The purpose of present study was investigation of the effect of attention direction variation by instructional self-talk on performance and learning of Basketball free throw. Therefore, 33 novice female students (mean of the age=22 yr.) who had intermediate trait anxiety were selected randomly. The participants were assigned to 3 matched groups according to pretest. The self-talk with internal and external focus groups repeated the words “wrist” and “center of ring”, respectively, before each free throw during 6 sessions (2 blocks of 10 trials in each session). Control group performed the free throws without self-talk. Retention test was performed 48 hours after the acquisition phase and transfer test was done after that with spectators. In each test, throw accuracy was measured by a 5-point scale. Results of mix 2-factor and one-way ANOVA did not indicate significant differences between acquisition, retention, and transfer groups (p>.05), but the within subjects effect of external focus of attention on transfer was significant (p<.05). Therefore, it seems use of self-talk and its attentional focus variation is not necessary for novice Basketball players.

Background & Objectives: Academic resilience is one of the main structures for understanding motivation, excitement, and academic behavior. Academic resilience helps students adapt and regain their previous academic performance in the event of academic failure. Various factors can affect academic resilience, including self–compassion and positive self–talk. Self–compassion emphasizes the fundamental principle that external soothing thoughts, views, and behaviors must be internalized. In this situation, the mind relaxes in internal situations and reacts to external conditions. Positive self–talk is done to correct the interpretation of events related to oneself and others. In this situation, it has common goals with compassion–based therapy and has an effective role in resilience. Students who have low academic resilience learn to be compassionate and have positive self–talk by expressing beneficial positive statements, being kind to themselves, and improving their self–esteem. Methods: The research method was correlational analysis. The statistical population includes all 8200 secondary school students in the city of Kerman, Iran, in the academic year 2022–2023, of which 384 students were selected as a sample based on Krejcie & Morgan's table (1970) using stratified random sampling based on the gender of the students. The inclusion criteria for the subjects were as follows: students of the second secondary school, studying in Kerman City, interest in cooperation in research, and no physical and mental diseases (according to the information in the student's academic records). The exclusion criterion was non–cooperation in the research. The data collection tools were the Self–Compassion Scale (Neff, 2003), the Self–Talk Scale (Brinthaupt et al., 2009), and the Conner–Davidson Resilience Scale (Conner & Davidson, 2003). Data analysis was done using SPSS version 25 software with the Pearson correlation coefficient and multiple linear regression tests considering a significance level 0.05. Results: The results showed that self–compassion (p<0.001, β=0.466) and positive self–talk (p<0.001, β=0.335) were predictors of academic resilience (R2adj=0.467). In addition, self–kindness (p<0.001, β=0.252), isolation (p=0.044, β=0.105), mindfulness (p=0.008, β=0.144), and extreme identification (p<0.001, β=0.248) were predictors of academic resilience (R2adj=0.397). Also, social assessment (p=0.027, β=0.146), self–enhancement (p=0.005, β=0.184), and self–criticism (p<0.001, β=0.273) predict students' academic resilience (R2adj=0.30). Conclusion: The present study determined that self–compassion and positive self–talk influence students' academic resilience. Through their self–compassion and positive self–talk, the students' level of academic resilience can be expected to improve.

Most of the coordinates of language in Ferdowsi's Shahnameh are based on a central dialogue, along with these speeches, we also encounter the characters. The role of self-reflection is used for lonely conversations and is a narrative that shows the emotional experiences of story characters at different levels of mind and is close to the flow of the mind. This pre-speech stage is an internal quest that the person uses to explain the situations and present their minds. In literature, language and self-reflection are two systems of sign and try to depict the contents of the mind's personality. Self-reflection in Shahnameh means production and conceptual applications. In this paper, from the point of view of linking literature with psychology, spontaneity in Shahnameh has been characterized by two qualitative and quantitative research methods, which shows a significant relationship between self-reflection and personality in Ferdowsi's Shahnam. The result is that selfishness in actions such as action, action or confrontation has shown a passive attitude, while the relationship of personality faces with self-reflection is far more effective and clearer. In the analysis of the content, the most authoritative personality of Shahnameh with (23) Beit Rustam and then Siavash (20) Beat and Kikavos (18 bits) are the most authoritative characters.

Background and Objectives: Educational technology, as an interdisciplinary field, is affected by the advances in science and technology and the use of their findings to facilitate the education process and improve the quality of learning. With the aim of using “Design Thinking” as a new approach for innovation and creative problem solving and a source of effect in instructional design issues, the current research is in search of design and validation of design thinking instructional model in educational technology in order to improve instructional design, create rich experiences and innovative issues in education. The lack of formation of the designer's identity in the instructional designer and the lack of equipping the mind with creative design and design thinking can lead to superficial and low-quality instructional designs, boredom and reduced motivation, and reduced effectiveness of educational plans. In this regard, paying attention to thinking designerly and design thinking can respond to the challenges facing instructional design and solve them. The basic gap in this field is the lack of effective design thinking instructional model for educational technology students, which is the aim of this research.Methods: In conducting the research, a mixed method was used in the form of a sequential exploratory design with two main qualitative and quantitative parts. In order to identify the components of design thinking in the model of instructional design, a systematic review method was used by examining research from 1980 to 2021 in various multidisciplinary and scientific databases in Latin and Persian. 294 researches were identified and after reading the summary of articles and preliminary review and removing irrelevant articles, 21 articles were subjected to qualitative content analysis with inductive design. The components of design thinking, social constructivism, design-instructional design thinking were extracted and based on the findings of the qualitative part, the proposed model of education was designed inspired by Janasen's model and was subject to internal and external validation in the quantitative part. For the internal validation of the model, a descriptive survey method was used with the statistical community of experts in the field of educational technology. The external validation of the model was done through the quasi-experimental method (pre-test and post-test groups, experimental and reference groups) with the participation of 32 master's and doctoral students in educational technology, and the results were used to modify and finalize the model.Findings: Inductive analysis of the content of the qualitative part of the research showed that the instructional pattern of DT is a mixture of the theoretical and practical components of DT, instructional design, and social constructivism. Identification of the components, their relationship, and their combination to conform to the pattern of the instructional design of DT resulted in the presentation of a conceptual model and a proposed pattern for instructional design. In the quantitative part of the research, the internal validity of the proposed pattern was confirmed by 29 educational technology experts and university instructors.  The descriptive results and the t-test of each of the groups regarding the variables and the mean and standard deviation of the results of covariance of the experimental and control groups after intervention showed that using the pattern, that is proposed for DT, was significant at the alpha level of p<0.01 with the score for students’ DT qualification. The null hypothesis was rejected in the confidence interval level of 99 percent and the research hypothesis was confirmed on the condition of validity of the proposed pattern for teaching DT and its impact on the instructional design performance of the MA and Ph.D. students of educational technology.Conclusion: Confirmation of the research's internal and external validity testifies that the proposed pattern can be suitable for teaching DT to students of educational technology while providing a safe and flexible environment for DT learning. Furthermore, it may promote qualifications for instructional design in the areas of professional foundations, planning, and analysis, compilation, assessment, instructional evaluation, and betterment of instructional design. However, there are certain challenges in the way of enforcement and some exigencies for successful DT teaching, which need to be taken into consideration. The pattern can be used in the centers for training and recruiting instructional designers, thus contributing to better performance of the instructional design.