درخت حوزه‌های تخصصی

This study aimed to examine the predictive role of hope and emotion regulation in perceived discrimination among adults with physical disabilities. The study employed a correlational descriptive design with a sample of 390 adults with physical disabilities, selected based on the Morgan and Krejcie table. Participants completed validated measures assessing perceived discrimination, hope, and emotion regulation, including the Perceived Discrimination Scale, the Adult Hope Scale, and the Emotion Regulation Questionnaire. Data analysis was conducted using Pearson correlation to examine associations between variables and multiple linear regression to determine the predictive effect of hope and emotion regulation on perceived discrimination. Statistical analyses were performed using SPSS-27, with significance set at p < 0.01. The results indicated a significant negative correlation between hope and perceived discrimination (r = -0.45, p < 0.01) and between cognitive reappraisal and perceived discrimination (r = -0.38, p < 0.01), while expressive suppression was positively correlated with perceived discrimination (r = 0.41, p < 0.01). The regression model was statistically significant (F(2, 387) = 53.04, p < 0.01) with an R² value of 0.27, indicating that hope and emotion regulation explained 27% of the variance in perceived discrimination. Hope (B = -0.39, p < 0.01) and cognitive reappraisal (B = -0.28, p < 0.01) negatively predicted perceived discrimination, whereas expressive suppression (B = 0.31, p < 0.01) was a positive predictor. The findings suggest that hope and adaptive emotion regulation strategies, particularly cognitive reappraisal, serve as protective factors against perceived discrimination, whereas expressive suppression exacerbates discriminatory perceptions. These results highlight the importance of psychological interventions aimed at fostering hope and teaching adaptive emotion regulation strategies to mitigate the impact of discrimination in individuals with physical disabilities.

This study aimed to examine the effectiveness of exposure therapy in enhancing life satisfaction and cognitive flexibility in adults with ADHD. This study employed a randomized controlled trial design, with 30 adults diagnosed with ADHD randomly assigned to an experimental group (n = 15) receiving eight sessions of exposure therapy or a control group (n = 15) receiving no intervention. Life satisfaction and cognitive flexibility were assessed at baseline, post-treatment, and five-month follow-up using the Satisfaction with Life Scale (SWLS) and the Cognitive Flexibility Inventory (CFI), respectively. Data analysis was conducted using repeated-measures analysis of variance (ANOVA) to examine within- and between-group differences over time, with post-hoc pairwise comparisons performed using the Bonferroni adjustment. The results indicated a significant main effect of time and group, as well as a significant interaction effect between time and group for both life satisfaction and cognitive flexibility (p < 0.01). Post-hoc analyses showed that the experimental group demonstrated significant improvements in both variables from baseline to post-treatment (p < 0.001), with these gains maintained at follow-up. In contrast, the control group showed no significant changes over time. The findings suggest that exposure therapy effectively enhances life satisfaction and cognitive flexibility in adults with ADHD, with long-term benefits observed at follow-up. Exposure therapy appears to be a promising intervention for improving life satisfaction and cognitive flexibility in adults with ADHD. By reducing avoidance behaviors and promoting adaptive cognitive responses, this approach may help individuals with ADHD develop greater emotional and cognitive adaptability. The sustained benefits observed at follow-up suggest that exposure therapy may provide long-lasting improvements in quality of life for this population.

The tripartite V3SK model, integrating values, skills, and knowledge, has been explored in various educational contexts but remains underutilized in English language teaching. This study aimed to investigate the effect of the V3SK model on Iranian high school students’ grammar achievement using an explanatory mixed-methods design. Participants included 43 high school teachers and 452 pre-intermediate level students, selected based on standardized placement tests. Teachers were randomly divided into groups of experimental (N = 22) and control (N = 21). The experimental group participated in 15 training sessions focused on the V3SK model dimensions. Subsequently, students from both groups completed a researcher-designed grammar pretest and received 20 sessions of instruction over three months, followed by a posttest. Quantitative data were analyzed using Mann-Whitney U tests, revealing significantly higher grammar achievement in the experimental group. Qualitative thematic analysis of interviews with 15 experimental group teachers identified 11 themes that explain the model's contributions, including enhanced motivation, innovative teaching, and differentiated instruction. These findings underscore the V3SK model's potential for improving grammar instruction in English as a Foreign Language (EFL) settings, offering valuable insights for teacher education and curriculum development.

The current inquiry aimed at examining the effect of first language by Iranian learners as Foreign Language (EFL) in task preparation on their speaking accuracy, fluency and complexity. For this purpose, 40 Iranian EFL learners with intermediate level were selected based on a placement test, and divided into two equal groups. Then, the speaking fluency, accuracy, and complexity test was administered as the pretest. The treatment lasted for five sessions of 60 minutes. In these sessions, the learners did oral opinion tasks. In the first group, participants were supposed to spend 10 minutes to cooperate with a partner to read a proposed problem, discuss their solutions, and jot down by in a planning sheet. Within 10 minutes, they prepared for the task using only their L1 (Persian) for improving both speaking and writing skills. Following that, the participants were separated in various rooms, and were given two minutes to plan the task in English prior to doing the task. In contrast, the second group completed the planning sheet and prepared the task in English as their second/foreign language. The instruction lasted five sessions. At the final session, the speaking fluency, accuracy, and complexity posttest was conducted. The effects of the task planning conditions were analyzed and compared during and after the task performance. The data were analyzed via ANCOVA. The findings indicated that using L1 by Iranian EFL learners in task preparation significantly affected speaking accuracy, fluency and complexity. Finally, the pedagogical and theoretical implications of the study are provided.