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The present research investigates the conceptualization of the metaphors of “fear” in the Quran. Conceptual metaphors are an important discourse in cognitive linguistics. In this approach, metaphors are believed to be a cognitive phenomenon which manifests in language. This research aims to identify the initial spheres based on which fear has been conceptualized in the Quran and endeavors to attain the stance of the Quran on this emotion. To this end, a body of 607 verses containing the concept of fear was collected. In the next stage, 18 concepts were identified using cognitive analysis. The two schemas of force and movement as the initial spheres play a major role in the conceptualization of “fear” in the Quran. In conceptualization based on movement, behavioral and physiological actions of people facing external forces indicate their lack of control and defeat by external forces, with a virtual basis in most cases. In return, in conceptualizing fear based on the schema of force, the presence of a range of forces such as pressure, blocking, and redirection in facing external forces express the voluntary reaction of people in overcoming the external forces. Hence, in line with its guiding purposes, the Quran has missioned the prophets, in many cases as a divine command, to ask His audience to confront the non-divine external forces with the force arising from – the fear – of divine majesty.

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This study investigated the construct validity and measurement invariance of the Teacher Emotion Questionnaire to introduce a valid and reliable instrument for assessing English-as-a-foreign-language (EFL) teachers’ emotions inside the classroom. Second language (L2) teacher emotions have been largely neglected, despite the fact that Educational Psychology has long recognized and researched the role of teacher emotions in different aspects of teaching and learning. To bridge this gap, the current study had 208 Iranian EFL teachers in private language institutes fill out the Teacher Emotion Questionnaire (TEQ), which assessed six emotions teachers experience in their classroom, i.e., Joy, Pride, Love, Anger, Fatigue/Exhaustion, and Hopelessness. The preliminary analysis of the data showed that six items from the TEQ had a factor loading below the minimum recommended level of 0.3, meaning that they contributed to the total variance in the participants’ score less than expected. The collected data were then submitted to confirmatory factor analysis (CFA) for the purpose of construct validation and establishment of the factorial structure of the TEQ. The CFA results indicated that the hypothesized six-factor analysis had more favorable goodness-of-fit indices than both a one-factor structure and a two-factor structure (e.g., positive versus negative emotions). Multilevel CFA revealed that the tested six-factor structure of the TEQ was invariant across male and female EFL teachers. The implications for the use of TES in EFL teaching contexts are discussed, and some suggestions are proposed for further validation of the TEQ in language teaching contexts.
 

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The purpose of the present study was to examine the interrelationships between the perception of social and teaching presences and the satisfaction of basic psychological needs, persistence, intrinsic motivation, and negative emotions of Iraqi EFL learners in online courses. To this end, 200 intermediate Iraqi university students studying English were recruited to participate in the study. Then they were asked to complete self-report questionnaires on their perception of social and teaching presence, satisfaction of basic psychological needs, intention to persist, intrinsic motivation, and negative emotions. SEM analysis showed that the students’ perceptions of social and teaching presence had a positive relation with their satisfaction of basic psychological needs, persistence, and intrinsic motivation. The results, however, showed that there was a negative relationship between the students’ perceptions of social and teaching presences and boredom, anxiety, and shame.  The results imply that providing opportunities for students to interact effectively with their instructors and peers in online classes in a socially supportive environment can lead to positive outcomes. The implications of the study are discussed, and suggestions for further research are proposed.

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The study attempted to investigate the association between emotional intelligence and self-efficacy among English teachers. It also attempted to examine the role of experience in predicting this relationship. The present study was pioneering in investigating the role of experience in moderating the association between English teachers’ EI and their self-efficacy beliefs in private English school context. The participants in the present study included 120 English teachers from seven private language schools in Urmia, Iran. Two questionnaires of Teachers’ Emotional Intelligence Scale and Teachers’ Sense of Efficacy Scale were utilized in order to collect data. Bivariate correlations, linear and multiple regressions were run to analyze the data. The findings indicated that there is a positive relationship between emotional intelligence, its subscales, and self-efficacy among English teachers. It was found that emotional intelligence can predict some of the variation in the teachers’ self-efficacy beliefs. It was also found that experience does not moderate this relationship. The study concluded that pre-service and in-service teachers can benefit from training programs that can assist them in blossoming their emotional latencies. The implications of the findings of the present study for teacher educators are that they can benefit from enhancing pre-service and in-service teachers’ EI, which will concomitantly ameliorate their self-efficacy. Future research studies are recommended to concentrate on flourishing teachers’ EI by developing pertinent activities and training courses.

