مطالب

Objective: This study aimed at investigating the effectiveness of mindfulness-based cognitive-behavioral therapy on the perceived stress, disease adaptation, quality of life, and cognitive function of patients undergoing chemotherapy. Method: The design of the study was semi-experimental with a pretest-post test and control group. The statistical population of this study was all patients with sarcoma-lymphatic and gastrointestinal cancer undergoing chemotherapy in Firoozgar-Taleghani-Shariati specialized hospitals in Tehran in the second half of 2021. The study sample consisted of 40 patients with cancer who were selected through convenience sampling and then were randomly assigned to experimental and control groups (20 in each group). The therapy was performed by the researcher for eight 90 minutes –sessions, two sessions per week. Research data were collected using Cohen's Perceived Stress Scale, Watson's disease adaptability, Barclay's cognitive functions, and quality of life questionnaires, and were analyzed by multivariate repeated measures variance analysis. Results: The results showed a significant difference in all variables, and demonstrated that mindfulness-based cognitive therapy significantly improved perceived stress, disease adaptation, quality of life, and cognitive functions of participants in the experimental group in the post-test and follow-up. Conclusion: According to the research findings, it can be concluded that mindfulness-based cognitive therapy is effective in improving the psychological indicators of cancer patients.

This study attempted to find the relationship between teacher-student interactions and self-regulated learning strategies among EFL learners. The population of the study comprised of 50 Iranian EFL female learners. The participants ,with an age range of 18 to 25, studied English at language institutes located in the city of Genaveh. They were selected as a homogenous sample based on their performance on English language proficiency test of Oxford Placement Test. Then the Questionnaire on Teacher-Student Interaction (QTI) and the Self-Regulation Questionnaire (SRQ) (Brown, Miller, & Lawendowski, 1999) were given to the learners to collect the data. Findings showed that there is a significant relationship between teacher-student interaction, and self-regulated learning strategies A multiple regression analysis was run to predict self-regulated learning strategies by using teacher-student interaction and its subscales. The results showed that Responsibility subscale (.β=.369, P=.003) and Admonish subscale (β=.415, P=.000) could positively and significantly predict learners self-regulated learning strategies.

Improving the quality of education and empowering students are important issues in educational systems, and it is necessary to identify influential factors for them. One of the factors that can help improve the educational system is enhancing resilience in schools. Resilient schools are those that create conditions for students and teachers to be able to respond to the challenges of school and community and help them achieve educational goals in difficult conditions, by providing necessary space and educational facilities. Therefore, the present article aims in identifying the dimensions and components of resilient schools to present a related model. In this regard, a qualitative method based on the grounded theory approach is used. The statistical population of this research includes faculty members, psychology specialists, and school principals in Kurdistan province. A purposeful sampling method is used to select the sample based on the saturation rule by using sixteen interviews, and for more assurance, it is continued up to twenty interviews. Data collection was conducted through semi-structured interviews and data analysis was done through open, axial, and selective coding methods. The findings indicate that causal conditions (development of student’s abilities, establishing proper communication with students, learning life skills, and improving the status of teachers) through the central phenomenon (resilient schools) influence the strategies for achieving resilient schools. These strategies include making the educational environment happy, developing parents’ participation, providing extra-curricular activities, appropriateness of curriculum content, supporting teachers, making the curriculum content applicable, and instruction. Some intervening conditions (salary and benefits, recruitment and selection of human power, and decentralization) as well as contextual conditions (facilities, leadership, and teaching-learning processes) influence these strategies. Finally, the consequences of these strategies and their impact include mental health, self-awareness, cooperation, participation, and promotion of general health.