https://www.jnael.ir/ New Approach in Teaching and Learning en daily 1 Sat, 22 May 2027 00:00:00 +0330 Sat, 22 May 2027 00:00:00 +0330 https://www.jnael.ir/article_251326.html AbstractThe dynamic and competitive environment of sports does not only have positive and constructive stimuli, but also many negative and stressful stimuli that affect the athlete's performance .The aim of the present study was to investigate the relationship between perfectionism and perceived stress with the mediating role of self-compassion in female athletes. The method of the present study was descriptive-correlational and structural equations The statistical population of this study included all female bodybuilding athletes in Juyin County in 1403, which according to the information of the Sports and Physical Education Organization of this city, the number of these individuals was 500. The statistical sample of the study will include 218 female bodybuilding athletes in Juyin County, which was selected using the available sampling method based on the statistical population and the Morgan table. The research tools were the Ahvaz Perfectionism Questionnaires (1378), Cohen et al.'s Perceived Stress (1983), and Neff et al.'s Self-Compassion (2003). Pearson correlation and regression tests were used to analyze the data, as well as factor analysis of structural equations using SPSS26 and Lisrel8 software. The findings of the research showed that the relationship between perfectionism and perceived stress is positive and direct, meaning that when perfectionism is high, perceived stress is also high. However, the relationship between perfectionism and self-compassion is negative and inverse, meaning that when perfectionism is high, self-compassion is low (p<0.05). Also, the results of structural equations showed that after establishing the mediating role of self-compassion, perfectionism with the indirect effect of self-compassion can reduce the level of perceived stress in female athletes. Therefore, Considering the importance of the effect of perfectionism on the cognitive, emotional and functional processes of athletes, sport psychologists can design interventions to train self-acceptance and use self-compassion strategies in female athletes in order to moderate the effect of perfectionistic concerns and positively improve perfectionism, considering the ability to acquire self-compassion. https://www.jnael.ir/article_251366.html AbstractThe present study aimed to investigate the effectiveness of problem-solving skills training on perceived stress and tolerance of ambiguity among mothers of elementary school students. This applied study employed a quasi-experimental design using a pretest–posttest format with a control group and a two-month follow-up assessment. The statistical population consisted of mothers of elementary school students in Behshahr, Iran, during the 1404–1405 academic period. A sample of 40 mothers was selected through purposive sampling based on the inclusion and exclusion criteria and was randomly assigned to either an experimental group (n = 20) or a control group (n = 20). Data were collected using the Perceived Stress Scale (PSS) developed by Cohen, Kamarck, and Mermelstein (1983) and the Multiple Stimulus Types Ambiguity Tolerance Scale (MSTAT-I) developed by McLain (1993). The experimental group received the problem-solving skills training program based on the model developed by D’Zurilla and Goldfried (1971). Data were analyzed using repeated-measures analysis of variance (ANOVA) in SPSS version 26. The findings indicated significant differences in perceived stress and tolerance of ambiguity scores between the pretest and posttest as well as between the pretest and the two-month follow-up, demonstrating improved performance among mothers following the intervention. However, no significant difference was found between the posttest and follow-up assessments, indicating the stability of the intervention effects over time (p < .01). In conclusion, problem-solving skills training is effective in reducing perceived stress and improving tolerance of ambiguity among mothers of elementary school students. Therefore, this educational approach can be employed as an effective intervention to enhance psychological well-being in this population. https://www.jnael.ir/article_251367.html AbstractThe present study aimed to investigate the effect of social skills training on loneliness and self-efficacy among female high school students in the second cycle of secondary education in Behshahr, Iran. This study was applied in terms of purpose and employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of all female students aged 15–18 years enrolled in the second cycle of secondary schools in Behshahr during the 2025–2026 academic year. A total of 40 students who met the inclusion and exclusion criteria were selected through purposive sampling and then randomly assigned to an experimental group (n = 20) and a control group (n = 20). The experimental group received a social skills training program, whereas the control group received no intervention. Data were collected using the Russell, Peplau, and Ferguson Loneliness Questionnaire (1978) and the Muris Self-Efficacy Questionnaire for Children and Adolescents (2001). The data were analyzed using descriptive statistics and multivariate analysis of covariance (MANCOVA) in SPSS version 26.The findings indicated that, after controlling for pretest scores, social skills training had a statistically significant effect on reducing loneliness and improving self-efficacy among female students in the second cycle of secondary education (p < 0.05). Compared