izeh city in 2023, selected through available sampling. Fifty single girls were selected and divided into two groups (experimental and control). Before the training classes, both groups were assessed using the Attitudes about Romance and Mate Selection Scale. The experimental group underwent a film therapy program based on Sternberg's concepts for 25 sessions of two hours each, while the control group received no intervention. Data analysis was performed using multivariate analysis of covariance and repeated measures analysis of variance with SPSS 27 software. Findings: The findings indicated that implementing the pre-marriage educational protocol based on Sternberg's theory through film led to a significant shift in the attitudes of single females (P<0.001). There was a notable difference between the control and experimental groups in both the post-test and follow-up periods (P<0.001). Conclusion: This research highlights the potential of premarital counseling centered on movies. The findings suggest that unmarried girls' viewpoints on love and partner selection improved following the program, emphasizing the benefits of such interventions before marriage. Various stakeholders, including parents, educators, and counselors, can employ these guidelines to address a range of concerns.