درخت حوزه‌های تخصصی

The present study aimed to determine the impact of the school ethical climate on academic engagement, emphasizing the mediating role of achievement emotions in students. This research was applied in terms of purpose and descriptive-correlational in terms of method. The statistical population included all female 11th and 12th-grade students in Zahedan during the 1404-1403 academic year, totaling 29,588 students. Based on the Krejcie-Morgan table, a sample size of 379 students (198 from 11th grade and 181 from 12th grade) was selected. The research tools included the Victor and Cullen Ethical Climate Questionnaire (1988), the Achievement Emotions Questionnaire by Pekrun et al. (2005), and the Academic Engagement Questionnaire by Reeve and Tseng (2011). The validity of the questionnaires was established through content validity, and their reliability was assessed using Cronbach's alpha coefficients: 0.88 for the ethical climate questionnaire, 0.86 for the achievement emotions questionnaire, and 0.80 for the academic engagement questionnaire. Data analysis involved Pearson correlation coefficient and path analysis tests. The findings indicated that the school ethical climate had a direct positive effect on academic engagement and positive achievement emotions and a direct negative effect on negative achievement emotions. Additionally, positive achievement emotions had a direct positive effect on students' academic engagement, while negative achievement emotions had a direct negative effect. The results also highlighted that achievement emotions play a mediating and indirect role in the influence of the school ethical climate on students' academic engagement.

Academic writing has emerged as a central area of inquiry among researchers specializing in English as a Foreign Language (EFL) writing. Utilizing a mixed-methods research design, the current study aimed to explore the mediatory role of digital literacy in the writing improvement of EAP learners in a ChatGPT-supported writing course. Following the administration of the Oxford Placement Test (OPT) and digital literacy questionnaire, a cohort of 100 upper-intermediate learners from a non-profit university in Mazandaran, Iran was randomly selected. The participants were then split into two experimental groups (high vs. low digital literacy) and two control groups (high vs. low digital literacy), with each group consisting of 25 participants. The experimental groups received writing instruction that incorporated ChatGPT, while the control groups were taught implementing traditional pedagogical methods devoid of ChatGPT. Data were gathered through pre- and post-writing assessments along with semi-structured interviews. Results from the pre- and post-tests indicated that the experimental groups with either high or low digital literacy exhibited significantly superior academic writing outcomes compared to the control groups. However, no notable disparity was evidenced between the two experimental groups. Analysis of the interviews revealed that ChatGPT contributed greatly to their writing accuracy and fluency, while creating several challenges namely the generation of inappropriate responses and limited access. On implication side, suggestions are offered for prospective EAP students, teachers, teacher educators, and syllabus designers along with a sketch of possible avenues for further exploration.

This study offers a full symbolic interactionist examination of Anne Tyler's novel A Slipping-Down Life, examining how identity is developed, acted out, and challenged by symbolic movements, emotional labor, and social recognition. With a focus on the protagonist Evie Decker, this study takes up seven primary questions of inquiry about the formation of identity in terms of performance, the influence of gender expectations, the utilization of music and silence as communication, and the intersections of trauma, emotion, and resistance in terms of negotiating identity. Basing itself on the classic theoretical models constructed by Mead, Blumer, Goffman, and Cooley—and recent reformulations and explications provided by Charmaz, Burke and Stets, and feminist theorists such as Butler and Gilligan—this article places Evie's transformation within generic sociological and psychological contexts. Through acts of self-scarification, deliberate silence, and remaking maternity roles, Evie operates within a condition of marginality and misrecognition. Her experience demonstrates identity as an active, networked, and emotional process, with a strong impact of gender roles and social norms. The research points out that literature, and especially texts richly textured with sociological context, such as Tyler's, offers a fertile backdrop for comprehending identity formation as an emotional, symbolic, and performative process. By drawing upon knowledge from narrative psychology, feminist theory, and cultural sociology, this study highlights the benefit of applying interdisciplinary approaches to literary analysis and the sociological imagination.

