درخت حوزه‌های تخصصی

Purpose: The status and position of women in the management system face numerous challenges and problems. Therefore, the present study was conducted with the objective of explaining the managerial position of women in sports assemblies at the national and international levels. Methodology: This study was applied in terms of its objective and mixed (qualitative and quantitative) in terms of its implementation method. The population in the qualitative part consisted of sports experts, professors, and high-ranking sports managers, from whom 16 individuals were selected as the sample through purposive sampling based on the principle of theoretical saturation. The population in the quantitative part included sports experts, athletes, professors, and high-ranking sports managers, from whom 141 individuals were selected as the sample through random sampling based on the Cochran's formula. The research tools were semi-structured interviews in the qualitative part and researcher-made questionnaires in the quantitative part, the psychometric indices of which were confirmed. Data were analyzed using coding methods and exploratory factor analysis. Findings: The findings from the qualitative part revealed that the managerial position of women in sports assemblies at the national and international levels encompasses 54 concepts in 27 subcategories and 10 categories, including identity formation in managerial spaces, division of labor capability, overcoming gendered spaces, effective control, program orientation, field management and leadership, social support for women's management, management practice, organizational efficiency, networks, and communication skills. Moreover, the quantitative findings indicated that all 27 observed variables had a positive standardized factor loading and a critical ratio greater than 1.96 with each of the 10 latent constructs, thus confirming their validity, and their reliability was calculated to be higher than 0.70 using Cronbach's alpha. In addition, the model of women's managerial position in sports assemblies at the national and international levels fitted well, having a direct and significant effect on all 10 constructs of identity formation in managerial spaces, division of labor capability, overcoming gendered spaces, effective control, program orientation, field management and leadership, social support for women's management, management practice, organizational efficiency, networks, and communication skills (P<0.05). Conclusion: Based on the results of this research, to improve the managerial position of women in sports assemblies at the national and international levels, it is possible to create conditions for the realization of the identified subcategories and categories.

Purpose: Academic motivation is a critical driver of educational outcomes, influenced by various factors including attitudes toward education and civic knowledge. Despite abundant research on these factors independently, their collective impact on academic motivation remains underexplored. This study aims to fill this gap by examining how attitudes toward education and civic knowledge together predict academic motivation. Methodology: A cross-sectional study design was employed with a sample of 350 participants derived from high schools and universities, based on Morgan and Krejcie’s table for sample size. Data were collected using validated scales: the Academic Motivation Scale (AMS), Education Attitude Scale (EAS), and Civic Knowledge Assessment Test (CKAT). Pearson correlation and linear regression analyses were conducted using SPSS version 27 to explore the relationships between the study variables. Findings: Descriptive statistics indicated moderate levels of academic motivation (Mean = 4.21, SD = 1.05), positive educational attitudes (Mean = 3.89, SD = 0.78), and varied civic knowledge (Mean = 3.45, SD = 0.88). Pearson correlation showed significant positive relationships between academic motivation and attitudes toward education (r = .312, p < .001) and civic knowledge (r = .287, p < .001). Regression analysis revealed that both attitudes toward education (β = 0.32, p < .001) and civic knowledge (β = 0.27, p < .001) significantly predicted academic motivation, accounting for 20.9% of the variance (R² adjusted = .209). Conclusion: The findings confirm that both educational attitudes and civic knowledge are significant predictors of academic motivation. These results underscore the importance of integrating civic education into curricula and fostering positive educational attitudes to enhance academic motivation. Future educational policies and practices should consider these dimensions to effectively support academic engagement and achievement.

