Institute of Educational

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The present study used a quasi-experimental design in an attempt to evaluate the possibility of using concept mapping as a tool for teaching English speaking skills. In addition, the effect of gender on students' performance in using concept mapping in class was investigated. The participants in this study were 30 male students and 30 female students at the intermediate and advanced levels of English, who were selected from among 119 students who took the preliminary English test by Cambridge to determine students’ level of proficiency as a pre-test. Conceptual mapping was applied to the experimental group in the pre-speaking stage with the aim of organizing the participants' concepts and lines of thought, while in the control group, all teaching stages were done in the traditional method. The analysis of the obtained data showed that conceptual mapping can be used in teaching speaking skills as an effective method. Also, the analysis of the data showed that there is no significant difference between the groups of boys and girls in the construction and use of conceptual maps.
 

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The problems in identifying effective strategies to improve the mental health and emotional well-being of hearing-impaired children and the emotional and psychological problems that most of these children face in their daily lives make clear the need for research and increased attention to this area. Therefore, the purpose of this research was to investigate the effectiveness of play therapy based on Axline's approach on the mental health and emotional well-being of primary hearing impaired children based on the ABC method. The current research was a semi-experimental design of single case type with baseline, intervention and follow-up design. Using available sampling method, 3 hearing impaired primary school children were selected from Pajhwok Family and Hearing Impaired Child Rehabilitation Center in Tehran. The measurement tools in this research were the children's mental health questionnaire by Jelink et al., the mental well-being questionnaire by Diener et al., and the record sheet. First, the questionnaires were administered 3 times with an interval of 3 days as a baseline. It was found that there is a relative stability in the grades. Then the intervention was implemented in 8 sessions. After each session, the participants were evaluated once and 2 weeks later, the same questionnaire was administered 3 times with a time interval of 2 days as a follow-up phase. The data were analyzed using Excel and SPSS 26 software and by intra-site and inter-site analysis. The results indicated that mental health and emotional well-being increased in each of the subjects after the intervention. 8 intervention sessions have been held, after which the frequency of variables was recorded in the session. According to the graphs, the increasing trend of the variables can be seen, and in the final part of the graph, 3 follow-up sessions, which are considered two weeks after the last intervention, still show the approximate stability trend of the variables.
 

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Considering the importance of happiness in people's lives and understanding the factors affecting the feeling of happiness, this study aimed to test a model explaining happiness based on feelings of inferiority and loneliness. The study design was non-experimental in which the correlation research method and the advanced statistical method of structural equation modeling were used. A total of 210 students (134 females, 76 males) were selected from Payam Noor University, Taibad, using available sampling in the second semester of 2021-2022. In addition to the demographic questionnaire, the research participants completed the Oxford Happiness Questionnaire (Hills & Argyle, 2002), the Loneliness Scale (Russell, 1996) and the  Inferiority  Feeling Scale (Yao, et al., 1998). Correlational analysis indicated that there was a negative and significant relationship between loneliness and happiness, a positive and significant relationship between loneliness and feeling of inferiority, and a negative and significant relationship between loneliness and happiness. The results of structural equation modeling indicated that loneliness completely mediates the relationship between inferiority feelings and happiness.  The findings suggested that the feeling of inferiority decreased college students’ happiness only by increasing their feeling of loneliness. Since loneliness affects happiness only through loneliness, considering the role of happiness in the health and academic success of students, developing and implementing preventive interventions for increasing happiness and reducing loneliness in students at the university level recommended.

 

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The aim of the present study was to investigate the emotion regulation strategies of teachers based on the James Grass model of emotion regulation in the face of students' misbehavior. This research was conducted using a qualitative method and a phenomenological strategy was used. The study population of the current research was all the male teachers of the first secondary school in Kermanshah city in 1403-1404. The sampling of the research was non-random and purposeful based on heterogeneity in teaching. To achieve the goal of the research, an in-depth and semi-structured interview was conducted with the teachers.
. The results of the research showed that emotion regulation strategies, cognitive remarketing and situation modification are successful strategies with high job satisfaction that reduce negative emotions, and suppression, situation selection, and expansion of attention are unsuccessful strategies that increase negative emotions and job burnout and decrease Job satisfaction of teachers.

