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"Research Findings:" Executive Function (EF) and Early Math (EM) are foundational skills for children's school success. Interventions have shown to foster these skills, but their effectiveness in less developed countries remains unknown. This study examined the initial efficacy of an eight-week EF and an EM skills program for young Iranian children at risk for mathematical difficulties. Participants included 88 five- to six-year-old children who were randomly assigned into three conditions: Business-As-Usual (BAU) control group, EF training group, or an EM training group. The experimental groups received 24 sessions over two months. In the EF group, children had significantly higher working memory and planning scores at posttest, which were stable five months later. No significant group difference was found on inhibitory control. In the EM group, children demonstrated stronger math performance compared to BAU children at the posttest and follow-up, suggesting stable math improvement. There was no significant effect of EF training on math performance or significant effect of math training on EF skills. "Practice or Policy:" Findings suggest that the EF training was related to stronger EF and EM training was related to better math performance. However, there were no significant transfer effects of EF on math and vice versa.

The integration of open educational resources (OER) in the educational curricula of universities and educational organizations has gained tremendous popularity. However, there is a gap in research on teachers' attitudes toward OER in many developing countries. Using a mixed-methods approach, this study explored the use of OER by online and face-to-face teachers of English as a foreign language (EFL) in Iran. A total of 62 teachers (31 online teachers and 31 face-to-face teachers) participated in the study. Survey and interview results indicated that there were significant differences between online and face-to-face teachers' attitudes toward OER. Online teachers had a more positive attitude toward OER than face-to-face teachers. The perceived benefits of OER included developing the flexibility of curricula, encouraging personalized learning, and offering pedagogical options for teachers. There were several perceived OER-based challenges in the educational context of Iran as well. The challenges included teachers' uncertainty about copyright issues, the low quality of OER, teachers' low levels of digital literacy, teachers' unawareness of the existence of OER, the lack of quality control over OER, the lack of credibility of OER content, and the lack of up-to-dateness of OER. There were also significant differences between participants' perspectives on the types and frequency of using OER. More specifically, online teachers used OER for teaching practices more frequently than face-to-face teachers. Participants perceived that they needed various types of training for the appropriate use of OER. This study proposes several implications for renewing and improving teacher training/education programs and material development projects.

Producing polyglot films has turned into a global cinematic trend lately. The Iranian cinema is no exception, and the number of Iranian polyglot films has also increased recently. Therefore, there is a greater need for the systematic analysis of different aspects of multilingualism in audiovisual translation (AVT), particularly in modes like the subtitling for the deaf and hard of hearing (SDH) in which the audiences have limited or no access to the original audio content. In this study, first, the concepts of multilingualism in Iranian cinema and Persian SDH were discussed. Then, the representation of multilingualism in three Iranian polyglot films was examined. The results depicted that, in most cases, multilingualism is masked, and the subtitlers were neglectful of the importance of the conveyance of multilingual instances in the plot for the deaf and hard of hearing (DHH). Therefore, it can be claimed that the Persian SDH is yet to reach quality standards. Studies like this have immediate implications for audiovisual translators and film distributors by drawing attention to the importance of SDH, as a relatively understudied area, in promoting media accessibility (MA) for the DHH in the Persian speaking context and beyond.

Hybrid homeschooling is still in its initial phase in the Iranian education system and is still a mystery to many educators and parents. This study aimed to explore the reasons for choosing the homeschooling approach for gifted students using a grounded theory method. The sample of this qualitative study included 15 parents of gifted children and 10 specialists in giftedness recruited through purposive sampling. Factors influencing the homeschooling approach were collected through semi-structured interviews with professionals and parents and analyzed by the coding method based on grounded theory (Strauss & Corbin, 1997). The data analysis revealed 143 open codes, 12 axial codes, and three selective codes, including educational challenges of gifted students in school and public education and the demands and expectations of parents and students. The results demonstrated that the Iranian educational system does not meet the needs and expectations of gifted students and their parents; therefore, educators and parents are recommended to use hybrid homeschooling for this group of students. While the participants in this study do not strictly follow a hybrid schooling model, the findings suggest that adopting elements of hybrid schooling could be advantageous for gifted students.

This study aimed to investigate the reliability and validity of the Childhood Career Development Scale (CCDS) on a sample of 1018 Iranian elementary school students. The Confirmatory factor analysis revealed that the original eight-factor model was of a good fit. Measurement invariance analyses indicated equivalence across gender and grade. A factorial MANOVA was applied to assess gender and grade mean differences in CCDS subscales. Concurrent validity of the CCDS subscales with the measures of Locus of Control and the children's Industry was confirmed. The CCDS Persian version proved to have good psychometric indexes for assessing children's career development.

E-learning anxiety plays a key role in students' success in online courses. One of the factors that may affect students' e-learning anxiety is computer self-efficacy (CSE). However, the role of CSE in high school students' e-learning anxiety has remained unexplored in the Iranian context. Therefore, the present mixed-methods study purports to explore the role of CSE in Iranian high school students' e-learning anxiety. To this end, for the quantitative part, 410 female high school students were selected, as well as for the qualitative part, 30 female high school students were selected using a random sampling method. The required data were collected using a computer self-efficacy questionnaire, an anxiety in online classes questionnaire, and semi-structured interviews. The collected data were analyzed through a Pearson correlation analysis, a multiple-regression analysis, and a content analysis. Results revealed a strong negative correlation between the students' CSE and e-learning anxiety. Further, the findings documented that the factors of CSE (i.e., beginning skills, mainframe skills, and advanced skills) determined the high school students' e-learning anxiety. Moreover, the complementary qualitative findings yielded four overarching themes: 'promoted digital literacy', 'increased problem-solving', 'increased learning satisfaction', and 'enhanced self-regulated learning'. Finally, a range of implications is suggested for different stakeholders.

The present study examined EFL learners' perceptions of using flipped learning procedure in a grammar class. The participants recruited were 60 Iranian intermediate male EFL learners, randomly assigned to an experimental and a control group. The learners in the control group, having no preparation prior to class, were given direct instruction by using whiteboard with no or little use of interactivities in their grammar lessons. The instruction in the experimental group, however, featured flipped learning through "WhatsApp" and was augmented through in-class face-to-face discussion. Online teaching as the pre-class preparatory activity grounded the learners in the formal instruction of new grammatical concepts. The in-class time was then used by the teacher to induce learner-centered, meaningful interaction intended to render better comprehension and retention of the target grammar. The data collection instruments were College and Universities Classroom Environment Inventory (CUCEI) and a semi-structured interview. The results revealed that the participants receiving flipped learning instruction found it satisfactory, engaging, and effective. The findings add further evidence to the existing literature on flipped learning and have implications for curriculum development and pedagogy enhancement.

