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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Emotional Intelligence,Emotion,Emo-Sensory Intelligence,Sensory Intelligence,sense
- چکیده: عطف به اهمیت سنجش هوش و نظرات گوناگونی که پیرو آن وجود دارد، مقاله حاضر در صدد است چهارچوب مشخصی برای سنجش هوش هیجان حسی ارائه کند. این نوع هوش که تلفیقی از هوش هیجانی و هوش حسی است، به حساسیت نسبت به هیجانات منتج از حواس اشاره دارد و به نظر می رسد توانایی تشخیص هیجانات منتج از حواس، ارزیابی و تنظیم آنها به سبب تغییر رفتار و موفقیت در زندگی فرد می شود. بدین منظور از ۱۵۰۰ شرکت کننده خواسته شد به پرسشنامه ای اعتباریابی شده با ۱۴۴ سوال پاسخ دهند. نتایج نشان دهنده ۶ مدل برای حواس شامل مقیاس اندازه گیری شناخت، برچسب زنی، نظارت و مدیریت بود. برای آزمون روایی ساختاری این پرسشنامه از تحلیل عاملی استفاده شد. نتایج اندازه گیری مکرر نشان داد که هوش هیجان حسی شرکت کنندگان نسبت به حس لمسی بالا و و نسبت به حس حرکتی پایین است. افزون بر این، هوش هیجان حسی شرکت کنندگان برای تشخیص هیجانات منتج از حواس نسبت به سایر مولفه ها بالاتر بود. نتایج تحلیل رگرسیون چندمتغیره نشان داد که ضریب تغییر هوش هیجان حسی شاگردان برای حواس شنیداری (۳ مولفه)، دیداری (۳ مولفه) و حرکتی (۱ مولفه) ۴۹٪، ۴۴٪، و ۱۹٪ است. در پایان، نقش هوش هیجان حسی به عنوان عاملی تاثیرگذار در زندگی مدنظر قرار گرفت و پیشنهادهایی برای پژوهش های آتی ارائه شد
- چکیده انگلیسی: Following the vociferous arguments with regard to the nature and assessment of intelligence, this article presented a framework for emo-sensory intelligence, as the sensitivity to the emotions evoked by sensory inputs. The ability to recognize sense-induced emotions, their appraisal, and regulation is supposed to modify one’s behaviors and is assumed to be a necessary concomitant of a successful life. Recruiting a total of 1500 participants, a 144-item scale for measuring emo-sensory intelligence was developed and validated through structural equation modelling, multitrait-multimethod design along with the Rasch measurement model. The results yielded six models for the senses comprising the scale measuring recognition, labeling, monitoring, and management. The results of the repeated measures analysis indicated that participants’ emo-sensory quotient was high for the sense of touch and low for the sense of movement. It was also revealed that participants' emo-sensory quotient to recognize sense-induced emotions was higher than their emo-sensory quotient for other components. The results of multiple regression analysis indicated that participants' emo-sensory quotient for the senses of hearing (3 components), sight (3 components), and movement (1 component) could account for 49%, 44%, and 19% percent of changes in their Grade Point Average, respectively. In the end, the role of emo-sensory intelligence as a leading factor in daily life was discussed and further avenues for research were suggested in the fields of psychology and education.
- انتشار مقاله: 28-03-1399
- نویسندگان: Reza Pishghadam,Hossein Makiabadi,Mohammad Zabetipour,Hannaneh Abbasnejad,Aida Firoozian Pooresfahani,Shaghayegh Shayesteh
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Validation,English Language,teacher prejudice,Rasch analysis
- چکیده:
- چکیده انگلیسی: The major objective of this study was to construct and validate an English Language Teacher Prejudice Scale (ELTPS). To this end, 180 English language teachers in private language institutes in Mashhad, Iran were asked to participate in this study. Rasch model was employed to substantiate the construct validity of the scale. The results of analyses exhibited that the whole scale was uni-dimensional and only one item misfitted. Rating scale statistics showed that the middle category of ‘No idea’ was redundant and should be removed from the scale. Some suggestions are made to fully validate the scale and use it in language education.
