Differentiation

Purpose: The purpose of this study was to determine the mediating role of self-differentiation in the relationship between personality traits and perfectionism in students. Methodology: The present study was descriptive in terms of purpose, and in terms of data collection, it was a descriptive correlational design and a path analysis method. The statistical population of the study was all students of Azad University of Science and Research Branch in the academic year 2018-19. The sample consisted of 300 students who were selected by cluster random sampling. Research instruments included Perfectionism Scale Frost (1993), Differentiation Scale Skowron and Friedlander (1998) and Five-Factor Personality Questionnaire Costa and McCreary (1985). Data analysis was done by path analysis and Sobel test at the significant level of 0.05. Findings: The results of data analysis showed that despite the indirect effect of agreeableness, openness to experience and conscientiousness on perfectionism was confirmed by differentiation. On the one hand, differentiation was influenced by personality traits on the one hand and had a significant effect on perfectionism on the other hand (P <0.005). Conclusion: Given that high perfectionism plays a significant part in the development and persistence of individual problems, it can be acknowledged that personality traits influence perfectionism by considering the mediating role of differentiation.

Purpose : Most couples have communication problems in their married life, the existence of chaotic relationships has destructive effects on formation of emotional divorce among couples: purpose of this study was to present a model of emotional divorce based on differentiation with mediating role of attachment styles and experience of we-ness. Methodology : the research method was descriptive-correlational and the statistical population included all parents of students referring to counseling and guidance centers of association of parents and educators of Tehran in 2020 that their number was1836 people.the statistical sample size was considered based on Sample Power statistical software (350 people),and sampling method was multi-stage random.research tools included, Guttman (2008) Emotional Divorce Scale, Skorn and Friedlander (1989) Differentiation inventory, Collins and Reed(1990)Attachment Styles Scale, Vedes, Nussbeck,Bodenman (2013) Experience of We-ness Questionnaire,in this study, data analysis was performed using SPSS software and Smartpls Structural Equations. Findings : the results showed,presenting the model of emotional divorce based on differentiation with mediating role of attachment styles and experience of we-ness, accordance with the theoretical model and has a good fit,also,the study of direct path showed that there is asignificant negative relationship between the components of differentiation, attachment styles and experience of we-ness with emotional divorce and the results of the indirect path also showed that differentiation has a significant negative relationship with mediating role of attachment styles and experience of we-ness with emotional divorce and intensity of desired effect. Conclusion : Inordertocreate cohesion and create asatisfying marital relationship based on recognizing the emotions of each couple and modifying the attachment style and type of differentiation of couples,we can confront the psychological elements to improve the relationship between couples during medical considerations

Purpose: This study aims to identify and analyze the conceptual framework of a task-based curriculum design. The focus is on understanding how this approach integrates active, student-centered learning with the practical application of knowledge, aligning curriculum content with global competencies and career readiness. Methodology: A qualitative research design was employed, utilizing content analysis of elementary school textbooks and semi-structured interviews with curriculum experts and educational theorists. Purposeful sampling was used to select 35 textbooks and relevant experts for the study. Data collection continued until theoretical saturation was achieved, and thematic analysis was conducted to identify key themes and patterns related to task-based curriculum components. Findings: The analysis revealed six main domains within the task-based curriculum framework: curriculum design and development, student-centered learning, active and authentic learning, differentiation and adaptation, social learning and collaboration, and assessment and evaluation. These domains emphasize the importance of aligning curriculum with global standards, fostering learner autonomy, integrating authentic tasks, accommodating diverse learning needs, promoting collaboration, and employing task-based assessment methods. The study highlights the critical role of technology integration and continuous curriculum adaptation in maintaining relevance and effectiveness. Conclusion: The task-based curriculum design offers a comprehensive approach that aligns with the demands of contemporary education. By prioritizing active, student-centered learning and the integration of real-world tasks, this approach enhances student engagement, prepares learners fo