Critical thinking

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 research was to devise a framework for fostering critical thinking skills among students within high school environments in Kermanshah. Employing a practical approach, the study adopted qualitative methods to attain its objectives. Participants consisted of experts, practitioners, and researchers familiar with the subject area. Utilizing purposive sampling, 23 individuals were selected based on theoretical saturation principles. Through a combination of document analysis and semi-structured interviews, data were meticulously analyzed using coding techniques, with Grounded Theory emerging as the primary method for theory generation. Results underscored the pivotal role of cultivating thinking management in the pedagogy of critical thinking within high school contexts. Moreover, findings highlighted the significance of facilitators' and students' professional competencies and personality traits, thoughtful planning, and familial influences as key determinants. Contextual factors impacting thinking management education encompassed supportive frameworks for managerial development, emotional dynamics within the classroom, strategies for teacher engagement, and adherence to authoritative guidelines.

Objective: The primary objective of this study was to develop and validate a structural model of marital satisfaction among married women, based on self-differentiation, critical thinking, and emotional self-regulation, with happiness as a mediating variable. Methods and Materials: This study utilized a quantitative, descriptive-correlational design with a structural equation modeling (SEM) approach. The sample comprised married women who visited the counseling centers at the University of Tehran between January 2023 and August 2023. A total of 330 participants were selected using convenience sampling. Data were collected using validated questionnaires, including the Self-Differentiation Scale, Critical Thinking Questionnaire, Emotional Self-Regulation Scale, Oxford Happiness Questionnaire, and ENRICH Marital Satisfaction Scale. The data were analyzed using SEM to assess the model's fit and test the hypothesized relationships between variables. Findings: The results indicated that the proposed structural model fit the data well, with satisfactory model fit indices (χ²/df = 3.618, RMSEA = .061, CFI = .923). Self-differentiation (β = .217, p = .033), critical thinking (β = .230, p = .01), and emotional self-regulation (β = .201, p = .01) had significant direct effects on marital satisfaction. Additionally, happiness significantly mediated the relationships between self-differentiation (β = .229, p = .01), critical thinking (β = .178, p = .01), and emotional self-regulation (β = .200, p = .01) with marital satisfaction. Conclusion: This study underscores the importance of self-differentiation, critical thinking, and emotional self-regulation as key factors influencing marital satisfaction among married women. The mediating role of happiness highlights its significance in enhancing marital satisfaction by fostering positive emotions and reducing stress.

This study compares the effectiveness of schema therapy and compassion-focused therapy on emotional self-awareness, hostile attribution, and critical thinking in adolescents with binge eating disorder. The aim of this research was to evaluate the impact of these two therapies on improving the cognitive and emotional aspects of individuals. The research method was a semi-experimental study with a pretest-posttest and control group. The statistical population consists of adolescents with binge eating disorder in Azarshahr. The samples that were selected as available were randomly divided into two therapy groups (n=15). The first group received schema therapy, while the second group received compassion-focused therapy. To collect data, the Hostile Attribution Questionnaire (Arntz et al., 2003), the Self-Reflection and Insight Scale (Grant et al., 2002), and the Critical Thinking Questionnaire (Ricketts, 2003) were used. The results indicated that both therapies had a significant effect on increasing emotional self-awareness and reducing hostile attribution and critical thinking. However, compassion-focused therapy demonstrated a greater impact on reducing hostile attribution and improving critical thinking. The findings suggested that both approaches can be effective interventions for treating binge eating disorder in adolescents, with compassion-focused therapy being more effective in some aspects.