Qualitative Analysis

Psychological commitment has been to date one of the interesting research topics in sports psychology. To achieve a deeper understanding of sports fans' psychological characteristics, this study aimed to design a qualitative model of the factors affecting psychological commitment in football fans in Iran based on grounded theory approach. In this qualitative-analytical study, 27 experts in the field of sports and fan loyalty in the Iranian Football Premier League from the top universities in Iran were interviewed based on purposive and triangulation sampling approach. The data analysis was also performed by open and axial coding, of which 53 concepts and 11 categories were classified under five general themes. The developed research model consisted of five major effective factors including: triggers, psychological characteristics, demographic characteristics, reference groups, and club-related issues. The results revealed that such factors could be the main actors shaping sports fans' psychological commitment.

This study aimed to explore the challenges faced by pre-service teachers in Iran in noticing and responding to student thought processes during English language instruction, as well as the strategies they employed to engage with student thinking. Utilizing grounded theory and qualitative analysis, the research sought to provide a deeper understanding of these challenges and strategies to inform teacher education practices. The findings revealed significant difficulties in recognizing diverse student thinking and managing classroom dynamics. To address these challenges, pre-service teachers adopted strategies such as open-ended questions and group discussions, which fostered deeper understanding, clarified students' ideas, and promoted a more interactive learning environment. The results highlighted the urgent need for teacher education programs in Iran to develop skills that enhance the ability to respond to students' thinking. Specifically, programs should focus on competencies such as pedagogical competence, cognitive skills, interpersonal communication, reflective practice, technological proficiency, and entrepreneurial competencies. By strengthening these competencies, pre-service teachers can improve their English instruction and effectiveness. Educational programs could benefit from integrating practical experiences like micro-teaching sessions and workshops on effective questioning techniques. This approach will better prepare future educators to navigate student engagement, leading to more effective teaching practices in Iran’s educational landscape.