Multilingualism serves an important function in the characterization of an audiovisual product; thus, its representation in translations demands scientific attention. The task of rendering multilingualism in translation becomes more complicated when no or limited access to the original audio content is possible. This being so, this study investigates the representation of multilingualism in English subtitles for the deaf and hard of hearing (SDH) and Persian dubbing of four polyglot films. It examines and discusses the strategies adopted by translators in eight translations, both the SDH and dubbed versions. The results indicate that translators employ a variety of solutions and strategies to tackle challenges and render the third language (L3), but still dubbing tends to neutralize L3 in most instances. In the case of SDH, L3 was made explicit, but the high frequency of homogenising strategies and the loss of L3 in the translations were noticeable. These results could be of use for both cinema and translation professionals and non-professionals, particularly for enhancing media accessibility (MA) for the deaf and hard of hearing (DHH) community, besides adding to the body of studies on the translation of multilingualism.

The present study was conducted within the framework of sociocultural theory to examine the effect of flipped instruction on Iranian English as a foreign language (EFL) learners' development of conditional sentences. The study benefited from quantitative methodology within which 60 intermediate Iranian male EFL learners who were checked for their language proficiency by an Oxford Quick Placement Test (OQPT) to meet the homogeneity assumption were selected and given a pre- and post-test as well as a delayed post-test on conditional sentences. Half of the learners formed the experimental group and the remaining participants were assigned to the control group. The flipped instruction occurred through WhatsApp and was amplified by face to face discussions on the linguistic materials. Online learning environment armed the learners with the formal instruction of conditional sentences while the in-class time was devoted to tap into meaningful interaction for internalizing the previously-uploaded audio and video grammar tasks. The learners in the control group were provided with direct instruction by using traditional whiteboards. Results revealed that the experimental group, receiving flipped teaching, outperformed the control group that received conventional type of grammar instruction. Moreover, the use of flipped model resulted in significant improvement in learning and retention of conditional sentences. Findings also demonstrated that learners benefited from flipped-taught grammar augmented through feedback in the face-to-face classroom, which acts as the mediator between the teacher and the learners. It can be strongly recommended that teachers can take advantage of flipped instruction in providing effective instruction of language skills and sub-skills and facilitate the learning process for the learners as well.

Uni-furcation of assessment and instruction has recently been realized in the form of purposeful assessment scenarios; Assessment [x-bar] Scenarios (analogous to Noam Chomsky's [x-bar] Theory!). [x-bar] here refers to any of the triple assessment scenarios including Assessment for Learning (AFL), Assessment as Learning (AAL), and Assessment of Learning (AOL), plus pairing each with another or integrating all three (i.e., Integrated Assessment Scenario). Comparative investigation of the effect of each scenario as to developing language skills particularly listening skill seems to be an intact area. In a bid to fill this gap, 100 conveniently sampled Iranian female EFL learners of 13-19 years old were randomly divided into three experimental and one control group. Prior to the treatment, their listening ability was measured through a pre-test. Then, each experimental group; AFL, AAL, and Integrated assessment, experienced the listening instruction based on the principles of each specific scenario, while the control group was treated based on AOL principles. Their listening ability was then measured in the light of an identical listening post-test to the pre-test. ANOVA, used to check the comparative performances of all groups, showed that AFL and AAL groups significantly outperformed over the AOL group, but the integrated assessment group significantly outperformed the other experimental groups. While the findings yield support to the bifurcation approach, they generate more prospective areas for further research.

With the advent of new English textbooks, course book evaluation has become an indispensable ingredient in all English Language Teaching (ELT) contexts. Thus, the present study aimed to contribute to this area in the Iranian context by evaluating newly published junior high school (13 to 15 years old) course books (the Prospect series) and examining their weaknesses and strengths from students' points of view. In so doing, this study employed Litz's (2005) questionnaire to examine 417 junior high school students' perspectives. Also, nine students took part in follow-up interviews to elaborate their perspectives about the strengths and weaknesses of the textbooks. The results of the questionnaire showed that students believed that this series requires some modifications regarding the design and layout, authenticity in activities, diversity of registers and accents, variety of subjects and content, and cultural presentation. In addition, the students asserted in the interviews that there are some other problems with the textbooks in terms of the selected topics, accessibility and quality of the multimedia materials, organization of the content, and the learning goals that are set. Iranian EFL instruction relies on the Prospect series, and all Iranian junior high school students are taught using these books. The improvements suggested by the students in this study can facilitate development of English course books to better support learners' goals in the future.

The current study set out to investigate the effects of concurrent group dynamic assessment (GDA) and cumulative GDA on Iranian EFL learners' development of reading comprehension micro-skills. To this end, a convenience sample of 60 intermediate undergraduate EFL university students that were selected based on the results of a placement test and randomly assigned to two experimental groups participated in the study. The participants met once a week for 90-min lessons in a Reading II class over an academic semester. Each group received a concurrent or cumulative GDA mediation on reading tasks with a focus on activities involving five fundamental reading comprehension micro-skills, namely identifying the main idea, finding inferences, finding supporting details, understanding vocabulary, and finding references. A pretest/posttest procedure was used to compare the two group's achievements. The results of t test analyses demonstrated that both GDA approaches were effective but the students in the concurrent GDA group significantly outperformed those in the cumulative GDA group in terms of micro-skills of identifying the main idea and finding inferences whereas no significant differences were observed for other micro-skills. It could be argued that in concurrent GDA since the secondary interactants expect to be called on at any moment, they are more alert and attentive to mediational exchanges, and this contributes to enriching the micro-skills of identifying the main idea and finding inferences. The findings suggest that concurrent and cumulative GDA approaches when applied to teaching reading comprehension should be viewed as complementary. The concurrent approach works better with activities that require higher-cognitive functions and top-down processes such as identifying main ideas or finding inferences. On the other hand, both approaches could be equally beneficial and interchangeably used in activities that involve lower-level bottom-up cognitive processes such as finding supporting details, understanding vocabulary, or finding references. The findings offer significant implications for classroom practice and subsequent research that are discussed.

