درخت حوزه‌های تخصصی

The present investigated the role of self-assessment and critical thinking to Iranian EFL students’ engagement in school and self-esteem, taking gender into account. For this purpose, 100 male and female Iranian EFL students were selected through convenience sampling. The data were collected by the Core of Self-assessment Questionnaire, Watson-Glasser critical thinking evaluation form, the Student Engagement Scale, and the Foreign Language Learning Self-Esteem Scale. The obtained data were analyzed by standard multiple regression. The findings revealed that self-assessment predicted student engagement and self-esteem, with no significant effect of gender. Besides, student engagement in school was predicted by inference and interpretation components of critical thinking. For male participants, inference and evaluation components predicted student engagement, while for female participants, the interpretation component predicted student engagement. Finally, self-esteem was predicted by making deductions and interpretations. Regarding gender, deductions and interpretation components predicted the self-esteem of male participants, while the interpretation component predicted the self-esteem of female participants. These findings suggest that fostering self-assessment and critical thinking skills of male and female EFL students can enhance their engagement and self-esteem; therefore, educators can adopt gender-sensitive approaches to support all students, addressing the unique influences on students’ engagement and self-esteem.

The aim of the present study was to present a curriculum model based on executive functions of the brain. The approach of the present study was qualitative and its method was synthesis research. The research population was all articles (211 articles) that have been presented from 1385 to 1403 AH and 2010 to 2024 AD on curriculum and education and executive functions of the brain. The research sample was 30 articles, which were selected purposefully based on thematic monitoring, theoretical saturation of data, and research data were collected from qualitative analysis of the articles studied. By analyzing the data, the dimensions of the curriculum based on the executive functions of the brain were classified into 4 dimensions, 14 factors, and 105 categories, including individual factors (behavioral dimension, psychological dimension, cognitive dimension); scientific factors (knowledge factors and content factors); school factors (school management indicators, physical indicators, school context) and educational factors (teaching and learning approach, interactions, teacher characteristics, classroom management style, and program characteristics). The results showed that to create a curriculum based on the executive functions of the brain, paying attention to only one factor is not effective and there is a need to pay attention to different dimensions and aspects

The purpose of this study was to investigate the relationship between psychological capital, teachers' job satisfaction, and organizational climate with teachers' innovative behaviors. The method of conducting the current research was descriptive correlation. The study population was public school teachers in Mahabad city, who selected 341 people by random sampling method and participated in the research (N=3000). A standard questionnaire was used to collect field data. The questionnaires included the Psychological Capital Questionnaire (Luthans et al, 2007), Job Satisfaction (Spector, 1985), Organizational Climate (Jao and Leo, 2009), and Employee Innovative Behavior (DeJong and Dan Hartog, 2008). The results showed that the correlation coefficient of psychological capital and its components i.e. hope, optimism, resilience and self-efficacy with teachers' innovative behaviors is positive and significant. The correlation coefficient of job satisfaction and its components i.e. pay, promotion opportunities, supervisor, working conditions and job benefits, colleagues and work environment factors with teachers' innovative behaviors is positive and significant. The correlation coefficient of the organizational atmosphere and its components, i.e. group spirit, intimacy, disinterestedness, distancing, considerateness, influence and dynamism and emphasis on production with innovative behaviors of teachers is positive and significant. The results obtained from the step-by-step regression analysis showed that psychological capital, organizational atmosphere and job satisfaction have a significant effect on teachers' innovative behaviors. Therefore, it can be concluded that psychological capital, teachers' job satisfaction and organizational atmosphere lead to an increase in teachers' innovative behaviors.