 

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The present mixed-methods study aimed to provide the preliminary profile of Iranian EFL teachers’ Psychological Distress, Foreign Language Teaching Enjoyment, and wellbeing. In this vein, 243 Iranian EFL teachers aged between 20 to 51 were recruited from four provinces and were asked to reflect and respond the questionnaires. The results of the Pearson Correlation signaled a significant negative relatedness of Psychological Distress with the other two variables which were significantly and positively associated. Building upon the quantitative results, we further explored the coping strategies with which the teachers would alter and allay the negativity of Psychological Distress in their daily life and teaching experience. The qualitative results of the interview obtained from 40 teachers showed that they use self-related, and others-related strategies to cope with their distressful feelings. The findings of the present study would be useful for teachers and teacher educators by giving them an eagle eye towards teachers’ negative feelings and the ways by which they can handle unpleasant feelings and move toward wellbeing.
 

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In this study, 30 mental states were suggested to 50 theatre actors. They designed a specific physical form for each mental state. In this process, 2000 images from actors’ gestures were collected. Images was surveyed by 321 accidental audiences; and among all images, images achieving the highest rate were selected. Reliability and validity of selected images were evaluated by a software designing for mind-reading's test though body. This study achieved its results mentioned below through preparation, design, implementation, analysis, record of results of a mind-reading’s test.
According to statistical results, the body has an ability to convey the mental state. We can figure out individuals’ mental states through body forms. Based on Baron-Cohen’s study, 30 body forms were determined. The relation between mind-reading through body and eyes was analyzed. Selected images for designing a mind-reading’s test through body were identified, and its reliability and validity were confirmed.
In this study, the first archive of images representing mental states through actors’ bodies has been designed and prepared. In comparison to men, women have a better function in understanding of mental states. Furthermore, bodies can represent mental states better than eyes.

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One of the outstanding language features in free Nima's poems is his characteristic and distinctive syntax. Nima named this linguistic characteristic as "morphological and syntactic combinations". Examining Nima's syntactic combinations shows that these combinations have functions in Nima's poetry, and one of these functions is its role in creating the music of the poem. Since the syntactic combinations releted to adjectives have a high frequency in Nima's poetry , this article after explaining the types of syntactic combinations of Nima in adjectives; such as the expansion of the adjective, putting a distance between the adjective and the adjective, the use of the adjective as a substitute for the adjective, etc., it expresses its function in creating the music of Nima's poetry and concludes that through his syntactic combinations, especially about the adjective, Nima tried to make the natural music that the words It matches the feeling and theme of the poem.

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The current study identified EFL teachers' emotional experiences in technology-equipped classes from an appraisal theoretical framework (Frenzel, 2014). It further explored the underlying antecedents of the recognized emotions and sought instructors' suggestions for improving the current unpleasant feelings experienced. To this end, 10 EFL teachers took part in the study. Necessary data were collected through journalkeeping and semi-structured interviews. The obtained data were analyzed using Merriam's (2009) inductive approach. Research findings revealed that teachers enjoyed the class as a result of students' achievement, positive interactions among learners, and pupils' active involvement. Moreover, they felt proud if they received positive feedback from students, observed progress in students' learning, and felt capable of instructing the learners. Furthermore, shame was experienced because of feeling unable to work with technical tools, strong filtration on educational websites, and not having internet-connected systems in class. Anger was also reported to be felt if they had to work with obsolete or impaired devices. Finally, teachers' pity was aroused as they perceived the lack of professional technical tools as detrimental to students' learning. They also mentioned that they felt compassion for learners as they cannot take part in CBTs and have limitations accessing e-sources online. Teachers also argued that unpleasant emotions could be minimized through investing in equipping classes, holding training courses, and establishing a criterion for teaching evaluation. In the end, the implications and limitations of the study are discussed.
 

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This study employed a mixed-methods approach to examine the utilization of two emotion regulation strategies, namely cognitive reappraisal and expressive suppression, among a group of Iranian learners of English as a foreign language (EFL) at universities in Isfahan, Iran. The investigation was based on the Process Model of Emotion Regulation, a psychologically-validated theoretical model proposed by Gross (2015). The study also investigated the correlation between emotion regulation and levels of foreign language anxiety (FLA), and as an additional area of investigation, the impact of emotion regulation on the association between FLA and motivation for learning a second language. A total of 295 learners were questioned using a quantitative questionnaire. The qualitative research involved the selection of thirteen respondents from three levels (high, medium, low) of FLA. The primary component employed in this study was a stimulated recall interview. Data collection was undertaken online due to scheduling constraints. The findings indicated a low frequency of utilization for the two emotion regulation strategies, with cognitive reappraisal being more commonly employed compared to expressive suppression. Learners with low English proficiency exhibited a lower prevalence and preference for cognitive reappraisal. There was a stronger positive correlation observed between expressive suppression and FLA. The study found a negative correlation between cognitive reappraisal and FLA. It provides evidence that understanding the inner workings of learners’ emotion regulation may inform pedagogical practices.

