Iranian Evolutionary and Educational Psychology Journal
Volume:3 Issue: 2, Jun 2021

The aim of this study was to investigate the effect of emotional communication skills training on emotion regulation, parental self-efficacy and child acceptance in mothers of children with special learning disabilities. The statistical population of this study consisted of all mothers of students with special learning disabilities. Sampling method was accessible in that the participants were selected from mothers of children with learning disabilities who referred to clinics under the supervision of education in Shiraz. Of the 32 selected participants, 15 were assigned to the experimental group and 17 to the control group, randomly. After the pretest, the experimental group was trained in emotional communication skills in ten sessions, while the control group did not receive any specific intervention. Then, post-test was performed for both groups. Garnefski Cognitive Emotion Regulation Questionnaire (CERQ), Dumka Parental Self Agency Measure (PSAM) and Parental Acceptance Questionnaire (PAQ) were used to collect data. The results indicated that the experimental and control groups had significant differences in the variables of cognitive emotion regulation, parental self-efficacy and parental acceptance. In general, the findings supported the effectiveness of emotional-communication regulation skills training on parental characteristics and personality of parents.

This study investigated the effect of two types of flipped classroom on the Iranian upper-intermediate EFL learnerschr('39') appropriate use of refusals, apologies and requests. The participants of the study included 60 upper-intermediate EFL learners from a language institute in Tehran, Iran. The participants were selected based on convenience sampling in the form of three intact classes. Then, the three classes were randomly assigned to three groups namely, traditional flipping group, debate-oriented flipping group and non-flipping group. The three groups were exposed to 14 treatment sessions. Speech act instruction was offered to the flipping groups through explicit flipped instruction and to the non-flipping group through explicit non-flipped instruction. Moreover, a Multiple Choice Discourse Completion Test (WDCT) was administered to the participants to measure their speech act production ability at the pre-treatment and post-treatment, phases of the study. The results revealed that both types of flipped instruction had a significantly positive effect on the EFL learnerschr('39') use of the speech acts (F=10.622, p<.0.05; F=19.358, p<.0.05; F=18.785, p<.0.05). Accordingly, EFL teachers are recommended to use flipping methods in an attempt to enhance EFL learnerschr('39') appropriate use of speech acts.

There are many social concerns towards HIV disease and people feel irrational fears of infection and modes of virus transmission. These factors might affect the temperament and character dimensions, as well as cognitive emotion regulation strategies. Accordingly, psychological therapies can be used as beneficial tools to identify the disease and to mitigate the related concerns. This study aimed at comparing the effectiveness of Schema Therapy (ST) and Dialectical Behavior Therapy (DBT) on temperament and character (TC) dimensions and cognitive emotion regulation (CER) strategies in patients with HIV. In terms of methodology, this was an experimental study based on the pretest-posttest and control group. Also, this was applied research in terms of objective. The statistical population comprised all patients with HIV who were under treatment in behavioral disorders clinics of Health Centers in Hamedan, Iran, during 2019-2020. Of them, 45 subjects were chosen by using simple random sampling then were assigned to three groups (n=15), including two intervention groups and one control group. To assess the considered variables, the Temperament and Character Inventory (TCI) designed by Cloninger (1994), and the Cognitive Emotion Regulation Questionnaire (CERQ) (2001) were used. According to ANCOVA results, ST and DBT affected temperament and character dimensions and there was a significant difference between the two groups. Therefore, although both therapies had effectiveness in surveyed variables, ST had higher effectiveness rather than DBT.

In this study, we sought to identify challenges in the field of performance and provide solutions to strengthen the local learning centers of the literacy movement in Hormozgan province. For this purpose, the qualitative research method of inductive analysis with data coding system was used. The research population consisted of experts, educators and literacy students of the literacy movement of Hormozgan province, (1320 people) and a sample of twenty-five people who were selected using purposive sampling method. Data collection tool was in-depth interview and data analysis methods was inductive analysis. Findings indicated that the functional challenges of local learning centers in Hormozgan province fall into three categories: organizational harms including communication, quality of work life and organizational information technology; motivational harms including human characteristics, lack of empowerment and lack of staff training and environmental harms including political, economic, social, environmental, information technology and outside the organization factors. Strengthening the cognitive and skill level of the audience and stakeholders of the project, improving the economic level of the project audience, improving the time period for educating new learners and improving the level of social support for literacy were the four key categories opportunities for advancing local learning centers. The strengthening the cognitive and skill level of the audience and project stakeholders had the highest frequency among them. The upgrading the use of technology, upgrading the executive infrastructure and upgrading the level of supervision are ways to strengthen the level of local learning centers. The strengthening the level of participation of individuals and institutions related to the project, improving the level of motivation of individuals and related institutions and improving the quantity and quality of educational fields had the highest frequency among them.