This study presents the results of a sequential explanatory mixed-method approach to investigate the Iranian English language non-gainers of a computerized dynamic reading comprehension test (CDRT) by utilizing a learning style survey. Using an interventionist approach, the researchers used the CDRT software to explore English learners' perceptual learning-style preferences of non-gainers in CDRT. The study participants were selected from among 24 advanced English language learners attending a reading course at a language institute in Iran. The results of Learning Potential Score (LPS) formula categorized six of the participants as non-gainers of CDRT. They were asked to fill out a learning style survey individually and participate in an interview to express their attitudes toward using the software. The findings revealed some common tendencies regarding field-independency, impulsivity/reflectivity, and metaphoric/literal style preferences supported in learners' interviews. In this study, learners' style preferences potentially played an important role in reporting learners' performance; therefore, it is suggested to consider students' learning styles in making decisions about their abilities and disabilities in CDRT.

Today, most high education experts consider value creation (a term different from entrepreneurship or entrepreneur) as a condition necessary for the survival and development of universities and higher education systems. In this era of advanced technologies and knowledge-based industries in global, regional, national and even local economies, universities can only cope with current widespread crises by strengthening their relationship with industries. The purpose of this study is to design a 'Value-Creation university' model with emphasis on indicators of higher education system. Mixed method (combination of exploratory plan and taxonomy development plan) was applied in this study terms of purpose and implementation. The statistical population consisted of two qualitative and quantitative groups. For the qualitative group, 15 individuals were selected from academic experts and professors in Golestan Province while for the quantitative group 140 individuals were selected from the staff of Ali Abad Katoul University. The selected sample volume based on Morgan's formula was 103. Sampling in the present study was judgmental or purposive at the first stage and simple at the second stage. The research tool used was a questionnaire. Data analysis was done manually in the qualitative part using Grounded method (open-axis-selective coding) while for the quantitative part structural equation method was used together with SPSS and Amos software. The results show that (1) interventionist conditions with focus on the indicators of higher education system, that is, structural component, have a positive effect on the central category, (2) central category has a positive effect on the encouragement, financial and pragmatic strategies, (3) strategies have positive impact on individual and social outcomes, (4) intra-organizational platforms have positive impact on central category and (5) the causal category, namely the indicators of the value creation in universities and the evolution of the higher education system, has a positive effect on the central category.

The present study aimed to investigate the desirable assessment methods of the performance of the BA law students during internships, using a mixed methods research approach. The data was collected by using semistructured interviews and questionnaires. In the qualitative part of the study, interviews were conducted with 28 internship experts, lawyers, faculty members from the University of Isfahan, and graduate students, who were purposively selected. In the quantitative part, questionnaires were administered to 114 students from the academic year 2017-2018 and the graduates from 2014-2017 in the field of law. The results of the qualitative part of the study revealed that the interviewees emphasized the professor's assessment of student performance. The results of the quantitative part of the study revealed that "student performance in simulated settings" and "practical and diagnostic capabilities of students for dealing with client problems" are among the desirable assessment methods of the performance of the BA law students during internships.

This study aimed to investigate the impact of the flipped classroom model on students' self-efficacy and the difference in self-efficacy between males and females using this model. In order to accomplish this, 66 advanced participants were selected from a private English language institute. They were divided into two equal groups, namely experimental (flipped classroom) and control (traditional) group. The students' self-efficacy was scored before and after the intervention with the Self-Efficacy Survey. The results indicated an increase in their average self-efficacy score with the flipped classroom while the traditional classroom decreased their average score. When the genders were analyzed separately, the males demonstrated a decrease in self-efficacy while the females indicated an increase while utilizing the flipped classroom. In light of these results, some recommendations have been made.

This study was an attempt to evaluate practicum courses at Farhangian University. Since practicum is a significant component of teacher education which links theory to practice and prepares student-teachers for their work, this study was intended to explore the extent to which (1) the practicum objectives stated in the 'Curriculum Document of TEFL' at Farhangian University were actualized, (2) the students' language teaching profession needs were fulfilled, and (3) the participants were satisfied with the courses. To this end, based on the data gathered from interview, focus-group discussion and the University documents, a questionnaire was developed and administered to 144 student-teachers and mentors. Findings revealed that although the courses were relevant to the student-teachers' occupational needs, and improved participants' motivation, self-confidence, and class management skills, they failed to fulfill a number of their needs and course objectives to a considerable degree. Findings also indicated that the way courses implemented in practice was not satisfactory. The findings are discussed and some implications are provided for student-teachers, EFL teacher educators, and syllabus designers.

This study sought to probe the effect of two non-conventional instructions namely Flipped Classroom Model (FCM) vs. Unplugged Classroom Model (UCM) on Iranian EFL learners' oral proficiency. Therefore, 90 upper-intermediates were randomly assigned to two experimental groups and one control group (30 each). The FCM and UCM participants were equipped with WhatsApp online platform and conversation-driven, emergent-based instructions respectively. Their counterparts in control group received textbook instruction. After four weeks of instruction, learners' performances were evaluated using a mixed method design with interviews and paper-based exams' posttests besides the Community of Inquiry (CoI) questionnaire and the instructor's observations for the nonconventional classrooms. The results indicated that both FCM and UCM instructions were successfully implemented for promoting learners' oral proficiency. However, learners reported divergent perspectives that may help the EFL teachers to develop FCM and UCM not only for enhancing oral proficiency but also for expanding learners' problem-solving techniques.

The present study sought to uncover the effect of previously acquired languages, Azeri and Persian, on the acquisition of English adjective properties of bilingual learners. It further investigated the role of L3 general proficiency and its interaction with the effect of previously acquired languages on the development of English adjective properties. More specifically, the aim of the study was to discern which of the theories in the field of third language acquisition (Cumulativeenhancement Model, Flynn & Foley, 2004; L2 Status Factor Hypothesis, Bardel & Falk, 2007; and Typological Primacy Model, Rothman, 2010, 2011, 2013, 2015) could account for the acquisition of adjective placement and order in L3 English. To fulfill so, 180 bilingual and monolingual university students from Miyandoab and Arak took a general English proficiency test, a background questionnaire, and a grammaticality judgment test. The data, then, were analyzed through descriptive statistics, multivariate ANOVA and post-hoc comparison tests. The obtained results indicated the effect of Persian L2 on the acquisition of English L3 adjective placement. Regarding adjective order, however, none of the theories could support the findings. Further investigation in this area will definitely lead to better theory building especially in the context of foreign language learning and instruction.

