مطالب

A large body of research has investigated the role of motivational strategy use in EFL learners’ language achievement, teachers’ work engagement, and creativity.  However, there have been very few studies on EFL teachers’ status quo of these variables and the correlation among them. This study was an attempt to investigate the Iranian EFL teachers’ status quo regarding these variables and to explore the correlation among them. To this end, 100 Iranian EFL teachers of both genders were selected. To explore the objectives of this study, the Motivational Strategy Use Questionnaire, Creativity Style Questionnaire, and Work Engagement Scale Questionnaire were employed. Data were analyzed through t-tests and multiple regression. Results revealed that EFL teachers have acceptable levels of motivational strategies usage, work engagement, and creativity. The results of Multiple regression analysis proved a statistically significant relationship between motivational strategy use and creativity in the classroom and no significant relationship was found between motivational strategy use and teachers’ work engagement. Teachers’ gender was found to have no contribution to teachers’ work engagement, creativity, and motivational strategies usage. This study has theoretical and practical implications for teachers.

The present study was designed to examine the effects of two kind of feedback presentation, namely KR and KP, on movement pattern and accuracy of a Badminton serve in children with autism. We used a causal-comparative method in the current study. Sixty children with autism with an age range of 7 to 12 years from special schools were selected based on a convenience sampling method and were randomly and equally assigned into four groups including KR, KP, KR+KP, and control groups. The motor task in the present study included the badminton serve, in which the movement patter and accuracy were measured as the dependent variable. The children participated in the pretest including 10 services, acquisition phase (5 training blocks, each of which included 10 services), and the retention test with 10 services. Respective feedback was provided before each practice block. We used ANOVA to analyze data. The results showed that both KR and KP feedback improve both the pattern and the accuracy of movement better than the condition without feedback. In addition, KP had better effects on the movement pattern and KR had better effects on the movement accuracy. Finally, children who were in the combination group performed better than all the groups in both execution of the movement pattern and service accuracy. Children with autism benefit from feedback to learn novel motor skills, indicating that they may have the necessary mechanisms to learn new skills through feedback.

Purpose: Organizational and administrative destructive behaviors cause many direct and indirect costs on organizations and reduce organizational progress. Therefore, the objective of this study was to identify antecedents of destructive organizational and administrative behaviors based on social exchange theory by meta-synthesis method. Methodology: This study was developmental in terms of objective, cross-sectional in terms of time, and qualitative in terms of data collection. The field of research included 582 articles on destructive organizational and administrative behaviors during 2000-2022. The research sample included 55 articles selected by purposive sampling method and according to inclusion criteria. The data were collected by note-taking (validity was confirmed by the triangulation method and reliability was estimated to be 0.89 by the Cohen's kappa coefficient) and analyzed by content analysis using the seven-step meta-synthesis method of Sandelowski and Barroso (2007). Findings: The results showed that the antecedents of destructive organizational and administrative behaviors based on social exchange theory had two main categories and six subcategories. Each of the two categories of facilitating antecedents and inhibiting antecedents included three subcategories of behavioral factors, structural factors, and contextual factors. Finally, given the categories and subcategories, a model of the antecedents of destructive organizational and administrative behaviors based on social exchange theory was drawn. Conclusion: The model of antecedents of organizational and administrative destructive behaviors based on social exchange theory designed in the present study can be used as a tool for strategic planning in the field of organizational and administrative destructive behaviors.