Considering developments and advances in technology and the future needs of teaching skills based on changes in labor markets and the need to respond, there is a need to design a model of competencies required for effective job performance of instructors. Thus, the present study was conducted with the aim of designing and testing the model of professional competencies of instructors in the comprehensive university of applied-science. The research method was applied in terms of aim, and quantitative in terms of method. Inferential analysis method and data description and factor analysis (exploratory and confirmatory) were used to analyze the questionnaire data and present the results. Due to confirmation of questions by the experts, the content validity of the questionnaire was confirmed. The statistical population of the study included 54000 people and the sample consisted of 391 university instructors. Cochranchr('39')s formula was used to calculate the sample size. Cronbachchr('39')s alpha coefficient of the questionnaire was obtained at .90 and the used instrument showed a good reliability. The collected data were analyzed using SPSS 16 and Smart PLS software. The tested factors included leadership, assessment, perceptual, classroom management, technological and virtual, educational, obligation, positive perfectionism, ethical, and global mindset. These factors were evaluated through a questionnaire and factor loads were assessed using factor analysis. Since in all components, both the factor load and their path coefficient were more than .30, and the whole model was significant, no component was removed from the path analysis and all their components and indicators were accepted as components of the model of professional competencies of instructors.

Foreign language instruction has been completed through the traditional approach. This investigation was an attempt to show the effect of team teaching and counseling psychology with focus on students’ Language Proficiency, Collaboration and Inborn Encouragement. Mix method of the research was used for the study, comprised of the tests, questionnaires and interviews to collect the data. 52 Iranian EFL students and two English language teachers besides a teacher as counsellor included in team teaching procedure merely for experimental one, while control group was taught based on the traditional approach. The outcomes revealed there were statistically significant differences between the two groups after the treatment and also the significant differences in the expectations of the questionnaires and learners as well as a favorable outlook towards using team teaching in the classroom. Moreover, there was very strong evidence of a relationship between team teaching plus counseling psychology, collaboration and inborn encouragement. The openings of the current study are assessed to sound so outstanding that the officials and English language teachers in Ministry of Education of Iran attain the educational goals and ELT purposes by means of team teaching and counseling psychology procedures.

The aim of this study was to explain the group membership model using discriminant analysis for high school students with high risk behaviors based on individual factors. The research method was correlational because the relationship between individual variables with high-risk behaviors in students was investigated. The statistical population was all high school male and female students who were studying in schools of Shiraz in the 2019 academic year. Sampling of this research was done by accessible method. The participants included 120 students who were matched in terms of age, educational level, parentschr('39') degree and relative socio-economic status and were divided into two groups. The first group included 30 boys and 30 girls with high-risk behaviors and the second group (the control group) included 60 participants (30 males and 30 females). To collect data, the scale of Iranian adolescent risk behaviors (IARS), Zuckerman Sensation Seeking Scale, Garnfsky cognitive emotion regulation questionnaire, and Luthans psychological capital questionnaire were used. For statistical analysis, discriminant analysis method was used. The results indicated that the equation of discriminant analysis has the power to classify normal students and students with high-risk behavior based on individual variables (cognitive regulation of emotion, sensation seeking, and psychological capital). Also, the discriminant analysis equation had the power to classify normal students and students with high-risk behavior male students but in female students did not have any significant power.

Intellectual capital has been used as a formal, acquired and citation source in order to create spiritual assets, expertise and experience to create and develop knowledge. Intellectual capital is the knowledge available in organizations, which includes three types of the human capital including knowledge, skills and talent, the structural level including the database, organizational process and technology, and relational capital including organization’s relationship with customers. Education is a place that plays an important role in the development of schools and training of staff and students, and is the most important place for value creation in various human, structural and relational fields. Indeed, education plays an important role in strategy and creating intellectual backgrounds and creating a specific input of people, structure and frameworks and connections that exist in the structure of this sector will increase the use of creativity and innovation in education. Due to the growing importance of intellectual capital and systemic model, management of this issue has become one of the routine concerns of all organizations, especially education. In this article, the concept of intellectual capital is examined and its practical implications in education are discussed.