مطالب

Introduction: Unlike previous generations who adhered to a standard and predictable model of marriage, the modern world may offer new opportunities and ideas for marriage to younger generations. Some of these changes in the domain of marriage align with the overarching cultural master narratives of society and are widely accepted, while others may not be fully embraced but are nonetheless considered rational by some or even most members of the community. This study aims to gain a deeper understanding of Generation Z’s (born between 1997 and 2012) attitudes toward marriage. Materials and Methods: This study employed a qualitative research design. The sample consisted of 29 male and female participants aged 14 to 27 from Tehran, selected through voluntary sampling. Data were collected using focus conversation conducted in focus groups. For data analysis, the study utilized Braun and Clarke's (2022) reflexive thematic analysis approach. Results: The analysis revealed six main themes related to marriage: “meaning-making of marriage,” “partner selection,” “traditional family roles,” “premarital sex,” “parenthood,” and “marriage customs”. Conclusion: Findings indicate that that while marriage, as a sacred institution, remains intact and continues to be regarded by Generation Z as an implicit reference point with social, cultural, and Moral legitimacy, there is an observable shift away from a singular, fixed concept of marriage. Instead, marriage is increasingly being redefined and reinterpreted as an institution shaped by dynamic individual preferences, with its meaning, role, and significance subject to ongoing reconsideration.

Feedback literacy as a knowledge vital for developing EFL learners’ academic writing might be associated with several factors, including learners’ second language (L2) writing engagement. Besides, variables such as learners’ proficiency levels can affect the relationship between feedback literacy and writing engagement. This study investigated the relationship between 234 elementary (n = 85), intermediate (n = 78), and advanced (n = 71) Iranian English as a Foreign Language (EFL) learners’ writing feedback literacy and writing engagement selected based on convenience sampling. After taking a placement test, they sat for a writing task adjusted to their proficiency level. Next, they answered a scenario-based L2 Writing Engagement Measure (WEM) and completed the Writing Feedback Literacy Questionnaire (WFLQ). The Spearman rank-order correlation indicated significant positive relationships between the three groups’ feedback literacy and writing engagement. However, there were no significant differences in the relationships between EFL learners’ feedback literacy and writing engagement across the three groups. The study’s findings provide insights for L2 teachers, teacher trainers, and educationalists to enhance students’ writing ability, feedback literacy, and writing engagement. Some suggestions for further research are proposed.

Objective : The study aimed to investigate the specificity of practice hypothesis in soccer by examining the impact of environmental light conditions on the learning of a soccer push pass. Specifically, it sought to determine whether practicing under natural or artificial light would influence skill acquisition and transfer when visual conditions changed. Method: Twenty-six male students (mean age 20.67 ± 1.78 years) with no prior experience in the experimental task were matched and divided into two practice groups based on their pre-test scores in the Mor-Christian Push Pass Test. One group trained under natural sunlight (daytime), while the other practiced under artificial gym light (nighttime) for six sessions (three times per week). Following the training phase, participants underwent immediate retention tests under the same light conditions as their practice. A delayed retention test was conducted ten days later. Data were analyzed using a 2 (group: natural vs. artificial light) × 2 (test condition: natural vs. artificial light) × 2 (test delay: immediate vs. delayed) repeated measures ANOVA via SPSS-16. Results : The results revealed no significant differences in skill acquisition between the two practice groups during training. However, during transfer tests where light conditions were altered, both groups exhibited a significant decline in performance. This finding supports the specificity of practice hypothesis, indicating that skill learning is context-dependent and performance deteriorates when environmental conditions change. Conclusions : The study confirms that soccer push pass performance is sensitive to the environmental context in which it is practiced. While both natural and artificial light conditions yielded similar skill acquisition, the inability to maintain performance under altered lighting suggests that practice specificity plays a critical role in motor learning. These findings highlight the importance of training under varied conditions to enhance adaptability and transferability of sport skills.