This study aimed to investigate the effect of using authentic materials on English as a foreign language (EFL) learners' reading comprehension, reading motivation, and reading anxiety. In this study, 58 Iranian male EFL learners were selected and randomly assigned to an experimental and a control group. Both groups were pretested through a reading comprehension test and the motivation for reading questionnaire (MRQ) to test their reading comprehension ability and reading motivation. Having participated in a period of 20 sessions in which the experimental group received treatment of exposure to authentic materials and control group to simplified materials, the students took a posttest of the reading comprehension test and completed the MRQ. Additionally, to test students' reading anxiety, the two groups completed Foreign Language Reading Anxiety Scale (FLRAS) in two pre- and posttest assessments. The scores obtained were analyzed using one-way analysis of covariance and paired samples t-tests. The results indicated that authentic materials enhanced Iranian learners' reading motivation and their reading comprehension ability. In addition, the findings suggested that the use of authentic texts significantly improved EFL learner's anxiety in the experimental group. The implications of the study are discussed.

Purpose: The present research aimed to develop an organizational health model and describe the key dimensions constituting organizational health in the agricultural extension structure of Iran. Design/methodology/approach: The research population was composed of all staff and line people of the agricultural extension structure of Iran. Based on the research characteristics, the sampling was performed in two steps (N = 2281). The sample size was determined by the finite population correction formula (n = 223). The data collection instrument was a questionnaire. Findings: The results showed that the components of constructive organizational behaviors, management competency, context to have a healthy working climate, intra-organizational factors, organizational integrity, and importance of human resources to organization health had a positive and significant impact on the process of organizational health. Practical implications: It can be recommended to design a performance appraisal system based on the competencies and performance of employees and to include such issues as the acknowledgment of small progress versus big progress and valuation of spiritual and social rewards along with material rewards. Theoretical implications: Empowerment is a facet of organizational health that should be given more attention to by organizations. It comprises consulting, training, guiding, involving, encouraging responsibility, motivating diligence, and all the factors that can improve people's perception of organizational health and quality of career. Originality/value: All internal, external, environmental, and communication factors should be considered in the organizational health of agricultural extension in order for organizational health to be realized comprehensively.

Considering the significant position of critical pedagogy in teaching English as a foreign language, there is a need for in-depth investigations of novice teachers' professional identity construction through the interaction with critical notions introduced in teacher education programs. As the impact of such programs on novice teachers' professional identity in an EFL context has remained underexplored, this study intends to address the gap. This study examines the role of a teacher education program informed by the principles of critical pedagogy in influencing novice EFL teachers' professional identity construction. Participants were 9 novice EFL teachers whose process of professional identity construction was analysed through reflective journals, class discussions, and semi-structured interviews before and after the program. Results of the study revealed two major shifts in participants' professional identity. Before the program their identity was characterized by "an attitude of compliance" and "a narrow view of EFL teaching." However after the program they "developed voice" and "adopted a humanistic conception of teaching."

This study aimed at examining the possible effects of teacher motivational practices and student demotivation on the way Iranian English as a Foreign Language (EFL) learners produce request and refusal speech acts. Subsequently, four instruments were selected and administered to the participants under scrutiny. They were: (a) a Quick Placement Test, (b) the Motivational Orientation of Language Teaching classroom observation scheme, (c) the Post-Lesson Teacher Evaluation scale, and (d) a Discourse Completion Task. The analyses of the related data obtained from the targeted participants revealed significant differences between students in high and low motivation groups with respect to the production of request and refusal speech acts on the post-test scores. It was observed that various levels of demotivation dramatically influence the quality of request and refusal speech acts produced by the learners in their English classes. Alternatively, the findings demonstrated that teachers' motivational practices had a direct bearing on the learners' productions of the targeted speech acts. Notably, the results of the study may offer insightful benefits to textbook developers, EFL teachers, and stakeholders involved in the language teaching profession.

The current study attempted to investigate the effects of self-regulatory learning through computer-assisted intelligent tutoring system on the improvement of speaking ability. The participants of the study, who spoke Azeri Turkish as their mother tongue, were students of Applied Linguistics at BA level at Pars Abad's Azad University, Ardebil, Iran. According to the manual of the Oxford placement test, students who scored between 31and 44 were considered as pre- intermediate level learners; therefore, 45 students were selected as the final participants of the present study. The participants were assigned to three groups. Groups A and B were experimental groups and received SRL through intelligent tutoring system, and group C was control group which did not receive SRL through intelligent tutoring system and instructed through traditional method. Quantitative analyses indicated that SRL through intelligent tutoring system had a significant effect on the students' improvement in the speaking skill. Results of the immediate and delayed post-tests revealed that self-monitoring strategy of SRL had a more significant effect on the students' performance in speaking than seeking-help strategy of SRL.

The present study investigated the relationship between reflective thinking, general self-efficacy, self-esteem and academic achievement of Iranian EFL students. To this end, 132 Iranian EFL students from three state universities were recruited. To collect the data, the participants completed four questionnaires, namely background information questionnaire, the reflective thinking skills questionnaire, the general self-efficacy scale and Rosenberg self-esteem scale. The results of two correlation matrixes revealed that there were statistically significant positive relationships between general self-efficacy, self-esteem and academic achievement of Iranian EFL students, while reflective thinking had no significant relationship with self-esteem, self-efficacy and academic achievement of the participants; in addition, no significant relationship between the components of reflective thinking and academic achievement of Iranian EFL students was observed. Moreover, the results of multiple regression analysis showed that between self-esteem and self-efficacy, the former was a stronger predictor of academic achievement of the Iranian EFL students.

The present study investigated the possible contribution of Voice Thread (VT) website to the Iranian EFL learners' speaking accuracy in terms of using correct form of hypothetical conditional sentences. Moreover, the language learners' perception of the website was also explored. To this end, 18 English literature freshmen from a state university in Iran were recruited for the study. The participants were randomly assigned to control (n=9) and experimental groups (n=9). The control group performed merely face-to-face tasks while the experimental group conducted face-to-face and asynchronous online speaking tasks using VT website. The results of the mixed methods study revealed that both groups enhanced their speaking accuracy and the experimental group failed to outperform the control group. Furthermore, the findings of a semi-structured interview, which were corroborated by those of dairy writing, indicated that even though the experimental group appreciated the significance of the website, they assumed that it could not cater to their needs. The findings of the study encourage teachers and researchers alike to pay due attention to learners' perception of their learning experience in general and their experience with Computer Assisted Language Learning (CALL) in particular.