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Considering EFL teachers’ identities and emotions as discursive practices through a post-structuralist lens offered by the concept of navigation of emotions, this study sought to explore EFL teachers’ emotional experience in online classes during online education to examine the way their emotional navigation helped them negotiate their identities. The participants, including 17 Iranian EFL teachers, working at universities in the West, North, and East of Iran, were chosen using purposeful sampling. To generate data, in-depth interviews and personal documents were used, which were analyzed using inductive thematic analysis. The participants spoke of the experience of mixed emotions, creating the sense of ambivalence, which offered the possibility of dialectic thinking for reconciling contradictory views and questioning the existing dominant and preconceived ideas. Moreover, they navigated their emotions through emotional reflexivity and positive reframing. While emotional reflexivity, as a process of self-confrontation, consisted of relational struggles and agency, reframing, as an example of deep acting, entailed emotional resonance or a sense of aliveness and connectivity as well as a possibility for stressing the transpersonal attachment, as a novel concept to be addressed in teaching English. The role of positive emotions in enriching language learning processes, which is mainly ignored in language education, was underscored because the cultivation of positive emotions in English language learners increases their intrinsic motivation, enhances their engagement, and creates a sense of belonging to the target language.

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Learners’ classroom involvement is thought to be highly influential in their academic success in that highly involved learners typically invest more time and energy in acquiring course content. For this reason, the predictors and determinants of learners’ classroom involvement have been highly attended to by educational researchers. Nonetheless, the predicting role of teachers’ emotional competencies like compassion and empathy has rarely been researched. Furthermore, to the best of the researcher’s knowledge, no theoretical review has looked into the concurrent impacts of teachers’ compassion and empathy on EFL (English as a Foreign Language) learners’ classroom involvement. To address this lacuna, the current theoretical review aimed to explicate the effects of these two emotional competencies on EFL learners’ classroom involvement. The desirable effects of teachers’ compassion and empathy on EFL learners’ involvement were demonstrated using theoretical and empirical evidence. The implications of the present review’s findings are thoroughly discussed.

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Research on L2 learners’ engagement has highlighted the impact of emotional engagement on task performance to uphold their language development, but there remains a need for further empirical evidence, especially from the text-driven perspective on task-based language teaching. The present mixed-methods study aims to explore Vietnamese EFL learners’ emotional engagement during two task-based lessons driven by two text genres. One speaking task and a writing task that engaged the learners in solving problems driven by the texts were implemented in two three staged lessons. Quantitative data was collected by using a post-task questionnaire analyzed with SPSS v.29 to gauge 33 English undergraduates’ emotional engagement, and an interview was conducted with eight students on a voluntary basis to delve into factors that influence their emotional engagement. Observations during the lessons were further used to triangulate evidence. Descriptive statistics revealed that the participants were highly emotionally engaged in both task-based lessons, expressing high enjoyment and low anxiety. Further thematic analysis of engagement during the lessons indicated that pre-task visual prompting, text processing, the proper cognitive challenges of tasks and texts, and peer monitoring were the main influential factors. These findings imply that task design and implementation based on engaging texts potentially heighten learners’ emotional engagement in task-based performance, thereby facilitating their language acquisition.

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Aim: Effective communication has a key role in nursing profession. Furthermore, controlling emotions as a part of communication skills has an important role in initiating and maintaining healthy social communications. The meaning of emotional intelligence is also effected considerably by the importance of this aspect of social communications. The aim of this study was to determine the effect of emotional intelligence training on the communication skills of final-year nursing students of Islamic Azad University, Isfahan branch (Khorasgan) in 2014. Methods: This quasi-experimental study was done with semester 7 and 8 undergraduate (nursing) 77 students. Data were collected by Bar-On Emotional Intelligence Test and Queen-Dom Communication Skills Test. Initially, the questionnaires were completed by the students; then the emotional intelligence workshop was held in 6 sessions’ each took 45 minutes. After a month, again both questionnaires were completed by the students. Analysis of results was performed by descriptive statistics (frequency, mean, middle and standard deviation) and analytic statistics (Kolmogorov-Smirnov test, Wilcoxon and Spearman correlation coefficient) in the SPSS software (version 19). Findings: Difference of communication skills’ scores before and after the intervention had a significant level (p=0.001), and the scores increased after the intervention significantly. Conclusion: Emotional intelligence training has a positive impact on communication skills of nursing students. So holding emotional intelligence workshops in one of the university alternatively annually for nursing students is recommended.