Purpose: One of the critical issues in addressing migrant students is the improvement of cultural adaptation. Therefore, the objective of this study was to analyze the drivers for enhancing cultural adaptation in addressing migrant students through education. Methodology: This study was applied in terms of its objective and utilized a mixed-methods approach (qualitative and quantitative) in terms of execution. The study population in both sections consisted of managers and teachers familiar with the research field, from which 18 individuals were selected as samples based on the principle of theoretical saturation using purposive sampling. The research instruments included literature review, semi-structured interviews, and a researcher-made questionnaire. Initially, experts were interviewed, and then 15 of those who expressed willingness evaluated the importance of the extracted drivers. In this study, the coding method was used to identify the drivers for improving cultural adaptation in addressing migrant students through education, the importance and uncertainty method to identify key drivers, and the structural analysis method using MICMAC software to understand the influence of the drivers. Findings: The findings indicated that the most important drivers for enhancing cultural adaptation in addressing migrant students through education were, in order, training managers on how to interact with migrant students, short-term training for teachers, training all students on how to interact with migrant students, training parents on how to teach communication principles with different cultures, training teachers by school managers, short-term training for school managers, training managers on how to deal with errant teachers, training migrant students on how to handle other students' behaviors, in-service training for teachers, training teachers through brochures, and training migrant parents to enhance their children's communication skills. Additionally, the drivers' impact levels were ranked, with the training of parents on communication principles with different cultures, training managers on interacting with migrant students, training managers on dealing with errant teachers, training migrant parents to enhance their children's communication skills, training all students on interacting with migrant students, short-term training for teachers, in-service training for teachers, training teachers by school managers, short-term training for school managers, training teachers through brochures, and training migrant students on handling other students' behaviors being the most influential. Conclusion: Cultural specialists and planners in the country can utilize the identified drivers from the present study, considering their importance and impact, to improve cultural adaptation in addressing migrant students through education.

Purpose: In the context of rapidly evolving digital landscapes, digital media literacy has become a foundational element in primary education, crucial for preparing students to navigate and influence their digital surroundings effectively. This study aims to identify and describe the key components of digital media literacy as taught in primary schools, focusing on the insights of faculty members from Iran to understand how these components are integrated into the educational system. Methodology: Employing a qualitative research design, this study gathered data through semi-structured interviews with 21 faculty members who are directly involved in teaching digital media literacy in primary schools across Iran. Theoretical saturation was achieved to ensure comprehensive coverage of the concepts. Data were analyzed using NVivo software to facilitate a thorough thematic analysis, identifying the core components of digital media literacy education. Findings: The analysis revealed five main themes central to digital media literacy in primary education: Transfer, Usage, and Digital Competence; Computer Fundamentals; Online Basics Skills; Word Processing, Spreadsheet, and Presentation Skills; and Database and Data Security Skills. Each theme comprised several categories that detailed specific skills and knowledge areas essential for comprehensive digital literacy, ranging from basic computer operations to advanced data management and security. Conclusion: The study underscores the importance of a robust digital media literacy curriculum in primary education, highlighting specific skills that are crucial for students' development as competent digital citizens. It also points to the need for ongoing teacher training to keep pace with technological advancements, ensuring that educators are well-equipped to impart these essential skills.

Purpose: The excessive use of mobile phones significantly alters human thought patterns and affects individuals' behavior and psycho-social well-being. This study aims to explore the correlation between social intelligence and self-determination in adolescents, focusing on how mobile phone addiction plays a mediating role. Methodology: The research employed a descriptive-correlational approach and cross-sectional method, utilizing structural equation modeling (SEM) for analysis. The statistical population consisted of teenage boys and girls in Tehran who experienced mobile phone addiction from July to October 2023, with psychologist confirmation of addiction. A sample of 150 teenagers was selected through purposive sampling, with 17 individuals excluded due to incomplete or erroneous questionnaire responses. Research instruments included the Tromso Social Intelligence Scale, Self-Determination Scale, and Mobile Phone Addiction Questionnaire. Data analysis was conducted using SPSS version 27 for overall data and SmartPLS version 4 for path analysis between variables, with a significance level set at 0.05. Findings: The results of the current study indicated that Social Intelligence had a significant negative impact on mobile phone addiction (β=-0.380, p <0.001). In addition, there was a significant positive effect of Social Intelligence on Behavioral independence (β=0.383, p <0.001), but no significant effect on Psychological Empowerment and Self-determination (p>0.05). Furthermore, the relationship between Social Intelligence and Behavioral independence, as well as Self-determination with the mediating factor of Mobile phone addiction, was found to be significant (p < 0.001). However, the association between Social Intelligence and Psychological Empowerment with the mediating role of Mobile phone addiction was not significant (P>0.05). Conclusion: The findings of the current research indicate that social intelligence can decrease mobile phone addiction and enhance behavioral independence, while mobile phone addiction can diminish behavioral independence and self-consciousness. However, social intelligence and mobile phone addiction do not impact psychological empowerment. Additionally, mobile phone addiction serves as a mediator in the correlation between social intelligence and the aspects of behavioral independence and self-consciousness.