Background and objective: Considering the worldwide increase in mental health problems among adolescents and the hypothetical positive impact of mental health literacy (MHL) on mental health promotive behaviours, this study examined the effect of a MHL intervention in a sample of Iranian high school students. Design: Educational intervention with a pretest-posttest and control group design conducted among Iranian high school students in 2019. Setting: Four public schools in Shiraz, Iran. Methods: In this study, 220 students (110 in each intervention and control group) were selected using the cluster multi-stage sampling and participated in the study. Participants completed the adolescent MHL questionnaire at two stages (pretest and posttest). A training programme which comprised six 60- to 90-minutes sessions using collaborative learning techniques and printed materials was conducted with the experimental group. Data were subjected to covariance analysis. Results: No significant differences were found between study groups regarding demographic and MHL scores before the intervention. After completing the training programme, the intervention group showed a significant improvement in MHL and subscale scores (p < 0.01). Covariance analysis confirmed an improvement of MHL in the intervention group after controlling for pretest scores but not in the control group. Conclusion: Study findings demonstrated the efficacy of the training intervention to improve adolescents' MHL. Further research is recommended to examine the effects of the same intervention among boys and longer-term outcomes.

This comparative study of two approaches contrasts a schema-based approach to represent a solution approach to solving whole number contextual problems for grades 2 and 3 with the traditional textbook approach. The participants are 9 to 11- year-old Afghani refugee students enrolled in non-public schools administered by NGO organization in Iran. The subjects have difficulty with grade-level mathematics and have been retained in grade at least one year. Subjects were randomly selected from four classrooms in two schools. The schema-based experimental approach is called the Problem Patterns (PP) approach. Students receiving this instructional approach were taught to break problems into data, units, and desired solution, removing irrelevant information, and make a solution model with manipulatives. Control students followed the traditional classroom approach. All classes were taught by the first researcher. Evaluation results showed the PP students had higher achievement and growth scores than the control students. The results also showed the schema building portion of instruction contributed most to the differences in performance of the experimental groups' students.

In this paper, lower-order mathematical thinking skills within finance were studied from the viewpoint of financial employees in the Iranian Bank of Industry and Mine. To conduct this research, a questionnaire was developed after reviewing lower-order mathematical thinking skills in finance. In accordance with the revised Bloom's taxonomy, the skills considered in the questionnaire were "remembering mathematics in finance", "understanding mathematics in finance", and "applying mathematics in finance". In order to develop the questionnaire, we conducted interviews with employees and scholars, then a suitable sample familiar with mathematics and finance, consisting of 141 bank employees, was studied. Descriptive and inferential statistics were used for data analysis. Our findings show a hierarchical relationship between the first three mathematical thinking skills in finance, which confirms the revised Bloom's taxonomy. In addition, the attitudes of participants were positive concerning the importance of these skills. Participants believed that, in order to achieve proper functioning, it is essential to improve the skills of financial employees. The results were analysed with a T-test and ANOVA. This showed that the gender, position, experience, department, degree, and field of study of participants did not affect their attitudes. This research indicates that, for the successful utilisation of skills, it is essential to form an effective relationship between mathematical science and its practical application in the banking world. It is recommended to hold on-the-job training courses for financial employees in banks to empower them to use their computational skills.

The purpose of this article is to identify the factors which affect students' creative thinking in problem solving. The research which was performed was quasi-experimental. It used one experimental group and two control groups from three second-grade high school classes. They received either traditional, active or heuristic problem-solving training. In the traditional method, no teaching aids were used, and the material was taught traditionally. In the active method, 34 students were trained using teaching aids, such as coloured balls, and handicrafts, such as shirts and pants. They were trained to use the teaching aids in order to solve problems. In the heuristic method, the researcher introduced problems which the students thought about. After a few sessions, I commenced teaching the procedures--in each session, two heuristics were introduced. They learned to use these strategies to solve problems. Creativity and mathematics tests were given to the students, both before and after they received training in problem-solving. The findings show that parents' education (but not gender) and parents' job type affected students' ability to think creatively. Students' creative thinking was improved by active training, but not by the heuristic or traditional methods.

This study seeks to recognize teachers' lived experiences about teaching-learning process in multi-grade classes. The approach of the study is qualitative under the rubric of phenomenological studies. The statistical population consisted of the teachers of multi-grade classes in a non-prosperous province and a prosperous one. 14 teachers were selected using criterion sampling technique for an interview. The interviews were recorded and transcribed with the interviewees' permission; and they were analyzed using Creswell data analysis. In order to evaluate the validity of the questions, the viewpoints of experts in the field of educational sciences as well as some teachers experienced in multi-grade classes were taken into account. The reliability was approved through examination by the participants and asking from counterparts. The results showed that teachers of multi-grade classes in both provinces had similar views on using teaching methods, determining learning activities and grouping methods. However, they did not have the same views on determining the type of learning materials and resources. The results show that in multi-grade classes various teaching methods such as peer teaching and integrated teaching, leading resources and materials such as the local community, nature, and discarded materials and objects, different grouping methods such as adjacent grouping, row grouping, and sex grouping, and finally various learning activities including self learning and peer learning are utilized. Multi-grade teachers in the two provinces have similar viewpoints regarding teaching methods, learning activities, and grouping methods, but are of different viewpoints on kinds of learning materials and resources.

The ultimate goal of such inquiry and meticulous investigation is to evaluate the current condition of physical education curriculum of Iranian high schools and the strategies that can be employed in a path of improving its overall situation based on expertise ideas and their total viewpoint is such given pivotal affair. This investigation has been conducted in accordance with pathological phenomenology and sampling with regard of practical and feasible drawn-target and qualitative approach and method. The cited interviews were designated for 15 connoisseurs in the firmament of physical education. The figurative and the content narration of the study has evaluated in compliance with expertise viewpoints and ideas. The total findings and discovered entities as off-springs of expertise ideas in the fields of "fulfilling student's expectances and their needs and desires", "attention toward the reals of science, capacity and sight-perspectives", has been extracted and summarized. The conclusion and overall gains of given investigation manifested that the criteria of high school curriculum were not expedient and appropriate in the fields of target, content, the employed pathological principle of instruction and the given evaluation in-use and it never satisfied the visualized expectance of expertise.

Speaking a language involves more than simply knowing the linguistic components of the message, and developing language skills requires more than grammatical comprehension and vocabulary memorization. In teaching-learning processes, drama method may have some positive effects on ELL students' speaking fluency and accuracy. This study attempts to probe one of the main concerns of language learners, that is, how to improve their speaking components, e.g. oral fluency and accuracy. To attain this aim, the researchers investigated the effect of two selected texts from modern English dramas on students' speaking fluency and accuracy. They distinguished fluent from non-fluent and accurate from no accurate learners. Therefore, the current study was designed as a true experimental research and the data were gathered from 60 EFL students, whose ages are between 19-25 (80 percent girls and 20 percent boys), of English language and literature at Hormozgan University in Iran. The data were the recorded speaking transcripts which were analyzed to show the probable progresses after four-time (10 weeks) treatment. The factors to be considered in present study were the numbers of filled and unfilled pauses in each narration, the total number of words per minute, mean length of utterance, and number of stressed words. The results were compared and their temporal and linguistic measures were correlated with their fluency scores. They revealed that the speech rate, the mean length of utterance, phonation time ratio and the number of stressed words produced per minute were the best predictors of fluency scores, and thus, students' speaking fluency increased, whereas the students' speaking accuracy decreased in some areas of speaking abilities and oral communications.

