درخت حوزه‌های تخصصی

This study investigated the direct and indirect relationships between perceived social support and academic procrastination, mediated by Problematic Social Media Use (PSMU), based on the Interaction of Person-Affect-Cognition-Execution (I-PACE) model. The sample comprised 354 Iranian high school students (60% female), who completed the Multidimensional Scale of Perceived Social Support (MSPSS), the Bergen Social Media Addiction Scale (BSMAS), and the Procrastination Assessment Scale-Students (PASS). The instruments' validity was confirmed using Confirmatory Factor Analysis (CFA), while reliability was assessed with Cronbach's alpha coefficient. The results of Structural Equation Modeling (SEM) indicated that perceived social support has a significant negative effect on both academic procrastination and PSMU. Moreover, PSMU was found to play a significant mediating role in the link between perceived social support and academic procrastination. Overall, a decline in perceived social support from family, friends, and significant others prompts individuals to seek support through unregulated social media use, which subsequently contributes to academic procrastination.

This study aims to explore the psychological impact of virtual learning on students with special educational needs (SEN). This qualitative study utilized semi-structured interviews with 24 students with SEN recruited through online platforms. Theoretical saturation was reached, and data were analyzed using NVivo software following a thematic analysis approach. The interviews explored students’ experiences with virtual learning, including emotional responses, cognitive struggles, and social adaptation. Themes were identified through an iterative coding process, ensuring reliability and depth in capturing the psychological effects of digital education on this population. The results indicate that virtual learning has led to heightened emotional distress, including anxiety, stress, and reduced motivation, largely due to isolation and the absence of structured classroom environments. Participants reported significant cognitive challenges, such as attention difficulties, cognitive overload from digital tools, and struggles with learning retention. Socially, students experienced decreased peer interaction, communication barriers, and difficulty adapting to digital learning norms. However, some students developed coping mechanisms such as parental support and self-regulation strategies. The findings align with previous research highlighting the adverse effects of digital learning on students with disabilities, emphasizing the need for targeted interventions. The psychological impact of virtual learning on students with SEN is profound, affecting their emotional well-being, cognitive engagement, and social adaptation. While some students benefit from digital learning’s flexibility, most require additional support to mitigate stress, cognitive overload, and social isolation. Educators and policymakers must prioritize inclusive digital education strategies, enhance accessibility, and provide structured support systems to improve learning experiences for students with SEN.

This study aimed to explore the barriers and facilitators influencing the implementation of virtual reality (VR)-based therapy for emotional regulation in youth with exceptional needs. A qualitative research design was employed using semi-structured interviews with 23 purposefully selected participants, including special education teachers, therapists, caregivers, and VR developers, all based in Minnesota, USA. Participants were selected based on their direct involvement with VR therapy programs for youth with neurodevelopmental or emotional regulation challenges. Interviews were conducted until theoretical saturation was reached. Data were transcribed verbatim and analyzed using thematic analysis in NVivo 14, following Braun and Clarke’s six-phase framework. The analysis revealed two main thematic categories: facilitators and barriers. Facilitators included seven subthemes: technological appeal, personalization, therapist control, motivation and engagement, institutional support, caregiver involvement, and observable emotional gains. Barriers were categorized into seven subthemes as well: accessibility and equity issues, sensory limitations, stakeholder resistance, cultural irrelevance, technical difficulties, ethical and privacy concerns, and lack of standardized guidelines. Participants reported that immersive features, real-time therapist adjustments, and family buy-in enhanced VR’s therapeutic effectiveness. Conversely, cost constraints, lack of culturally appropriate content, and technical or ethical challenges hindered adoption. Quotes from stakeholders enriched the thematic interpretation and contextualized the results. VR-based therapy shows promising potential in enhancing emotional regulation among youth with exceptional needs due to its immersive, customizable, and engaging design. However, successful implementation depends on addressing contextual challenges, including accessibility, technical infrastructure, and cultural inclusivity. Stakeholder collaboration and the development of standardized protocols are essential to scale VR interventions in educational and clinical contexts.