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Introduction
In contemporary educational contexts, the pervasive decline in academic and research motivation among students stands out as a significant challenge within the education systems of many nations, Iran included (Azad et al., 2017). The issue of waning academic motivation among students transcends individual concerns to become a fundamental societal dilemma, with far-reaching implications for the broader community (Ghaffari, 2016). Moreover, the diminishing academic motivation in students can lead to substantial costs on both personal and societal levels (Davarinia et al., 2019). The erosion of educational motivation denotes a decline in student performance from a satisfactory standard to an unsatisfactory level (Ahmadi et al., 2023). Within the realm of agricultural education, particularly among postgraduate students, the decrease in academic motivation is exacerbated by a lack of understanding of the nature and objectives of agricultural discipline s, potentially compromising their future efficacy (Watankhah et al., 2013). Various factors contribute to the phenomenon of declining academic motivation among graduate students in agricultural studies, encompassing the quality of the learning environment, the chosen field of study, the economic circumstances of the students, and notably, their career prospects and employability (Farimani & Tashari, 2017). Consequently, this study endeavors to delve into the underlying reasons behind the diminishing academic and research motivation among postgraduate students.
Method
Aligned with the research objectives, this study adopts an exploratory research design within a qualitative paradigm, employing an inductive approach. To elucidate the underlying reasons behind the decline in academic motivation and research engagement among postgraduate students, the qualitative method of grounded theory was employed. The research population comprised the key stakeholders, namely graduate students specializing in agricultural studies. Data collection was facilitated through semi-structured interviews, conducted in person with a cohort of 35 graduate students in the field of agriculture, with each interview spanning approximately 45 minutes.
Results and Discussion
Following the completion of the open coding phase and the extraction of concepts from the raw data, the study progressed to the axial coding stage. Through focused discussions in target population focus groups and the synthesis of concepts derived from open coding, the central coding phase identified six key factors (infrastructural, educational, psychological, economic, social, managerial) contributing to the decline in academic and research motivation among graduate students in the agricultural domain.
Subsequently, a hypothetical model was constructed to delineate the intricate relationships among the identified factors and their impact on academic motivation among graduate students in agriculture. Causal conditions were categorized into two primary classes: infrastructural barriers (e.g., inadequate laboratory facilities) and educational hindrances (e.g., ineffective teacher-student interactions, unsupportive university policies, lack of motivational educational environments). Each of these classes further encompassed several subclasses.
The psychological factor emerged as a pivotal class, comprising six distinct subclasses including uncertainties about the future, dissatisfaction with current circumstances, lack of recognition and direction, unfavorable physical and mental conditions, and interpersonal conflicts. Positioned at the core of the model, the psychological factor influenced and was influenced by other identified classes.
The economic factor, another influential class, was subdivided into categories such as macroeconomic instability, insufficient financial support for students, and students' precarious financial situations. Social issues constituted an intervening condition, encompassing subcategories like societal unrest, diminishing societal value of science, discrimination, and health crises.
In light of the findings from a qualitative study investigating the underlying causes of declining academic and research motivation among graduate students in agriculture, and drawing upon existing theories of academic and research motivation, we propose a new theoretical framework termed the "Theory of Multiple Factors Interaction". This framework posits that the interplay between infrastructural, educational, psychological, economic, social, and managerial factors significantly influences students' motivation in both academic and research contexts.
Strategies to address these challenges were encapsulated in the management class, highlighting deficiencies in educational system management and the scarcity of entrepreneurial initiatives within universities. Neglecting these strategies could lead to adverse outcomes, including students' disillusionment with their career prospects, decreased research productivity, and waning interest in pursuing postgraduate studies.
To mitigate these challenges and bolster academic motivation, recommendations were put forth, including enhancing awareness of contributing factors, providing incentives to encourage students' educational pursuits, enhancing the efficacy of university counseling services, and organizing seminars and workshops focused on enhancing academic motivation.
 

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The present study was conducted with the aim of investigating the pattern of structural relationships of academic engagement in students based on resilience and implicit beliefs of intelligence with the mediating role of self- handicapping in students of high school in Yazd city in the academic year of 2022-2023. From the statistical population, 375 people were selected by multi-stage cluster sampling method. The data were collected using Schwinger and et al academic engagement, Abdul Fattah and Yates implicit theory of intelligence, and Connor and Davidson resilience questionnaires. The collected data were analyzed with AMOS 24 software. The results of structural equation modeling showed that resilience, inherent intelligence beliefs and intelligence enhancement beliefs, had a direct, positive and significant effect on academic involvement. Also, the results showed that self-handicapping played a mediating role in the relationship between resilience and academic engagement, as well as in the relationship between the beliefs inherent in intelligence and academic engagement. According to the results, in general, psychologists and counselors can take a step towards increasing students' academic engagement by teaching resilience to students and changing their implicit beliefs about intelligence.