This study aimed to evaluate the current physical education curriculum of elementary schools (first and second grades) in Iran. This is an applied study conducted using grounded theory and the research method is qualitative. The research population consisted of all professors in Iran in the field of physical education, of whom, 15 people were selected as the statistical sample using purposive sampling method. Semi-structured interviews were used as the research tool. The interview was conducted person to person and over a period of 40 to 60 minutes. Content validity was used to determine the validity of the interview. Collected data were classified and then, analyzed through the categorization method. This form contains general questions about the elements, physical education curriculum in Iran. Supervisors' constructive comments and few curriculum and physical education experts were also used and reliability of the interview was confirmed by three experts who reviewed a summary of the content and determined categories using the qualitative research methods. The results showed that the current physical education curriculum in schools is not favorable in terms of the objectives, content, and curriculum, teaching-learning strategies, and evaluation methods of knowledge, skills and attitudes and does not entirely satisfy the expectations of the physical education professionals. Experts suggested the use of studies and experiences of leading countries and the local, national, and regional capacities based on the international perspective on the current situation of physical education curriculum, needs assessment, flexibility and providing necessary infrastructure in schools.

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners' vocabulary learning and retention were investigated. To do so, 50 intermediate female EFL learners were randomly assigned to two groups. After the administration of teacher made English Vocabulary Test as the pre-test, aural storytelling method was used for the control group, and visual storytelling method was used for the experimental group. After three months of instruction, the aforementioned teacher made English Vocabulary Test, as the post-test, was given to the students of both groups to assess their improvements. Two weeks after post-test, they were given a delayed post-test to measure their retention of English vocabulary knowledge. The reliability of the English Vocabulary Test using Cronbach's Alpha was estimated equal to 0.80. Finally, Using ANCOVA, the results revealed that, the experimental group's participants outperformed those of control group in both learning and retention of English vocabulary. So, it can be noted that the training program according to visual could have impressive impact on the learning and retention of vocabulary knowledge.

Today country success in economic, social, political, cultural tendencies etc. … is approved to be the hostages and pawns of coherent and dynamic didactic system. The education and didactic programs for qualification improvement and dynamism need to quantitatively and qualitatively evaluation and scrutiny. Current study started with the goal of presenting faculty competency evaluation for the reason of qualitative improvement of Islamic Azad University. Research in terms of to the way of collecting and compiling the details descriptive survey and in terms of the goal and target type is so practical that by conducting general scrutiny in literature and subject history and past, we drawn the theoretical frame and conceptual model in this study. Nominee educational members' opinions faculty members (self-assessment), supervisors (superiors), students of (clients) Fars province different Islamic Azad Universities are as the research society. In this research, with researcher evaluation in 24 active units in Fars province, approximately 125000 persons were examined. That sample volume was selected equal to 380 persons by using the clustered random sampling method (Krejcie and Morgan formulas). For collecting data, we used a researcher-made questionnaire whose validity was confirmed by the specialists and its stability was calculated by using the Cronbach's alpha method equal to 0.84. Researcher-made questionnaire includes effective component in competency in five general axes for collecting the data. Then, with using 360-degree evaluation method, it was executed. For the data analysis, we used the descriptive statistic method and elicitation statistic (fact oral analysis, Wilcoxon and Friedman) and the results of the study are as follows: 1. drawing the model of competency evaluation of faculty (main dimension of evaluation indexes of faculty competencies), and 2. In the field of evaluation of the current situation from the dimensions and competence skill parameters, the ethical values, role, personal, and favorable statuses are evaluated. But in the performance and functional dimensions, and its subcomponents unfavorable status and lower than average level evaluated and the results of ranking of evaluation of dimensions of competencies of faculty in order to select the most priority is related to skill dimension, and the least priority is related to the functional and performance dimensions.

Background: Anopheles stephensi, a malaria‐transmitting mosquito species, has developed resistance to various insecticides such as DDT, Dieldrin, Malathion, and synthetic pyrethroids. To combat this issue, the World Health Organization (WHO) suggests using Actellic®300CS and Icon®10CS for Indoor Residual Spraying to tackle pyrethroid‐resistant mosquitoes. The aim of this research project was to evaluate the susceptibility of An. stephensi to certain insecticides at the diagnostic concentration + intensity 5x diagnostic concentration (5XDC) assays in Iran and to study the lasting effectiveness of Actellic®300CS and Icon®10CS against this particular malaria vector. Methods: This study assessed the susceptibility of An. stephensi populations in southern Iran to various insecticides, including deltamethrin 0.05%, DDT 4%, malathion 5%, bendiocarb 0.1%, a synergist assay with PBO 4% combined with deltamethrin 0.05%, and an intensity assay using 5x the diagnostic concentration of deltamethrin (0.25%) and bendiocarb 0.5%. Laboratory cone bioassay tests were conducted to determine the residual effectiveness of Actellic®300 and Icon®10CS insecticides on different surfaces commonly found in households, such as cement, mud, plaster, and wood. The tests were carried out following the WHO test kits and standard testing protocols. Results: The An. stephensi populations in Bandar Abbas were found to be susceptible to malathion 5% and deltamethrin 0.25% (5XDC), but exhibited resistance to DDT, standard concentration of deltamethrin, and both standard and intensity concentrations of bendiocarb. In laboratory cone bioassay tests, An. stephensi mortality rates when exposed to Actellic®300CS and Icon®10CS on different surfaces remained consistently more than 80%. Actellic®300CS achieved more than 80% mortality on all substrates for the entire 300‐day post‐spraying period. Conversely, Icon®10CS maintained mortality rates more than 80% on plaster and wood surfaces for 165 days and on mud and cement surfaces for 270 days post‐spraying. Both Actellic®300CS and Icon®10CS demonstrated 100% mortality within 72 h of each test on all surfaces throughout the entire 300‐day post‐spraying period. Conclusion: The study shows the varying levels of resistance of An. stephensi Bandar Abbas population to different insecticides and demonstrates the consistent performance of Actellic®300CS in controlling these mosquitoes on various surfaces. The findings suggest that long‐lasting CS formulations may be more effective for malaria vector control compared to the current options. Further research is needed to validate these findings in field settings and assess the impact of these insecticides on malaria transmission. [ABSTRACT FROM AUTHOR]