- انتشار مقاله: 11-05-1391
- نویسندگان: Reza Pishghadam,Purya Baghaei,Elahe Bazri,Shoorangiz Ghaviandam
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Iran,Survey,investment,EFL Learners
- چکیده:
- چکیده انگلیسی: Drawing on Norton Peirce's (1995) theory of investment and Darvin and Norton's (2015) expanded the model of investment, the present study aims to research investment in second language (L2) learning among Iranian English language learners. The participants included 852 male and female English language learners belonging to different age groups and English language proficiency levels. A 42-item questionnaire, developed and validated by the present authors (forthcoming), was administered online and by hand. The results showed that Iranian English as a Foreign Language (EFL) learners moderately invested to learn English language and that there were significant differences in the extent of investment between male and female participants and different language proficiency levels (low- and high-proficiency learners). Moreover, the results of the study demonstrated that there was no significant difference in the extent of investment between different age groups (teenage and adult ones). The study concludes with suggestions for future research on investment in L2 learning and a discussion of how such research can impact language education policy in EFL contexts.
- انتشار مقاله: 19-10-1397
- نویسندگان: Nahid Soltanian,Zargham Ghapanchi,Reza Pishghadam
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: structural equation modeling,narrative intelligence,verbal intelligence,Speaking,IELTS,Construct validity
- چکیده:
- چکیده انگلیسی: The aim of this study was to investigate the role of linguistic and intelligence factors in the Iranian IELTS candidates’ speaking performance. Linguistic factors include depth and breadth of vocabulary knowledge as well as grammar knowledge. Narrative and verbal intelligences represent the non-linguistic factors. The participants included 329 learners who took 5 validated tests and also participated in a simulated IELTS interview session. Model 1 (excluding the intelligence factors) represents the conventional view, whereas Model 2 (including all factors) is proposed for the first time in this study. The Structure Equation Modeling (SEM) was used to analyze the data. Using the SEM, both proposed models were examined to see which one fits the data more. The results of the comparisons made between the parameter estimates and fit indices of the two models demonstrate that Model 2 outfits Model 1, implying that in contrast to the conventional view, intelligence factors do play a significant and undeniable role in developing the speaking construct. Finally, the applications of the findings to promote the construct validity of IELTS are discussed.
- انتشار مقاله: 09-07-1391
- نویسندگان: Reza Pishghadam,Mohammad Ali Shams
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Research in Applied Linguistics
- نوع مقاله: Journal Article
- کلمات کلیدی: Stroke,EFL Learners,EFL Teachers,Teacher success,Psychological Reactance
- چکیده:
- چکیده انگلیسی: Given the importance of psychological reactance in social and educational interactions and its influence on language learning/teaching, the present study intended to investigate the relationship among stroke, psychological reactance, and teacher success. To this end, a total number of 300 Iranian English learners from different English language institutes filled out a newly developed scale on psychological reactance along with stroke and teacher success scales. Confirmatory factor analysis (CFA) was exerted to both develop and validate the new scale. Structural equation modeling (SEM) was, then, employed to examine the possible relationships. Results revealed that stroke was a positive predictor of teacher success. Moreover, a negative relationship was found between psychological reactance and teacher success. Findings are discussed and suggestions are provided to pay more attention to the role of psychological reactance in English language teaching/learning.
- انتشار مقاله: 14-06-1398
- نویسندگان: Asieh Amini,Reza Pishghadam,Fahime Saboori
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Research in Applied Linguistics
- نوع مقاله: Journal Article
- کلمات کلیدی: ambiguity tolerance,Path Analysis,Teacher burnout,Teachers’ Conceptions of Intelligence (TCoI)
- چکیده:
- چکیده انگلیسی: This study investigated teachers’ conceptions of intelligence (TCoI) and ambiguity tolerance in the burnout levels of 202 Iranian EFL teachers. To this end, 3 inventories were utilized: Language Teachers’ Conceptions of Intelligence Scale (LTCI-S), Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II), and Maslach Burnout Inventory (MBI). Pearson multiple correlation coefficients and path analysis were employed for the data analysis. Results exhibited significant relationships among TCoI, ambiguity tolerance, and teacher burnout. Moreover, the results indicated that increasibility and applied ELT subscales of TCoI were negative significant predictors of emotional exhaustion and reduced personal accomplishment dimensions of teacher burnout. Additionally, ambiguity tolerance was found to be a negative significant predictor of all teacher burnout dimensions. Finally, the results are discussed and implications are provided in the context of education.
