مطالب

Purpose: This study was conducted with the aim of identifying the components and dimensions of effective art education teaching. Methodology: This research is an applied-developmental study in terms of its objective and a non-experimental (descriptive) study in terms of data collection method, utilizing a cross-sectional survey approach. A qualitative research design was employed to achieve the research objective. The qualitative participant community included professors, teachers, school administrators, and art education specialists in Iraq, selected through purposive sampling. Ultimately, theoretical saturation was achieved after 10 interviews. The qualitative validity was evaluated and confirmed based on Lincoln and Guba's four criteria of credibility, transferability, confirmability, and dependability from the reviewers' perspective. The reliability of the coding of the conducted interviews was estimated using Holsti's coefficient at 0.712, which is considered acceptable. For data analysis, the grounded theory method was utilized in MAXQDA software, and with the extraction of the main and sub-categories of the research, the final model was presented. Findings: In the present study, the components and dimensions of effective art education teaching were identified to provide a model for art education teachers in Iraq. A total of 210 initial codes were extracted from the interview texts. Through coding, eight concepts and 45 sub-categories were identified, and by classifying these themes into similar categories, eight main categories were recognized. Conclusion: Based on the obtained results, the paradigmatic model of the research was determined. Causal conditions, including educational content, factors related to the teacher, and teaching style, affect the central phenomenon, which is effective art education teaching. This component, along with contextual conditions, including educational infrastructure and intervening conditions, such as the status of art in society, leads to strategies and actions, including educational policymaking, resulting in the outcome of drafting the art curriculum charter in Iraq.

Purpose: The present research aimed to provide content analysis of emotional intelligence dimensions in Farsi textbook stories of elementary schools using Shannon’s entropy approach. Methodology: The research method was descriptive ad had a content analysis type using "Shannon’s entropy" method. The statistical population consisted of 108 stories in Farsi textbooks of the elementary school in 2022. The statistical sample was also equal to the statistical population according to the census approach. The research tool included the emotional intelligence checklist with five components (interpersonal skills, intrapersonal skills, adaptability, general mood, and stress management) based on the Bar-On model. The reliability of the data was desirable using the paired t-test. Findings: The research findings indicated that there were significant differences in the representation of dimensions of emotional intelligence in stories of Farsi textbooks. Therefore, topics of intrapersonal and interpersonal skills were taken into consideration in a relatively favorable way, but stress management skill was neglected in the textbooks. Furthermore, a comparison of the sixth-grade elementary schools indicated that most of their stories had a general pattern of the importance of interpersonal and intrapersonal skill dimensions, and the adaptability dimension was relatively favorable only in the fifth-grade of elementary schools. Conclusion: According to the role of emotional intelligence in learners' lives, authors of Farsi textbooks need to provide a necessary revision of emotional intelligence components in the stories of the textbooks.

INTRODUCTION: The aim of the present study was to investigate the relationship between self-efficacy and resilience with psychological preparation with the mediating role of stress coping styles in RCS Rapid Response Teams in Iran. METHODS: In this descriptive-correlational study, the statistical population was people working in RCS Rapid Response Teams in Iran in 2023. A total of 338 people were selected based on Kleine's model and available sampling method. Data collected with Sherer's General Self-Efficacy Scale (GSES); Connor-Davidson Resilience Scale (CD-RISC) and the Coping Inventory for Stressful Situations (CISS) and analyzed using SPSS-28 and AMOS software. FINDINGS: According to the findings, resilience had a direct and significant effect with both psychological preparation and stress coping styles which were able to play a meaningful mediating role in the relationship between self-efficacy and resilience with psychological preparation. Also, the results of the fit indices look good and acceptable. (RMSEA=0.032 and p<0.05). CONCLUSION: The results show that considering the significant mediating role of stress coping styles, it is possible to improve the level of psychological preparation in RCS Rapid Response Teams by applying effective interventions such as stress coping styles and resilience training.