This study investigates EFL teachers’ perceptions of ChatGPT as a tool for English language instruction, focusing on its perceived benefits, challenges, and pedagogical implications. Using a qualitative phenomenological approach, data were collected through semi-structured interviews with ten EFL teachers currently working in different language-related educational centers in Iran. Participants represented diverse educational contexts, including universities, public schools, and private language centers. Thematic analysis of the interview data revealed that while teachers generally expressed positive attitudes toward ChatGPT, recognizing its flexibility, time-saving capabilities, and potential to enhance students’ writing skills and learner autonomy, they also voiced concerns regarding overreliance, inaccuracies, ethical challenges related to academic dishonesty, and limitations in supporting listening and speaking skills. The findings suggest that ChatGPT is viewed as a supplementary educational tool rather than a replacement for traditional pedagogy. Teachers emphasized the necessity of critical supervision, ethical guidelines, and professional development to ensure effective and responsible integration of AI technologies in EFL instruction. This study contributes to the growing body of research on AI integration in education, offering practical insights for teachers, policymakers, and researchers seeking to harness the potential of AI in language learning while mitigating its challenges.

This study aimed to investigate the impact of sensory processing sensitivity on emotional dysregulation in gifted students, examining the mediating role of anxiety sensitivity in this relationship. The research employed a descriptive correlational design, involving a sample of 390 gifted secondary school students from Isfahan city, selected based on Morgan and Krejcie’s sampling table. Participants completed three validated Likert-based instruments: the Highly Sensitive Person Scale (HSPS), the Anxiety Sensitivity Index-3 (ASI-3), and the Difficulties in Emotion Regulation Scale (DERS). Data analysis was conducted using SPSS-27 for descriptive statistics and Pearson correlation analysis, and AMOS-21 for structural equation modeling (SEM) to assess direct, indirect, and total effects among the variables. Model fit was evaluated using standard indices including RMSEA, CFI, TLI, and GFI. Pearson correlation coefficients indicated significant positive relationships between sensory processing sensitivity, anxiety sensitivity, and emotional dysregulation (r = .56 to .67, p < .001). The SEM results showed that sensory processing sensitivity had a significant direct effect on emotional dysregulation (β = .42, p < .001), and on anxiety sensitivity (β = .56, p < .001). Anxiety sensitivity also directly predicted emotional dysregulation (β = .49, p < .001). Importantly, anxiety sensitivity partially mediated the relationship between sensory processing sensitivity and emotional dysregulation, with a significant indirect effect (β = .28, p < .001). The model demonstrated excellent fit indices (CFI = .96, RMSEA = .052, χ²/df = 2.07). The findings underscore the importance of recognizing and addressing anxiety sensitivity as a key psychological mechanism linking sensory traits and emotional dysregulation in gifted youth. Interventions that integrate emotional regulation and sensitivity awareness may enhance educational and psychological outcomes for this population.

This quasi-experimental research investigated the comparative effects of gamified versus non-gamified flipped classrooms on the grammar proficiency of Iranian English as a Foreign Language (EFL) learners, with a focus on the acquisition of past tenses. Sixty intermediate-level EFL learners (aged 12–15) were selected non-randomly from a pool of 90 students based on their scores on the Cambridge Preliminary English Test. The participants were randomly assigned into two experimental groups: one experienced a gamified flipped classroom and the other a non-gamified flipped classroom. Both groups received instruction on English past tenses through pre-class videos and in-class activities over 12 sessions. The gamified group used game-based platforms, while the non-gamified group followed traditional methods. Grammar pre-test and post-test were administered to assess learning outcomes. Analysis using one-way ANCOVA revealed that gamified flipped classroom group significantly outperformed the non-gamified group in acquiring English past tenses. The findings suggest that integrating gamification into flipped classroom models can significantly enhance acquisition of past tenses among EFL students. These results hold implications for EFL educators, curriculum designers, and policymakers seeking to adopt engaging and effective instructional strategies.

