درخت حوزه‌های تخصصی

Background: Intellectual humility, as one of the important components of personality, plays a decisive role in decision-making, learning, and social interactions. Despite its importance, there are still limited valid tools for measuring this construct across the cultural context of Iran. Aims: The present study aimed to explore the psychometric properties and factor structure of the Intellectual Humility Scale of Alfano et al. (2017) among Iranian adults. Methods: The study was descriptive-correlational. The statistical population included all adults in West Azerbaijan province in 2024. A sample of 573 people (19 to 72 years old) was selected using the Cochrane formula and a cluster-random sampling method. The instruments used included the Intellectual modesty Scale (Alfano et al., 2017), the Honesty-Humility subscale of the Hexagon-60 questionnaire (Ashton and Lee, 2009), Openness to Experience from the Big Five (Costa and McCrae, 1992), and the Need for Cognition Questionnaire (Cacioppo and Petty, 1982). Data analysis was undertaken using SPSS-22 and LISREL 8.80. For factor structure analysis, the sample was split into two parts; Exploratory Factor Analysis (EFA) was performed on the first part, while Confirmatory Factor Analysis (CFA) was performed on the second part. Results: In the exploratory factor analysis, four factors of “open-mindedness”, “intellectual humility”, “corrigibility”, and “engagement” were identified, which were consistent with the theoretical structure of the scale. The CFA results confirmed the favorable fit of the model (fit indices are reported). Cronbach's alpha and composite reliability coefficients were higher than 0.70 and the average variance extracted (AVE) was higher than 0.50. Also, the McDonald's omega coefficient for the dimensions was obtained between 0.71 and 0.84. The scale indicated a significant positive correlation with honesty-humility, need for cognition and openness to experience at the 0.01 level, reflecting its convergent and concurrent validity. Conclusion: The findings demonstrated that the Intellectual Humility Scale has good validity and reliability across the Iranian adult community and can be used as a valid tool in psychological research. However, the limitations of the study include focusing on one province and the self-report nature of the tools. It is suggested that future studies be conducted across more diverse communities and via multimodal methods.

Objective: The main purpose of present study was to explain academic dishonesty among secondary school students in Eqlid based on problematic internet use, with mediating role of adaptive and maladaptive cognitive emotion regulation strategies. Method: This descriptive-correlational study used an availability sampling method with a sample of 385 secondary school students from Eqlid in 2024-2025. Data collection instruments included the Academic Dishonesty Questionnaire, Problematic Internet Use Questionnaire, and the Cognitive Emotion Regulation Questionnaire. The collected data were analyzed using Structural Equation Modeling (SEM) along SPSS and Amos software packages. Results: The results of the present study confirmed a direct and positive effect of problematic internet use on academic dishonesty and maladaptive emotion regulation strategies (p<0/001, β =-0/538; p<0/001 β= - 0/308). Another finding indicated a direct and negative relationship between problematic internet use and adaptive emotion regulation strategies (p<0/001, β =-0/313). Overall, the findings suggest that problematic internet use enhances academic dishonesty in adolescents both directly and indirectly by weakening emotion regulation adaptive strategies and strengthening maladaptive ones. These results emphasize the necessity of considering the role of emotion regulation strategies in future preventative programs. Conclusions: With regard to the findings of this study, educational counselors and therapists should pay attention to the role of problematic internet use, as well as maladaptive cognitive emotion regulation strategies, in their interventions aimed at reducing academic dishonesty among students and adolescents. Furthermore, the necessity of teaching adaptive emotion regulation strategies to students, holds significant importance in this context.

Objective: With the rapid evolution of digital tools and resources, understanding how educators integrate technology into their pedagogy and content is critical for enhancing teaching effectiveness and students’ engagement resulting in productive educational system. This study investigated the relationship between EFL teachers’ Technological Pedagogical Content Knowledge (TPACK) and their professional success. Method: This study was conducted during 2024-2025, applying a mixed-methods correlational design. The instruments included: the teachers’ self-assessment regarding their TPACK questionnaire by Bostancıoğlu and Zoe Handley (2018), the Effective English Language Teacher Questionnaire (EELTQ) by Babai Shishavan and Sadeghi (2009)- as well as a semi-structured interview. 204 EFL learners completed the questionnaires, from whom, 15 volunteered to take part in the interview. To analyze the data, the researchers performed Pearson Correlation and One-Way ANCOVA using SPSS version 23 and Notta AI. Results: The study showed that both novice and experienced teachers perceive their TPACK positively, particularly in terms of technology knowledge (p > .05). The results revealed that a robust understanding of TPACK contributes to effective teaching practices and enhances professional outcomes, while highlighting that experience alone does not guarantee higher professional success. Conclusions: This study results advocate for targeted training programs that equip educators with the necessary skills to effectively integrate technology into their teaching, ultimately fostering a more engaging and successful learning environment for students. Furthermore, policymakers should provide workshops that upgrade educators’ TPACK and foster a collaborative environment where novice teachers can learn from experienced colleagues through mentorship programs.

Objective: The present study aimed to effectiveness reality therapy-based educational package on pain perception and self-care in older adults with diabetes. Method: This semi-experimental study was conducted with a pretest-posttest design with control group and follow-up 2 month. The statistical population was included all older adults with diabetes in Tehran, Iran, in 2023, from which 50 participants were selected using convenient sampling. The instruments used in this study included the Pain Perception Questionnaire, the Self-Care Questionnaire for Older Adults by Hemati and Hashemloo (2015), and Researcher-made questionnaire Pain perception questionnaire. Analysis of variance with repeated measures and Bonferroni post hoc test was used for data analysis. The data analysis software was SPSS version 27. Results: The results of training intervention showed that reality therapy-based educational package significantly reduced the pain perception and self-care in older adults with diabetes and this effect was significant in the follow-up phase. Conclusions: Therefore, it is recommended that psychologists, counselors, and individuals and organizations working with older adults utilize this reality therapy-based educational package to improve pain perception and self-care in older adults with diabetes.

Objective: This review examined recent studies (2024–2025) to identify new conceptualizations of learning in the AI era, characterized by hybrid human-system collaboration, real-time personalization using multimodal data, interpretability, and a shift from teacher-centered to learner- and technology-driven approaches. Method: Nine peer-reviewed studies from 2024–2025 were analyzed thematically, sourced from databases including Scopus, Web of Science, PubMed, Google Scholar, and ResearchGate using keywords like "learning definition", "conceptualization of learning", "AI in education" and "hybrid intelligence." Result: The findings reveal that learning in the AI era is conceptualized as a dynamic, adaptive, and multidimensional process integrating cognitive, emotional, social, and interactive elements. Emerging theoretical frameworks include hybrid intelligence emphasizing human-system co-evolution, the integration of cognitive load theory with AI and educational neuroscience, and generalized online learning models prioritizing interpretability and continuous autonomous learning. Key novel features encompass multimodal learning leveraging neurophysiological tools, real-time adaptive pathways, human-machine collaborative processes, incorporation of behavioral and interactional data alongside neurophysiological indicators, and a strong emphasis on transparency and interpretability Conclusions: The core transformation is a paradigm shift toward learner- and technology-centered models, with social interaction gaining prominence in AI-mediated settings. While AI enables personalized feedback and dynamic adaptation, its limitations in context and causal reasoning underscore the necessity of human-AI synergy. Practical implications highlight the need for educator training in new technologies and careful attention to ethics and equitable access. These insights derive from a constrained sample of nine studies and may not encompass the entire scope of research on learning from 2024–2025.