Resilience

purpose: This study aimed to assess the validity and reliability of the "Mental Talent Identification Questionnaire for Athletes with Disabilities." Method: This descriptive, cross-sectional survey encompassed 367 athletes (194 women and 173 men) participating in the December 2024 Talent Identification Festival organized by the Sport Federation for the Disabled Persons. Exploratory factor analysis utilizing the principal components approach with varimax rotation was conducted to evaluate validity, and Cronbach's alpha coefficient was applied to ascertain reliability. Findings: The KMO index was 0.872, and Bartlett's test yielded a significant result demonstrating the appropriateness of the data for factor analysis. Preliminary exploratory factor analysis identified six components with eigenvalues exceeding one, together accounting for 55% of the total variance. Five principal variables (self-confidence, resilience, Goal Setting, competitive motivation, and commitment) were kept based on factor loadings and statistical criteria. The Cronbach's alpha coefficient for the complete questionnaire was 0.807, indicating satisfactory reliability of the instrument.Conclusion:The findings demonstrate that the Mental Talent Identification Questionnaire for Athletes with Disabilities exhibits suitable psychometric features and can function as a valid and reliable tool for evaluating mental factors pertinent to talent identification in this demographic.  

Teacher resilience and work engagement are critical factors in enhancing educational effectiveness and fostering a positive learning environment in today's rapidly evolving landscape of education. The present study aimed to find whether teacher resilience components (i.e., internal motivations, social skills, pedagogical skills, and contextual support) predict experienced Iranian EFL teachers’ work engagement (i.e., cognitive-physical engagement, emotional engagement, social engagement with colleagues, and social engagement with students). For this purpose, 200 novice and experienced Iranian EFL teachers were selected randomly, and the data were collected by the Engaged Teachers Scale and the English Language Teacher Resilience Instrument and analyzed by standard multiple regression. The regression analysis results for experienced teachers indicated that cognitive-physical engagement was predicted by internal motivation; emotional engagement was predicted by internal motivations, social skills, and pedagogical skills; and contextual support predicted the experienced teachers’ social engagement with colleagues. For novice teachers, internal motivations, social skills, and contextual support predicted cognitive-physical and emotional engagement. Furthermore, internal motivations and contextual support predicted their social engagement with students, and social engagement with colleagues was explained by social support. These results suggest that enhancing teacher resilience can lead to increased engagement levels, ultimately benefiting student learning experiences. Besides, the findings underscore the importance of providing support structures in educational settings to bolster teacher well-being and effectiveness. This study highlights the need for targeted interventions that focus on developing teachers' resilience and engagement, which could have lasting positive effects on the education system.