درخت حوزه‌های تخصصی

The present study examined the relationship between student-teacher relationships and students’ academic engagement, with a particular focus on the mediating role of psychological well-being. A total of 380 high school students in Ahvaz, Iran, participated in the study. Data were collected using the Student-Teacher Relationship Scale – Short Form (STRS-SF), the Academic Engagement Scale, and Ryff’s 18-item Psychological Well-Being Scale. Structural Equation Modeling (SEM) was employed to analyze the data and test the hypothesized model. The results indicated that student-teacher relationships positively predicted both academic engagement and psychological well-being. Moreover, psychological well-being was found to mediate the relationship between student-teacher relationships and academic engagement. The model demonstrated an acceptable fit to the data (CFI = 0.94, RMSEA = 0.053). These findings underscore the critical role of emotional and psychological support in academic contexts and highlight the importance of fostering strong interpersonal connections between teachers and students. Enhancing student-teacher relationships and promoting psychological well-being may serve as effective strategies to increase students’ academic engagement

Mathematical disorders, which are rooted in genetic factors and central nervous system dysfunction, can cause cognitive and psychological processing disorders. This study aims to determine the effectiveness of problem-solving training on executive functions and mental fatigue in female students. This study is a quasi-experimental design with a pre-test and post-test with a control group. The statistical population includes female students in the first year of high school in Miandoab city in the academic year 1401-02, from which 40 people were selected as a sample based on the available method and randomly assigned to two control and experimental groups. The research tool includes Coolidge's executive functions, 2002 version, differential or diagnostic tasks (Sedak and Kafta), and a problem-solving training protocol. SPSS 25 software was used to analyze the data. Results were shown that problem-solving training significantly affects executive functions (F=16.35, P< 0.00) and reduces cognitive fatigue (F= F=21.75, P< 0.00) in students. Therefore, problem-solving training as a strong capacity can reduce fatigue and increase executive functions.

This study aimed to explore the impact of special education policies on the psychological well-being of exceptional students. This qualitative research employed a phenomenological approach, utilizing semi-structured interviews with 33 exceptional students recruited through online platforms. The study relied on theoretical saturation to determine the final sample size. Data were analyzed using thematic analysis with the support of NVivo software, following an inductive coding process to identify key themes related to emotional and psychological well-being, policy implementation, and future prospects of exceptional students. The results revealed three primary themes: emotional and psychological impacts, the effectiveness of special education policies, and long-term student outcomes. Participants reported experiences of stigmatization, social exclusion, and policy-related stress, which significantly affected their emotional well-being. While some students benefited from individualized education plans and supportive teacher interactions, others faced inconsistencies in policy implementation, leading to increased anxiety and uncertainty. The study also highlighted the crucial role of parental advocacy and teacher preparedness in ensuring the effectiveness of special education policies. Long-term concerns included access to higher education, career readiness, and independent living skills, with many participants expressing uncertainty about future accommodations and opportunities. The study underscores the critical influence of special education policies on the psychological well-being of exceptional students, emphasizing the need for stable, well-implemented policies, improved teacher training, and stronger parental engagement. Addressing inconsistencies in policy application and enhancing emotional support mechanisms within educational settings are essential steps toward fostering the well-being and long-term success of exceptional students.

This study explores the emotional and psychological impact of assistive technologies on adolescents with visual impairments. A qualitative research design was employed using semi-structured interviews with 20 adolescents with visual impairments recruited through online platforms. Theoretical saturation guided data collection, and NVivo software was used for thematic analysis. The study examined participants’ emotional responses, psychological adaptation, and the social and educational impacts of assistive technology use. The results revealed that while assistive technologies enhanced empowerment, independence, and self-esteem, they also introduced challenges such as frustration, technological overwhelm, and social stigma. Many participants reported emotional attachment to their assistive devices, highlighting their role in fostering confidence and reducing dependence. However, rapid technological advancements contributed to anxiety and stress, particularly when transitioning to new tools. Psychological adaptation strategies included trial-and-error learning, seeking technical support, and developing resilience. Social support from parents, teachers, and peers played a crucial role in shaping participants’ experiences, with inadequate support leading to increased frustration. The digital divide further influenced participants’ emotional well-being, as access to advanced assistive technologies varied across socioeconomic backgrounds, impacting academic performance and social inclusion. Assistive technologies significantly shape the emotional and psychological well-being of adolescents with visual impairments by promoting independence and confidence while also posing adaptation challenges. The findings highlight the need for better accessibility training for educators, increased social support, and user-centered technological designs to reduce cognitive load and frustration. Bridging the digital divide is essential to ensure equitable access to advanced assistive technologies, fostering positive developmental outcomes for visually impaired adolescents.

This study compared the impact of interactive meta-linguistic feedback on the learning and retention of grammatical structures among Iraqi EFL learners. The study used a quasi-experimental design with 62 intermediate-level male students separated into three groups: one receiving interactive meta-linguistic feedback, another receiving traditional meta-linguistic feedback, and a control group that received no feedback. Pre-tests, immediate post-tests, and delayed post-tests were used to assess participants' knowledge of the following grammatical structures: present perfect, present perfect continuous, future, and future perfect. The results showed that interactive meta-linguistic feedback greatly improved both grammatical structure learning and retention when compared to other types of input. This study emphasizes the significance of feedback in language acquisition and proposes that interactive approaches may be more effective in promoting grammatical accuracy among EFL learners. This study compared the impact of interactive meta-linguistic feedback on the learning and retention of grammatical structures among Iraqi EFL learners. The study used a quasi-experimental design with 62 intermediate-level male students separated into three groups: one receiving interactive meta-linguistic feedback, another receiving traditional meta-linguistic feedback, and a control group that received no feedback. Pre-tests, immediate post-tests, and delayed post-tests were used to assess participants' knowledge of the following grammatical structures: present perfect, present perfect continuous, future, and future perfect.