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Aim: The center of family around the mother and her presence or absence can effect on the emotional intelligence and mental health of students. In other words, working mothers inside or outside home have different effects on both the boy and girl students. Thus, this study aimed to investigate the relationship between emotional intelligence and mental health of students with working and non-working mothers. Methods: This cross-sectional study was conducted on a population consisting of all high school girls and boys in the city (total n=140). Data were gathered by a questionnaire. After verifying the validity and reliability, the data were collected, and analyzed using SPSS18 and descriptive statistics. Findings: The findings indicate that mothers’ employment brings no negative and positive consequences for emotional intelligence and mental health, though it positively affects students’ educational performance. Results also revealed that the adolescent children of employed mothers had high emotional intelligence. The female children of employed mothers showed more emotional intelligence, while there were no gender differences in the emotional intelligence of adolescent children of homemakers. Conclusion: The research finding revealed that boys and girls with working mothers have low mental health, this results approves that presence of mother at home is necessary.

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Aim: Happiness is a very important issue in the life of every human, which is influenced by many closely-related variables. The purpose of the present study is to explore the relationship of quality of life, emotional intelligence and life satisfaction among the students of Zahedan University, Iran. Methods: This descriptive-analytic study was done on 204 students (101 males & 103 females) by using census method. Research tools were quality of life, emotional intelligence and life satisfaction scales. These are valid and reliable scales for use in psychological studies. Data were analyzed using Pearson’s correlation and T-tests in SPSS software. Findings: The research findings showed that emotional intelligence had a significant positive correlation with quality of life (r=.454, p<.001) but emotional intelligence was not associated with life satisfaction. Also quality of life had a significant correlation with life satisfaction (r=.402, p<.001). The results of t-test revealed that female students showed higher mean scores in quality of life and life satisfaction in comparison to their male student counterparts; however, there was no significant difference between the two groups in emotional intelligence scores. Conclusion: The results indicated that the higher scores of students’ emotional intelligence show the better quality of life they will have. Also quality of life is a variable that increasing students’ satisfaction of life. In order to raise the level of mental health, it is necessary to pay attention to the mentioned variables and educating people.

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Aim: Depression symptoms play a major role in eating disorders; however, research shows that non-adaptive emotion regulation strategy is also associated with depression symptoms. The current study examined the mediating role of the emotion regulation strategy on the relationship between depression symptom and disordered eating among students. Methods: This cross-sectional study was conducted in 2014 on a sample of 264 female students at Allameh Tabatabaie University, according to Morgan and Cluster samplings. The participants completed the questionnaires of depression, emotion regulation and eating attitudes test. The data were analyzed by SPSS software using coefficient correlation and stepwise regression. Statistical differences were considered significant at P<0.01.
Findings: The results showed that there was a significant correlation among emotion regulation difficulties, depression symptom and disordered eating (p<0.01). Also regression analysis indicated that emotion regulation difficulties significantly mediated the relationship between depression symptoms and disordered eating (p<0.01).
Conclusion: According to the findings of the present study, examining the role of emotion regulation strategies on the relationship between depression symptoms and eating disorders indicated that eating disorder is the regulating mechanism in reducing depression.

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Statement Problem: Public service management in urban areas has become a determining factor in attracting and organizing the population. Proper management of this is essential to achieving citizen satisfaction. Meeting the expectations of people visiting a city is very important, because it can be decisive in deciding to stay in that place. Citizens' attachment to a city depends on adequate provision of public services.
Aim: This study examines the mental factors affecting citizens' satisfaction with municipal services. Three factors are considered: attachment to the place, quality of life and communication between the municipality and the citizens.
Methods: This study is based on qualitative and quantitative analysis. The conceptual framework has been developed using structural equation modeling (SEM).
Results: The results showed that communication has the greatest impact on public service satisfaction (total direct and indirect effects= 0.938), followed by quality of life (total effects= 0.315) and finally, attachment to the city (Indirect effect= 0.256) are.
Conclusion: Therefore, municipalities in order to communicate more efficiently and faster with citizens in Tabriz should use technological systems and create the necessary activities on them so that they can communicate effectively with citizens. In addition, public institutions should not use these tricks for irregular events or limited time periods such as elections.