Ensuring second language (L2) learners have an adequate breadth and depth of L2 vocabulary knowledge is a key pedagogical objective in L2 learning contexts. For this reason, establishing guiding principles that successfully enhance the efficacy of L2 vocabulary knowledge development is of strong importance. The current study investigated the value of applying principles from the Involvement Load Hypothesis (ILH) as part of a reading comprehension task among 40 intermediate English as a foreign language (EFL) students. Half of the group undertook a high involvement reading task, whereas the other half undertook a low involvement reading task. After the reading task, an unannounced Vocabulary Knowledge Scale test was administered to measure incidental vocabulary gains. Results showed the high involvement group remarkably outflanked the low involvement groups in terms of the target words learned from the reading task. A delayed post-test indicated that the retention of target word knowledge was more robust among the high involvement group, but that this difference did not maintain a level of statistical significance after 2 weeks. We conclude with suggestions about how EFL/ESL instructors can apply the principles of the ILH in efforts to systematically enhance learners' L2 vocabulary knowledge.

A common metric in appraising the classroom and educational experience is student ratings of courses and faculty. Our purpose in this study was to investigate whether the ratings of faculty in a co-educational Middle Eastern university concerning observation of university rules and policy, communication with colleagues, and communication with students differ based on sex--both that of the faculty and that of the student furnishing the ratings. Data were collected from 847 undergraduate students at Kashan University, of whom 626 had complete data. Statistically significant, though small, differences were observed for the main effect of student sex (females>males on following rules) and female faculty were rated more highly than male faculty on following rules and relationships with students. No differences by student sex or faculty sex on relationships with colleagues were noted, nor was there an interaction of student sex and faculty sex on the ratings.

The current study sought to examine the validity of a General English Achievement Test (GEAT), administered to university students in the fall semester of 2018-2019 academic year, by hybridizing differential information (DIF) and differential distractor function (DDF) analytical models. Using a purposive sampling method, from the target population of undergraduate students studying in different disciplines at Islamic Azad University (IAU), (Isfahan branch), a sample of 835 students taking GEAT were selected. The 60-item multiple-choice test comprised four sub-sections; namely, vocabulary, grammar, cloze test, and reading comprehension. The students' test scores served as the targeted data and the validity of the test was examined through the application of Cochran-Mantel-Haenszel (CMH) and multinomial log-linear regression models for detecting DIF and DDF, respectively. To account for the assumption of uni-dimensionality, the test sub-sections were analyzed independently. Furthermore, the assumption of local independence was checked based on correlational analysis and no extreme values were observed. The results of the study identified five moderate-level DIF items and one DDF item signaling an adverse effect on test fairness due to the existing biased items. Notably, these findings may have important implications for both language policymakers and test developers.

Despite growing interest in the studies on Zone of Proximal Development (ZPD), its operation in the forms of individualized and group-wide has been controversial. To cast some empirical light on the issue, this study was designed to study the applicability of the two scenarios of ZPD-based instructions to the writing accuracy of two levels of Iranian EFL learners (low vs. high scorers). To this end, 118 EFL learners identified as homogeneous based on the TOEFL ITP test were randomly assigned into two equal experimental groups which, respectively, received compatible ZPD-based instructions (i.e., individualized--I--and group-wide--GW) utilizing conference writing (as an individual scaffolding technique) and structured writing templates (as a whole-class scaffolding technique). The treatments were rendered to the groups in a random manner within homogeneous blocks. Before and after the treatments, three tests (two writing tests and one ZPD test) were administered to measure both groups' writing abilities (i.e., accuracy) and their ZPD levels. A ZPD test was also administered in the mid of treatments. The non-parametric analysis of covariance (ANCOVA) indicated the usefulness of I-ZPD-based instruction to the writing accuracy of the low-scorers and the uselessness of group-wide ZPD-based instruction to the writing accuracy of both the low and high scorers. The findings yield support to the use of ZPD-based instructions in TEFL writing and thereby affecting the learners' writing accuracy. The study; indeed, yield support to the feasibility of GW-ZPD measurement along with I-ZPD approach.

This study investigated the communication skills of children with autism spectrum disorders (H. M. Geurts & M. Embrechts), Attention Deficit/Hyperactivity Disorder (Hilde M Geurts & Mariëtte Embrechts), and learning disability (H. M. Geurts & M. Embrechts) using the Children Communication Checklist to identify any commonalities in communication profile among these conditions. Participants were 60 children with age ranges of 6.0-9.11 years (Mean = 8.2, SD = 1.21) that assigned equally into three groups: ASD, ADHD, and LD. All children were diagnosed by psychiatric according to DSM-V criteria. The differences among groups were significant on the Syntax, Coherence, Context, Rapport, Social and Interests. There were no significant differences between ADHD and LD groups on general communication measures and pragmatic composite. These findings revealed a very different picture and suggested more differences than similarities among children with ADHD, ASD, and LD.

Casting light on the pros and cons of every educational program, the outcomes of an effective evaluative endeavor may serve as a guideline for education authorities interested in content enhancement schemes. Focusing on English for specific purposes (ESP) courses for engineering students, the current study sought to evaluate the efficacy of technical English pedagogy in the academic context of Iran. Employing a mixed evaluative framework, the study explored the courses' effectiveness delving into the attitudes of ESP instructors and engineering students toward three major domains including needs satisfaction, content authenticity, and learner autonomy. As its secondary aim, the study examined whether there was any significant difference between students and instructors in terms of their attitudes to the courses under investigation. To accomplish the objectives, a researcher-made questionnaire was administered to 796 engineering students and 54 ESP instructors chosen from 20 randomly-selected Iranian universities. A descriptive analysis of the survey data revealed an overall disagreement with the satisfaction of some learner needs such as those related to the learning objectives, productive competences, monitoring system, and educational facilities. Additionally, the two groups of participants had significantly different perceptions of the authenticity of the instructional content as well as the satisfaction of the target needs. The findings may help local authorities adapt the existing ESP pedagogy in Iran to suit the genuine needs of students.