While there are varying perspectives on the bases of reflective practice within the teaching context, there is a broad consensus that reflection is fundamental to building a teacher's professional identity and improving their development. This study sought to investigate the perceptions of EFL teachers of reflective skills of Iranian effective teachers. To this end, a grounded theory design was used. Participants consisted of 30 conveniently selected female intermediate EFL learners from a language institute in Mashhad. For data collection, semi-structured interview and written reflective journal were used. Data analysis was done through manual thematic analysis via open, axial and selective coding. The results showed the following perceptions of EFL teachers of reflective skills of Iranian EFL effective teachers: 1. Behaving in a socially acceptable manner; 2. Being able to motivate students; 3. Managing classroom; 4. Attending to students' diversity of needs; 5. Planning appropriate teaching and evaluation methods and strategies; etc. Moreover, according to the results, the least important reflective skills of Iranian EFL effective teachers were attending to students' diversity of needs, and being able to motivate students. In addition, the most important reflective skills of Iranian EFL effective teachers were evaluating one's own teaching, making appropriate modifications in one's own teaching, thinking skillfully, planning appropriate teaching and evaluation methods and strategies, and managing classroom. The results have some implications for policymakers, teacher educators, authorities in charge of recruiting teachers.

As a dynamic and multifaceted entity, motivation is prone to constant change under the influence of a great many factors including context, task, group dynamics and learner characteristics. Informed by the dearth of research on motivational fluctuations among the teacher community, the researchers in the current study strove to investigate the factors giving rise to Iranian EFL teachers’ motivational oscillations during the practice of online teaching. Thus, opting for a mixed methods research design, the researchers explored the role of emotional intelligence (EI) and seniority (teaching experience) in determining teachers’ motivational status and intensity in the quantitative phase. However, in the qualitative phase the researchers tapped into the teachers’ perceptions concerning the overriding factors bringing about their motivational fluctuations. A total of 55 teachers with varying degrees of teaching experience ranging from one year to 28 years participated in the study. To gather data for the quantitative phase, Bar-On’s (1997) emotional quotient inventory (EQ-i), and Motometer were utilized. However, in the qualitative phase, the data from teacher narratives and interview responses were consulted. The quantitative results via applying Mann Whitney U test revealed that though emotional intelligence and seniority both played a role in teachers’ motivational level, their influences were not statistically significant. Also, as regards the results of data analysis for the qualitative phase, several factors were pinpointed to underlie the teachers’ motivational changes during online teaching experience, including teaching materials, time intervals during the session, instructional topics, learner factors and internet connection problems. The findings are thought to have fruitful implications for EFL teachers, particularly in sensitizing them toward the role of different factors in their motivational changes.

This study explored the rhetorical strategies employed by Republican and Democratic nominees during the 2024 U.S. presidential campaigns, focusing on the discursive techniques used to appeal to partisan bases and shape voter perceptions. Grounded in Van Dijk’s Ideological Square—a theoretical framework for analyzing how language constructs ideological divides—the research investigated the role of positive self-presentation, negative other-presentation, and the strategic framing of political ideologies in the construction of party identity. A mixed-methods approach, combining both quantitative analysis of discourse patterns and qualitative examination of rhetorical strategies, uncovered the distinctive ways each party uses language to reinforce ideological commitments and polarize the electorate. The findings reveal significant differences in how Republicans and Democrats position themselves and their opponents, with Republicans often employing fear-based rhetoric, in-group/out-group distinctions, and a focus on "threat" narratives. In contrast, Democrats tend to emphasize unity, inclusivity, and collective responsibility, though occasionally at the risk of alienating moderates or dissenting voices within their own ranks. The study also highlights the growing role of digital media and algorithm-driven communication, demonstrating how technological platforms have amplified the impact of these rhetorical strategies, especially in the form of targeted misinformation and tailored inclusivity messages. The implications of the study extend to the fields of sociolinguistics, political communication, and media studies, emphasizing how language shapes ideological alignment, reinforces social divisions, and influences democratic processes in the digital age.