- انتشار مقاله: 04-07-1397
- نویسندگان: Kiyana Zhaleh,Behzad Ghonsooly,Reza Pishghadam
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Research in Applied Linguistics
- نوع مقاله: Journal Article
- کلمات کلیدی: Culture,Cultuling,Euculturing,Metacultuling,Variational Pragmatics (VP)
- چکیده:
- چکیده انگلیسی: Because language and culture are inextricably intermingled, scrutinizing the indispensable role of the language of a speech community can yield significant information about its culture. Conceptualized under an overarching field of study, culturology of language, Pishghadam (2013) postulates how the realizations of cultuling (culture in language) and metacultuling can be entrenched in a language. Each metacultuling is composed of interrelated cultulings, appearing in the form of linguistic expressions. Cultuling can be manifested if we embark upon the macrosocial factors such as region, ethnicity, age, social status, and gender on language in (inter)action and on intralingual pragmatic conventions embedded in variational pragmatics (VP). This study elaborates on the aforementioned conceptualizations along with the previous studies drawing on cultuling analysis (CLA) as an innovative method for the analysis of language. It also illuminates how CLA can manifest the cultural memes hidden in language and the cultural functions of linguistic expressions. Finally, it discusses how identifying defective cultural memes can help purify culture and pave the way for euculturing.
- انتشار مقاله: 23-07-1399
- نویسندگان: Reza Pishghadam,Shima Ebrahimi,Elham Naji Meidani,Ali Derakhshan
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Applied Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Collectivist Cultures,Cognitive and Affective Factors,Individualist Cultures,Moral Competence
- چکیده:
- چکیده انگلیسی: In a broad dichotomy, cultures are divided into collectivists and individualists. This difference between cultures is manifested in educational settings and the way students and teachers approach educational tasks and activities (Hofstede, 1986). This study investigated the way the dominant culture can affect the cognitive and affective load of classrooms and eventually account for the development of students’ moral judgment. To this end, 400 Iranian university students majoring in English language and literature were asked to complete FAMC test (Javadimehr et al., 2015a). This test measures the role of four factors of “focus, sharing, challenge and support” in the development of moral competency. The results revealed that there was a growth in the pattern of affective and cognitive factors from the first to the last year of studying in this major. The results also indicated that “challenge” was the least attended cognitive factor but “support” was always the most prevalent factor in all academic years. The findings are then discussed by taking into account the findings of other related studies conducted in individualist and collectivist societies.
- انتشار مقاله: 17-02-1396
- نویسندگان: Somayeh Javadimehr,Azar Hosseini Fatemi,Behzad Ghonsooly,Reza Pishghadam
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Applied Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: academic writing,creative writing,visual advertisement,writing attitudes
- چکیده:
- چکیده انگلیسی: Almost little is known about creative writing. In this research, creative writing has been introduced as an alternative to academic writing. The aims were to introduce creative writing as an alternative to academic writing to boost the participants’ attitude towards writing in general. The participants were 32 senior university students studying English Translation at Islamic Azad University, Tehran. The study includes two phases: quantitative and qualitative. For the quantitative phase, the participants were given a questionnaire so that the researchers could measure their attitudes about writing. Then, a creative writing pretest was administered, followed by a posttest to see to what extent the treatment could help the participants improve their writing skill. For the qualitative phase, a videotaped oral interview with the participants was closely examined to find out about the participants’ attitudes towards writing. The means of the pretest and posttest indicated a three-fold increase in the scores after the treatment was over. The oral interview, furthermore, showed that most participants had a negative attitude towards creative writing. It was finally concluded that creative writing might be considered as a useful asset in academic contexts, expected to alleviate the negative attitude of learners towards writing to feel more confident.
- انتشار مقاله: 17-09-1394
- نویسندگان: Salim Yassami,Mohammad Ghazanfari,Reza Pishghadam,Azar Hosseini Fatemi
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Applied Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Modernism,English Language Teaching,Post Modernism
- چکیده:
- چکیده انگلیسی: This paper aims at shedding light on the concept of postmodernism, and its implications in the TESOL. Postmodern philosophy as a prevalent concept and a hot buzzword in philosophy, science, and art is believed to have influenced the TESOL theoretically in some ways. The elements of postmodernism including: constructivism, subjectivism, relativism, localism, and pragmatism are found to have been applied in the TESOL to the concept of the demise of the methods, more focus on styles, strategies, and multiple intelligences, chaos/complexity theory and critical theories. But in practice, in developing countries the TESOL still lives in the modern era.
- انتشار مقاله: 09-08-1390
- نویسندگان: Mansoor Fahim,Reza Pishghadam
- مشاهده