درخت حوزه‌های تخصصی

This study aimed to explore the attachment patterns in children diagnosed with Fetal Alcohol Spectrum Disorders (FASD) by examining the experiences and perceptions of their primary caregivers. A qualitative research design was employed, utilizing semi-structured interviews with 14 primary caregivers of children diagnosed with FASD. Participants were recruited from specialized clinics and support groups. Data were collected through in-depth interviews, focusing on topics such as the nature of the child-caregiver relationship, caregiver perceptions of the child's attachment behaviors, challenges in the attachment relationship, and strategies used to support attachment. The interviews were transcribed and analyzed thematically, with theoretical saturation achieved when no new themes emerged. Four main themes emerged from the analysis: the nature of the child-caregiver relationship, caregiver perceptions of the child's attachment behaviors, challenges in the attachment relationship, and strategies used by caregivers to support attachment. Caregivers emphasized the importance of emotional bonding, effective communication, physical closeness, and consistent caregiving in fostering secure attachment. They reported a range of attachment behaviors, including both secure and insecure patterns, influenced by the neurodevelopmental impairments associated with FASD. Key challenges included managing emotional outbursts, behavioral issues, and balancing caregiving roles. Caregivers employed various strategies such as therapeutic interventions, establishing routines, positive reinforcement, and emotional coaching to support attachment. The study provides a comprehensive understanding of the attachment patterns in children with FASD, highlighting the critical role of responsive caregiving and the adaptive strategies used by caregivers. The findings underscore the need for targeted interventions and comprehensive support systems to enhance attachment and promote the developmental well-being of children with FASD. Further research is needed to explore the long-term impact of these attachment patterns and the effectiveness of specific interventions.

This study aimed to explore the relationship between student's perceptions of school climate and their academic hope, focusing on the mediating role of their authentic personalities. The researchers employed a descriptive correlational method using structural equation modeling to achieve this. The study focused on first-grade high school students in Mahabad city, with a sample of 368 students selected through convenience sampling. The research utilized several standardized tools, including the School Climate Questionnaire by Pashiardis (2000), the Shegefti & Samani Educational Hope Questionnaire (2011), and the Authentic Personality Questionnaire by Wood et al. (2008). The findings revealed a direct and significant relationship between perceptions of school climate and academic hope. Additionally, the analysis indicated that school climate significantly indirectly affects academic hope, acting as a mediating variable. The model fit indices suggested that the research model was appropriate. In conclusion, this study suggests that to enhance students' academic hope, it is important to consider the supportive school environment and the cultivation of students' authentic personalities.

This study investigates the relationship between metacognitive beliefs and personal-social adaptation and happiness among high school students. Using a descriptive-correlational design, 373 high school students from Robat Karim city were selected via convenience sampling. Data was collected using the Metacognitive Beliefs Questionnaire short form by Wells & Cartwright-Hatton (2004), the California Psychological Inventory by Clark et al. (1939), and the Oxford Happiness Inventory by Argyle et al. (1995). Statistical analysis involved Pearson correlation and regression. The study identified significant correlations between metacognitive beliefs and personal-social adaptation and happiness. Positive correlations were noted between beliefs about concern and personal adaptation (0.245), and uncontrollability and danger and personal adaptation (0.520). Cognitive confidence also correlated positively with personal adaptation (0.383), while the need for control of thoughts showed a negative correlation (-0.361). Social adaptation displayed similar trends with substantial correlations linked to positive beliefs about concern (0.741) and cognitive confidence (0.471). The need for control of thoughts showed a strong negative correlation (-0.798). Happiness correlated positively with metacognitive beliefs (0.518), with these beliefs predicting a 0.118 unit change in happiness.Metacognitive beliefs significantly affect personal-social adaptation and happiness among students. Workshops involving parents on metacognitive beliefs are recommended to enhance student outcomes.

The aim of present study was to explore the comparative effect of direct corrective feedback and recast on EFL learners’ reading comprehension in a critical thinking (CT) context. Sixty female EFL learners were selected from a larger group of 85 learners through convenience sampling and were given a Preliminary English Test (PET) to assess their proficiency levels. As the next step, the participants formed two random experimental groups. The reading comprehension abilities of both groups were measured before and after the treatment through administration of reading section of two separate versions of PET. Both groups received 12 sessions of the treatment. Two paired samples t-tests were utilized, both of which proved significant improvement for both groups from pretest to posttest. Then, the posttest scores of the two groups using an independent samples t-test were compared. Based on the results, the difference between the two groups turned out to be significant indicating superiority of the effect of the recast. This study can have important implications for the stakeholders in foreign language (FL) education.

The aim of this study was to identify the roles of school principals in improving the job performance of teachers in rural schools in Mashhad. The research was applied in terms of its purpose and qualitative in terms of its data collection method and descriptive phenomenology. Its potential participants were the principals and teachers of rural schools in the Tabadkan region of Mashhad in the academic year 1402-1403, who were selected using a purposive snowball sampling method based on theoretical saturation. The data collection tool was semi-structured interviews. In order to analyze the data obtained from the interviews, the open and axial coding method of Strauss and Corbin (1990) was used, and the findings were validated using four Lincoln and Guba judgment criteria. In total, after data analysis, 69 open codes and 7 axial codes were extracted. The results of the analysis showed that the roles of rural school administrators in the Tabadkan region of Mashhad that play a role in improving teacher performance include the role of facilitator, support role, empowerment role, education management role, cultural promoter role, incentive role, and the role of promoting creativity and entrepreneurship.

This study aims to investigate the relationship between teachers' self-efficacy and their tendency for integrating technology in teaching. Additionally, the contribution of teachers' self-efficacy variables in predicting their tendency to use technology in teaching is measured. This research is applied in terms of its objective and descriptive-correlational in terms of data collection. A sample of 175 teachers (109 females and 66 males) from the Safir Gofteman Institute were selected as the participants considering convenience sampling method, while the statistical population encompassed 324 teachers. The participants completed three questionnaires: Skaalvic and Skaalvic Norwegian Teacher’s self-efficacy scale with Cronbach’s alphas of 0.98 , Browne’s Technology Integration confidence scale (2009) with Cronbach’s alphas of 0.95 and a demographic information questionnaire. It is indicated that the teachers’ self-efficacy and technology integration intention are at satisfactory level. Correlation between self-efficacy and technology integration intention is .30 which shows positive direct relationship between these two variables. Moreover teachers’ self-efficacy is of power to predict teachers’ intention to integrate technology in teaching.