درخت حوزه‌های تخصصی

Objective: This research aimed to study the components of wisdom in the content of Persian textbooks for the first grade of primary school based on the three wisdom models of Ardlet, Webster, and Sternberg. Method: The method was a descriptive-qualitative systematic review through content analysis. In this regard, the text of all lessons related to the first, second, and third grade Persian textbooks was examined using the explicit content analysis method. Results: The results showed that the components of wisdom include academic knowledge, cultural and historical identity, spirituality, ethics/compassionate love, love of homeland and national responsibility, learning from nature with an aesthetic perspective, acquiring knowledge, openness to experience, public good, reflective perspective, recognizing emotions, social/group interactions, family-orientedness, practical intelligence, learning and teaching, awakening and learning from history, and applicant of cognitive tools. Comparing these components with three theoretical models including Ardlet's three-dimensional model of wisdom (2011), Webster's five-factor model (2003), and Sternberg's balance theory (1998) showed that the components of wisdom in the Persian textbooks of the first grade overlap with many theoretical dimensions of wisdom, and in some cases, such as humor, reviewing memories and revising them. Conclusions: However, it is noteworthy that components such as having an aesthetic view of nature and learning from it, spirituality, and learning from history have been given attention, which are not seen in the models of wisdom of Ardlet, Webster, and Sternberg, and this is one of the strengths of the Persian textbooks.

This study aimed to determine the effectiveness of an AI-based Automated Question Generation (AQG) tool (using the Gemini 2.5 Pro model) in teaching research methodology concepts on the academic engagement and autonomous motivation of male students at Zahedan University of Medical Sciences. The research design was quasi-experimental, utilizing a pre-test/post-test format with a control group. The final statistical sample consisted of 47 students (22 in the experimental group and 25 in the control group) selected through multi-stage cluster random sampling. The experimental group participated in an educational intervention using the AI tool for eight 90-minute sessions. Data collection instruments included the Vallerand Academic Motivation Scale (1992) and the Reeve Academic Engagement Scale (2013). Data analysis was performed using multivariate analysis of covariance (MANCOVA). The results indicated that after controlling for the pre-test effect, a significant difference existed between the two groups regarding the dependent variables (p<0.001). The use of the AI tool led to a significant increase in academic engagement and autonomous motivation within the experimental group. Based on the partial eta-squared index, the intervention accounted for 19% of the variance in academic engagement and 24% of the variance in autonomous motivation, demonstrating the strong impact of this technology.

The present study aimed to investigate the mediating role of meaning in life in the relationship between character strengths and rejection sensitivity in individuals with physical-motor disabilities. This was an applied study employing a correlational method and structural equation modeling. The statistical population consisted of all individuals with physical-motor disabilities residing in Mashhad in 2023, whose disability was confirmed by experts from the Welfare Organization. Using convenience sampling and considering inclusion and exclusion criteria, initially 350 eligible individuals were selected. After removing incomplete and outlier data, information from 330 individuals was analyzable. Research instruments included the Values in Action Inventory of Strengths (VIA-IS) to assess character strengths, the Rejection Sensitivity Questionnaire (RSQ), and the Meaning in Life Questionnaire (MLQ). Data analysis was performed using Pearson correlation and structural equation modeling via SPSS and Amos software (version 23). Results indicated that character strengths had a significant negative direct effect on rejection sensitivity (β = -0.43, p < 0.001) and a significant positive direct effect on meaning in life (β = 0.67, p < 0.001). Meaning in life also had a significant negative direct effect on rejection sensitivity (β = -0.36, p < 0.001). Analysis of indirect coefficients showed that meaning in life played a significant mediating role in the relationship between character strengths and rejection sensitivity. These results indicate that individuals with higher levels of meaning in life experience lower rejection sensitivity, and their character strengths help reduce rejection sensitivity through enhancing meaning in life.