مطالب

Introduction: Academic achievement is one of the main concerns of the educational system of any country, and as a result, any factor that is effective in reducing or increasing its quantity and quality is considered and emphasized by researchers. Psychological damage and stressful accidents have effects on academic achievement. This study aimed to develop a model of structural equations for academic achievement of students with post-traumatic stress disorder (PSTD) (Kermanshah earthquake) based on cognitive ability; moreover, it was attempted to investigate the mediating role of difficulty in emotion regulation in this regard. Methods: This descriptive-correlational study was conducted based on a quantitative and applied research method. The statistical population of the present study includes all students with PSTD in Sarpol Zahab, Kermanshah Province, Iran, in the academic year of 2018-19. In total, 48 cases were selected using the available sampling method. The data were collected using the Capita’s Log software, Emotion Regulation Questionnaire, and final grades of Persian literature and mathematics courses. Data analysis was performed employing the structural equation modeling (SEM) and Smart PLS software. Findings: The results of this study in the form of a structural model showed that all t-coefficients among the three main constructs were higher than 1.96, which indicates the existence of significant relationships among research variables. In other words, cognitive ability has a direct and significant relationship with the academic achievement of students with PSTD. Moreover, there is a negative relationship between cognitive ability and difficulty in emotion regulation. Conclusion: The results of the present study revealed the direct and significant effect of cognitive ability on the academic achievement of students with PSTD. In addition, an indirect effect of cognitive ability was observed on the academic achievement of these students with a mediating role of difficulty in emotion regulation. The findings of the present study indicate that the improvement of the cognitive ability, as well as the enhancement of the skills related to emotion regulation in students with PSTD, leads to improved academic achievement.

INTRODUCTION: Crisis management maintains security, stability, and flexibility in society by integrating different social resources with appropriate decisions and strengthening the ability of the community to recover from the negative impacts. Therefore, the present study aimed to conduct a model analysis of effective factors in implementing crisis management policies. METHODS: The present study is a descriptive survey research with a mixed methods design. A total of 18 experts were non-randomly and purposefully selected for the qualitative section based on expertise and availability. In addition, 248 individuals were selected from managers and experts (658 people) of the National Disaster Management Organization of Iran and partner organizations for the quantitative section based on Krejcie and Morgan Table using Cochran's formula and simple random sampling. The research instrument was a researcher-made questionnaire including 33 factors affecting the implementation of crisis management policy, the content validity of which was confirmed by professors, and its reliability by Cronbach's alpha test (α = 0.89). Data were analyzed using SPSS and AMOS software and the AHP method was used to prioritize the factors. FINDINGS: Findings indicated that 33 components in the form of structural, organizational, environmental, and management factors, as well as financial and human resources, uniform practices, communication, information, and inter-organizational coordination, regulations, and policy implementers successfully affect the implementation of crisis management policies. Structural, organizational, and environmental factors significantly affect the implementation of policies. CONCLUSION: Defining the responsibilities of partner organizations as well as developing transparency and designing specific goals contribute to the successful implementation of crisis management policies.

INTRODUCTION: Various studies have demonstrated that rescuers enjoy higher levels of self-efficacy and quality of life, as compared to ordinary people. Moreover, the constant and sometimes prolonged presence of Red Crescent Society rescuers at the scene of disasters makes them more prone to the emotional impact of crises, in comparison with ordinary rescuers. METHODS: The present study was conducted based on a causal-comparative (ex-post facto) design. The statistical population included 200 cases, and the sample size was equal to 120 (60 rescuers and 60 non-rescuers who were selected via the random sampling method). Scherrer self-efficacy questionnaire (1983), quality of work life questionnaire (1973), and Coopersmith self-confidence questionnaire (1967) were used to collect data, and data analysis was performed by analysis of variance. FINDINGS: As evidenced by the obtained results, the highest and lowest percentages of rescuers were in the age group of 20-30 (51.92%) and under 20 years (5.77%), respectively. In terms of education, the highest and lowest percentages of rescuers had a bachelor’s degree (61.7%) and high school education (1.7%). Furthermore, the highest and lowest percentages of non-rescuers were permanent (63.73%) and contract employees (1.7%), respectively. CONCLUSION: The results pointed out that rescuers enjoyed higher levels of self-confidence, quality of work life, and self-efficacy, as compared to non-rescuers.

Although listening is a crucial skill to enhance one’s position in academia, this skill is challenging for most L2 learners. The first step to improve L2 learners’ listening skill is to figure out their listening problems and to provide them with appropriate instruction. The aim of the current study was told-fold: (1) It explored Iranian intermediate L2 learners’ listening problems, and (2) it examined the effect of metacognitive strategies’ instruction on Iranian intermediate L2 learners’ listening comprehension. Participants were a random sample of 31 intermediate L2 learners in Iran. The Oxford Placement Test (OPT) was administered to the participants to check their homogeneity. Also, the participants’ listening comprehension was pretested. After 10 treatment sessions, the participants were posttested to check the (possible) changes in their listening comprehension ability. In order to check the participants’ listening problems, they filled Liu’s (2010) Listening Comprehension Processing Problems Questionnaire. Data were analyzed through one samples<em> t test</em> and paired samples <em>t test</em>, whose results indicated that metacognitive strategies elevated the participants’ ability in terms of listening. Results revealed that the participants had problems in the steps of parsing and perception, although the problems were not significant. On the other hand, in the utilization phase, there seemed to be no problem. As a result, applying the findings of this research will help materials developers, curriculum planners, instructional decision-makers, and teachers.