The cognitive interview (CI) has been an effective method for interviewing eyewitnesses often leading to changes in legislation and practice in many countries. This study was the first to employ the CI in Iran and test whether category clustering recall (CCR) was superior to a free recall when incorporated within an investigative interview. A between-subjects design assigned 66 participants to one of three interview conditions after they watched a mock robbery. The participants were interviewed 48 hr. later using either a structured interview (SI), the CI, or a modified cognitive interview (MCI) that replaced free recall with CCR at the first retrieval attempt. Analysis of variance suggests CCR was more effective than free recall and the CI group recalled more information than the SI group, replicating the CI superiority effect. This has implications for law enforcement in Iran and worldwide by suggesting these techniques can be used to enhance recall.

The Chronic Illness Quality of Life (CIQOL) model highlights satisfaction with life in individuals with a chronic illness (i.e., HIV-related diseases) determined by factors such as barriers to health care, AIDS-related discrimination, social support, physical well-being, and engagement coping. Despite the empirical evidence supporting the CIQOL model, its validation in the Iranian population has not yet been conducted. This study aimed to validate the CIQOL model among Iranian patients with HIV-related diseases. Four hundred fifty-two patients completed the study questionnaire including Barriers to Care Scale (BACS), Satisfaction with Life Scale (SWLS), Chronic Illness Anticipated Stigma Scale (CIASS), Social Provision Scale (SPS), The Functional Assessment of Human Immunodeficiency Virus Infection (FAHI), and the Brief COPE Scale. Structural equation modeling (SEM) was used to analyze the data. The assumed model demonstrated an acceptable level of fit to study data. Findings showed that this model could explain 39% of variances in life satisfaction in Iranian patients with HIV-related diseases. Therefore, in psychological interventions aimed at enhancing life satisfaction, the CIQOL model factors especially barriers to health care and social support can be taken into consideration. [ABSTRACT FROM AUTHOR]

Translation of cultural conceptualizations in the war literature seems to be an overlooked area of research both in Translation Studies and cultural studies dealing with war. In this study, we employed the framework of Cultural Linguistics at the heart of which lies the notion of cultural cognition to analyse translation of cultural schemas and categories in four books selected from the genre of Iran–Iraq war literature. The analysis indicated that typical translation techniques might lead to a change of cultural identity and may not be able to adequately transfer cultural conceptualizations. Therefore, 'thick translation' is suggested as a better way of translating them. This study can have implications for the theory and practice of translation and for those studying war from a cultural vantage point. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the psychometric properties of the Persian version of the Inventory Complicated Grief (ICG) including reliability, validity and factorial structure. In this cross-sectional study, 332 women and men bereaved at least 6 months from the adult population of Iran. The results showed Cronbach's alpha was found to be 0.94 for the scales overall score. Inventory Complicated Grief found a positive and significant correlation between the beck depression inventory (BDI) (r =.62, p <.001) and grief experience questionnaire (r =.74, p <.001). Still, he also found that there was a negative correlation between adult hope scale (r = −.44, p <.001). Furthermore, the results of the EFA result showed four factors on this scale. Overall, ICG showed good reliability and validity in Iranian population and it could be applied for assessing their Complicated Grief. [ABSTRACT FROM AUTHOR]

This article interrogates the sweeping notion of ‘Persianate Sufism’ and its intersection with language, religion, and ethnicity in the context of Iran. It begins by tracing the origin of the Persianate World, a term first coined by Marshall Hodgson, and demonstrates how Iranian scholars and historians have exploited this concept to forge a Persian-centric reading of religious texts across Iran and beyond. We argue that the Persianate World echoes a Eurocentric and Orientalist model of knowledge that produces a skewed and exoticized representation of non-Persian histories and memories, thus overlooking their distinctive cultural presence, heritages, and contributions. Our research underlines Sufism as a vibrant and diverse spiritual tradition that transcends linguistic and cultural boundaries, embodying a rich array of dynamic expressions. Finally, our study invites a critical revision of the broad generalizations and cultural domination that the concept of the Persianate World entails. [ABSTRACT FROM AUTHOR]

Background: Annually, 3-8 million infants are born with congenital anomalies worldwide, ranging from 3% to 7% of births in different countries. This study aimed to investigate the nationwide epidemiological features of birth defects in Iran. Methods: This cross-sectional study was conducted in six major regions across Iran. The data sources were the maternity facilities affiliated with regional universities of medical sciences. All children were examined by obstetricians, pediatricians, or midwives at birth, and newborns were followed until discharge from the facility for health status, maturity, and congenital defects. Results: A total of 138,643 births were registered in the maternity facilities across the study regions. Among these newborns, 3,458 cases were diagnosed with congenital anomalies, representing an overall prevalence rate of 249.4 per 10 000 births (95% CI: 241.2-257.8). Genital organ anomalies exhibited the highest rates of defects in the country with 92.7 per 10 000 births (95% CI: 86.4-98.9), followed by limb anomalies at 83.3 per 10 000 births (95% CI: 77.4-89.3). The prevalence of respiratory system, chromosomal, and urinary tract anomalies was less than 10 per 10 000 births. Conclusion: Until a national registry for congenital anomalies is established, this study provides essential data on the magnitude of the health problems caused by congenital anomalies in Iran. The findings would be vital for planning and evaluating antenatal screening for birth defects, particularly for high-risk groups and regions in the country. [ABSTRACT FROM AUTHOR]

Background: During the COVID-19 pandemic, the main focus of studies was on physical impact of the disease, while psychological impacts were mainly neglected. Identifying the psychological impacts of the COVID-19 pandemic on the general population can help in planning and preparing for future pandemics. The current study aims to investigate the psychological impacts of the COVID-19 pandemic on the general population of Iran. Materials and Methods: This cross-sectional survey study that was conducted online on 1735 Iranian people from April 21 to June 21, 2021. Perceived feelings during the COVID-19 pandemic were measured by Reynolds's self-report tool. The collected data were analyzed using descriptive statistics (frequency and percentage) and inferential statistics including chi-square test and independent t-test in SPSS software, version 22. The significance level was set at 0.05. Results: The mean age of the respondents was 34.62±11.86 years. The most frequent perceived feelings were boredom (n=764, 44.0%), nostalgia (n=704, 40.6%), worry (n=613, 35.3%), and nervousness (n=591, 34.1%). Females, younger people, unemployed people, unmarried people, and those living in the urban areas experienced significantly higher levels of negative feelings. Conclusion: The psychological impact of the COVID-19 pandemic on Iranian people is high, particularly among female, unmarried, and unemployed people. Therefore, supportive and psychological interventions during the pandemic and psychological rehabilitations after the pandemic are needed. [ABSTRACT FROM AUTHOR]