with the control group, participants in the experimental group reported lower levels of loneliness and higher levels of self-efficacy at posttest. Overall, the findings suggest that social skills training can serve as an effective educational intervention for promoting adolescents' mental health by reducing loneliness and enhancing self-efficacy. Therefore, this approach may be recommended for use by school counselors, psychologists, educators, and educational policymakers to improve the psychological well-being of adolescent students. https://www.jnael.ir/article_251368.html AbstractThe present study was conducted to examine the effectiveness of life skills training on communication skills, executive functions, and social competence among elementary school students. In terms of data collection, the study was cross-sectional and employed a quasi-experimental pretest–posttest design with a control group and a three-month follow-up. The statistical population consisted of all male students aged 9 to 11 years in the third, fourth, and fifth grades at Setaregan-e Zamin School in Marzdaran, Qods City, during the period of 05-1404. The sample consisted of 60 students who were selected through purposive sampling based on the inclusion and exclusion criteria and were randomly assigned to two groups of 30 students each. Data were collected using the Barton Communication Skills Questionnaire (1990), the Behavior Rating Inventory of Executive Function (BRIEF; Parent Form, 2000), and the Social Competence Scale–Parent (SCS-P, 1995). The collected data were analyzed using repeated-measures analysis of variance in SPSS version 26. The results indicated that life skills training had a statistically significant effect on communication skills, executive functions, and social competence among elementary school students after adjusting the group means based on pretest scores (P < 0.05). The results remained stable over time. Therefore, it can be concluded that life skills training is effective in improving communication skills, executive functions, and social competence among elementary school students. Accordingly, this intervention can be utilized to enhance communication skills, executive functioning, and social competence among elementary school students. https://www.jnael.ir/article_251369.html Abstract:The aim of this study was to investigate the effectiveness of an educational program based on Acceptance and Commitment Therapy (ACT) on the self-regulated learning and academic engagement of elementary school students with specific learning disorders in Sari. The study employed a quasi-experimental design with a pre-test, post-test, and control group. The statistical population of the study consisted of all elementary school students with specific learning disabilities in the city of Sari during the 1404–1405 academic year, totaling 120 students. From this population, 40 students were selected using purposive sampling; after meeting the inclusion criteria, they were randomly assigned to either the experimental group (20 students) or the control group (20 students). The data collection instruments consisted of the Self-Regulated Learning Questionnaire and the Academic Engagement Questionnaire. The experimental group underwent training based on Acceptance and Commitment Therapy (ACT) over eight 90-minute sessions, whereas the control group received no intervention. The obtained data were analyzed using multivariate analysis of covariance (MANCOVA). The findings indicated that, after controlling for pre-test scores, there was a significant difference between the experimental and control groups regarding self-regulated learning and academic engagement (p < 0.05). The results indicated that the training program based on Acceptance and Commitment Therapy (ACT) led to an increase in self-regulated learning skills and an improvement in various dimensions of academic engagement—including behavioral, cognitive, and emotional engagement—among students with specific learning disorders. Therefore, the use of ACT-based interventions can be considered by educational specialists and school counselors as an effective approach to enhancing the academic performance and educational adjustment of these students. https://www.jnael.ir/article_220733.html The opportunity to participate in curriculum committees helps teachers to gain a better understanding of school issues and expand their connections at the school level, which leads to school improvement. Finally, teachers' participation in their own curriculum planning is an activity related to staff development, because when teachers design, implement, evaluate, and revise the curriculum, they are actually taking steps towards their own development. The present study aimed to evaluate the views of elementary school teachers on their participation in the curriculum planning system. The present study is a qualitative study based on the interpretive paradigm and a phenomenological approach. The participants in the present study were elementary school teachers in Tonekabon city. Purposive sampling was used for sampling. The theoretical saturation principle was used to determine the sample size. The data collection tool was an interview. Accordingly, 15 teachers who were knowledgeable about the subject of curriculum planning were interviewed. To study the accuracy and validity of the data, the Lincoln and Guba (1985) assessment method was used. The Claise phenomenological method (1969) was used to analyze the data. The content analysis method was used to analyze the obtained data in the form of open, selective and selective coding, using Max Quda software version 2020.