کیوان عزیزی

The aim of this study was to investigate the effect of Cognitive and Motivational Imagery on the learning of soccer shooting and pass skills.

Subjects of this study consist of 48 masculine students of Shahid Beheshti University with age ranged 19-30 years who did not participate in organized soccer trainings. Participants were randomly assigned in 6 groups (cognitive imagery, motivational imagery and control in shoot as motor skill and pass as cognitive skill). Research protocol included pre-test; 15 acquisition sessions (3 days a week); acquisition test immediately after the last acquisition session; and retention and transfer tests, 72 hours after the acquisition test. For data analyzing, with regard to the effect of pretest scores on posttest scores, it was used one-way analysis of covariance Bonferroni post hoc test in acquisition, retention and transfer.

Results indicated that in instep shooting skill, there was no significant difference between cognitive and motivational imagery, but in pass skill motivational imagery group was significantly better performance than other groups.

Regarding these results, coaches and athletes are advised to use motivational or cognitive imagery in motor skills and motivational imagery in cognitive skills.

 In the behavioral financial paradigm, the human hypothesis as a rational being that always succeeds in optimizing its interests is questioned. Proponents of behavioral finance know that the knowledge of "psychological inclinations" in the field of investment is absolutely necessary and requires serious development of the field of study. Accordingly, the purpose of this study was to investigate the relationship between financial ratios as a measure of accounting information on the pattern of behavior and trading performance of investors and also to investigate the effect of managers' ability on this relationship. In order to achieve the research goal, 105 companies were selected from the companies listed on the Tehran Stock Exchange, by systematic elimination method and tested using EViews and Stata software. The results of testing the hypotheses have shown that among the components of financial ratios; There was a significant relationship between current ratio, current ratio, gross profit ratio, total debt to equity ratio, total debt to total assets ratio, return on assets ratio and earnings per share ratio with investors' trading behavior and performance. The present results showed that in the content of accounting information, especially using some financial ratios, investors' trading behavior and performance can be predicted. On the other hand, the findings indicate a significant effect of managers' ability on the relationship between financial ratios (current ratio, instantaneous ratio, gross profit ratio and earnings per share ratio) and the trading behavior and performance of investors.

This systematic review examines the application of poststructuralist theories in the development of diverse curricula, focusing on their impact, benefits, and challenges. Poststructuralism, with its emphasis on the fluidity of meaning, critique of power structures, and the dynamic interplay between knowledge and society, has become increasingly influential in educational theory and curriculum design. The review begins by exploring the foundational concepts of poststructuralist theories, highlighting the contributions of key theorists like Michel Foucault and Jacques Derrida. It then analyzes various case studies where poststructuralist principles have been successfully integrated into curricula, particularly in higher education and elementary schools. The findings indicate that curricula informed by poststructuralism foster critical thinking, creativity, and active student participation, making them more adaptable to contemporary societal needs. However, the implementation of such curricula also faces significant challenges, including resistance from traditional educational structures and the complexity of poststructuralist ideas. The review concludes with recommendations for future research and practical strategies for curriculum developers to effectively integrate poststructuralist theories into educational frameworks.

This narrative review examines the role of hybrid learning models in enhancing teaching quality in universities. Hybrid learning, which combines traditional face-to-face instruction with online components, has gained significant attention as a method that potentially improves teaching outcomes. This review synthesizes findings from various studies to explore the impact of hybrid learning on teaching quality, focusing on aspects such as instructional methods, student-teacher interactions, and overall educational effectiveness. The results indicate that hybrid learning models can lead to improved academic performance, greater student engagement, and enhanced flexibility in learning. However, challenges such as access to technology and the need for faculty training are critical factors that can influence the successful implementation of hybrid learning. The review concludes by discussing the potential of hybrid learning to transform higher education and provides recommendations for future research to address the existing gaps, particularly in the context of technology access and instructor preparedness.