مطالب

The purpose of this study was to analyze the professional learning standards in Iranian secondary schools (case study: Kurdistan province). This research is applied in terms of purpose and descriptive-survey in terms of data collection method. The statistical population includes all schools in Kurdistan province, which consist of 101 schools. According to the Cochran formula, 12 schools were selected as the sample size through multi-stage cluster sampling. A researcher-made questionnaire was used to collect data. This 47-item questionnaire was designed by researchers to measure professional learning standards in schools in three main areas: conditions for the success of the professional learning program, processes of transforming the professional learning program, and comprehensive and accurate content. According to the research results, the subscale of equity and justice in the conditions for the success of the professional learning program is in a desirable state, while the collaborative culture is in the worst state. The drivers of educational equity are in the best desirable state, and the educational plans are in the worst state in the domain of the processes of transforming the professional learning program. Regarding the area of comprehensive and accurate content in schools, the curriculum, planning, and teaching are reported to be in the best desirable state, while the professional expertise of teachers is in the worst state. Finally, the results indicate that the average status of professional learning in schools is at a moderate level.

Aim: The present study investigated the moderating role of interpersonal mindfulness in the link between interpersonal sensitivity and marital conflict.Method: The Research method is a descriptive-correlation type of structural equation modeling. The statistical population consists of married students of Alzahra and Tehran University, and 182 people were randomly selected by sampling by multi-stage cluster method. Questionnaires on interpersonal mindfulness (IMS), interpersonal sensitivity (ISS), and marital conflict (MCQ) were given them. Statistical data analysis at the descriptive and inferential levels was performed with SPSS and Smart-PLS 3. Result: Partial least square-structural equation modeling showed a significant positive association between interpersonal sensitivity and marital conflict (β= .43, t= 6.47 > 2.58, p < 0.001) and the interaction effect of interpersonal mindfulness and interpersonal sensitivity had a significant relationship with marital conflict (β = .15, T-values= 2.43, p < 0.05. Thus, the moderating role of interpersonal mindfulness in the link between interpersonal sensitivity and marital conflict was confirmed.Conclusion: couples with a high level of interpersonal sensitivity are likely to experience more marital conflict, and the predictive effect of interpersonal sensitivity on marital conflict   is significantly weakened by increasing the level of interpersonal mindfulness, thus interpersonal mindfulness plays a moderating role in the link between interpersonal sensitivity and marital conflict. Therefore, interpersonal mindfulness training is suggested to family counselors to reduce conflicts and marital problems in couples who suffer from interpersonal sensitivity. In addition, The findings of this research can provide valuable information for families, psychologists, and society.

This case study examines the influence of students’ motivation on their EFL performance to identify motivational factors and as a result, it was created a proposal for increasing their motivation. The population selected was 126 first-semester students and 5 professors in charge of the EFL process at a private university in Colombia, Bogotá in the first and second semesters of 2023. Moreover, the methodology used was qualitative with a social constructivist worldview to research based on students' and professors’ perceptions. That way, the collected results show that most students’ extrinsic motivation causes their low EFL level when entering the program as students may be goal-oriented and short-term sustained, which can contribute to dropping out of the program. Therefore, it is recommended that professors take action to increase students’ motivation by teaching students relevant topics, exposing the benefits of learning EFL, encouraging them to be self-directed students, promoting a safe environment, making them use e-learning tools and using gamified assessment/activity tools so that students can improve their academic performance.

Objective: This study aimed to determine the effectiveness of mentalization-based training and positive thinking for parents of children with autism on their reflective functioning and their children's aggression. Methods: This quasi-experimental study employed a pretest-posttest design with a control group and a three-month follow-up. The statistical population included all parents of children with autism spectrum disorder (ASD) enrolled in day centers for education and rehabilitation of individuals with ASD in Tehran during the 2022-2023 academic year, and their children. A total of 32 parent-child pairs were selected using purposive sampling and were randomly assigned to either the experimental group (16 parents) or the control group (16 parents). Data collection tools for parents included the Reflective Functioning Questionnaire (Fonagy, 2016), and for children, the Achenbach Child Behavior Checklist Aggression Scale (2001) Parent Form. Initially, a pretest was administered to both groups, and the Aggression Scale was completed by the parents for their children. The mentalization-based and positive thinking training package (Fonagy) was then conducted in 12 sessions of 120 minutes each for the experimental group. Subsequently, a posttest was administered to both groups, and the Reflective Functioning Questionnaire and Positive Beliefs Questionnaire were completed by the mothers, while the Aggression Scale was again completed by the parents for their children. A follow-up phase occurred three months later. Data analysis was conducted using repeated measures analysis of variance. Findings: The results indicated that the impact of mentalization-based and positive thinking training on the components of reflective functioning (F = 14.35) and aggression (F = 7.17) in children was significant (P < 0.01), and this effect persisted through the follow-up phase. Conclusion: Given the results, it appears that mentalization-based and positive thinking training, by enhancing reflection on mental states, emotional regulation, and the ability to enjoy pleasant events, provides a suitable context for reflective functioning. This, in turn, leads to a reduction in aggression in children with autism.

Objective: The present study aimed to investigate the effectiveness of forgiveness therapy on psychological distress and psychological flexibility in women with marital conflicts. Methods: The research method was quasi-experimental, with a pre-test-post-test design and a control group. The statistical population included all women with marital conflicts who referred to health centers in District 3 of Tehran in 2022. The sample consisted of 30 women who scored lower in psychological flexibility and distress tolerance. They were selected through non-random voluntary sampling and were randomly assigned to experimental and control groups. Data were collected using the Distress Tolerance Scale by Simons and Gaher (2005) and the Psychological Flexibility Questionnaire by Dennis and Vander Wal (2010) in both pre-test and post-test stages. The session content was prepared according to the forgiveness therapy model by Enright and Fitzgibbons (2015). Data were analyzed using descriptive statistics and covariance analysis. Findings: The results of the covariance analysis indicated that the mean scores of psychological distress and psychological flexibility and their components in the experimental group significantly decreased compared to the control group (P = 0.05). Conclusion: Therefore, forgiveness therapy was effective in reducing psychological distress and enhancing psychological flexibility in women with marital conflicts.

Objective: The aim of this study was to examine the effectiveness of mindfulness-based compassion therapy and positive cognitive-behavioral therapy on ambiguity tolerance in female heads of households in Shahrekord. Methods: The research design was a quasi-experimental one, employing a pre-test, post-test, and follow-up with a control group. The statistical population included female heads of households in Shahrekord. Sixty participants were selected through purposive sampling and randomly assigned to three groups (20 participants per group). The experimental groups underwent 8 sessions of mindfulness-based compassion therapy and positive cognitive-behavioral therapy, each lasting 120 minutes. To determine the effectiveness of the interventions, the McLain Ambiguity Tolerance Questionnaire (1993) was used, and the data were analyzed using repeated measures analysis of variance. Findings: The findings showed that the effectiveness of mindfulness-based compassion therapy and positive cognitive-behavioral therapy compared to the control group on ambiguity tolerance in the post-test were (0.691) and (0.560), and in the follow-up were (0.755) and (0.632), respectively. Additionally, the results indicated that mindfulness-based compassion therapy was more effective than positive cognitive-behavioral therapy. Conclusion: Based on the results of this study, mindfulness-based compassion therapy can be used as a more sustainable and effective intervention than positive cognitive-behavioral therapy to increase ambiguity tolerance in female heads of households.