Purpose: The education system plays a crucial role in the growth and progress of any society and, as one of the main institutions developing intellectual capital and specialized human resources, it holds a sensitive responsibility in achieving sustainable development. Therefore, it should focus on improving the quality of its service delivery to meet people's expectations and increase their satisfaction. Accordingly, the aim of this study is to design a superior service delivery model in the field of education to enhance public satisfaction. Methodology: This research is applied in purpose, exploratory in nature due to its qualitative research approach, and descriptive-survey in terms of data collection and implementation. In the first phase, the population consisted of scientific documents and records, from which 38 studies were selected as the research sample based on inclusion criteria and purposive sampling method. In the second phase, academic and organizational experts were chosen based on the principle of theoretical saturation and purposive sampling technique, totaling 16 individuals. The data collection tool in the first phase was a systematic review of scientific documents and records through meta-synthesis, and in the second phase, semi-structured interviews with experts through thematic analysis. Validity through the CASP tool and reliability through Cohen's kappa coefficient were obtained at 0.56. The validity and reliability of the interview tool were also examined based on criteria of accuracy, credibility, dependability, transferability, and confirmability, which were ultimately confirmed. Finally, the data were analyzed using thematic analysis in MAXQDA software. Findings: The findings of this research identified 69 indicators, 13 components, and 3 dimensions for superior service delivery in the field of education to enhance public satisfaction. The dimensions of superior service delivery included: quality of educational services (with 9 components: tangibles, accountability, assurance, empathy, courtesy, dynamism, diversity, citizen-centricity, and monitoring and control), productivity of educational services (with 2 components: service efficiency and effectiveness), and intelligence of educational services (with 2 components: digitalization and the use of modern technologies). Ultimately, considering these dimensions, components, and identified indicators, the final model of the study was presented, which was found to be of suitable validity. Conclusion: Considering the results obtained from the current study, it is possible to create conditions for the realization of superior service delivery in the field of education to enhance the level of public satisfaction.

Purpose: The efficacy of postmethod pedagogy (PMP) in Iran remains undetermined despite the growing attention being paid to it. A multitude of factors may contribute to differing levels of motivation among teachers in effectively implementing postmethod principles. The Achievement Goal Theory (AGT), rooted in a socio-cognitive perspective, provides a framework for understanding the types of goals individuals tend to pursue in achievement situations. Hence, this study aims to investigate the goal orientations of experienced English as a Foreign Language (EFL) teachers who are practicing postmethod tenets. Methodology: The current study employed an applied qualitative approach to explore the goal orientations of 18 experienced EFL teachers from various language institutes in Kermanshah, Iran. Participants were selected in two phases: first, a postmethod questionnaire was administered to identify respondents familiar with Postmethod Pedagogy (PMP) principles. Next, a semi-structured interview was conducted to elicit their goal orientations while adopting PMP conditions. Field notes were also used to document the researcher’s reflections and opinions, facilitating data analysis. The researchers utilized a three-stage approach for data analysis, following the inductive data coding method of open, axial, and selective coding. Findings: After analyzing the interview transcripts, it became apparent that the implementation of postmethod pedagogy tenets in teachers' teaching practice was influenced by their achievement goal orientations. This included learning, relational, and performance-approach goal orientations. The findings revealed that expert teachers predominantly exhibited learning goal orientations. In contrast, performance-approach goal orientations were the least prevalent among these educators. Conclusion: Examining teachers’ goal orientations through the socio-cognitive lens of postmethod language teaching can benefit the growth and development of teacher training programs, curriculum planning, and policymakers.