-Identification and assessment of giftedness
-Education and differentiated curricula for gifted individuals
-Psychosocial needs and health-oriented interventions for gifted individuals
-Empowerment of families of gifted individuals
-Parent-centered interventions based on talent development
-Examining gender and cultural biases in existing intelligence and aptitude assessment tools
-Adult Life of Gifted Individuals
-Design and validation of talent screening tools
-Personalized learning through adaptive technologies for gifted students
-Assessment of informational and emotional needs of families of gifted students
-Talent-focused parenting
-Equity-oriented assessment in talent measurement
-Romantic Relationships, Marriage, and Parenting in Gifted Adults
-Transition from Adolescence to Adulthood in the Gifted Population
-Support and Counseling Needs of Gifted Adults
Articles
Publication Date: 2026
Entrepreneurship Education and Pedagogy (25151274)9(1)pp. 3-20
Entrepreneurship has traditionally been regarded as a skillset best suited for adults. However, recent research indicates that adolescents also possess entrepreneurial traits and may even exhibit higher levels of these skills than many adults. The purpose of this study was to develop and validate the Perceived Entrepreneurship Skills Scale (PESS) in adolescents. The study aimed to develop and validate the PESS in three phases. The first phase involved item generation and analysis, which resulted in the retention of 40 items (n = 100 participants). In the second phase, exploratory factor analysis was conducted, revealing 8 factors that emerged from the analysis (n = 233). In the third phase, the confirmatory factor analysis and validation of PESS were investigated with a sample of urban students in Iran, ranging from grade 7 to 12, with a total of 292 participants. The tool demonstrated good discriminant validity, indicating that it is an effective measure of perceived entrepreneurship skills in adolescents, and adequate convergent validity. The PESS has significant implications for researchers, school counselors and psychologists, policymakers, and stakeholders. © The Author(s) 2024
Publication Date: 2025
Asian Education and Development Studies (20463170)
Purpose – In our study, conducted during the COVID-19 lockdown, we shifted the focus to students and compared their school belonging, academic engagement and obsession with COVID-19 using a representative sample of boys and girls from rural and urban areas in both countries. Design/methodology/approach – We tested a total of 709 Iranian students (369 girls) and 603 Pakistani students (380 girls) aged between 11 and 16 years. Findings – Our findings indicate that Pakistani students, compared to Iranian students, exhibit higher levels of academic engagement and school belonging, but only in terms of the inclusion dimension. There were no significant differences in school belonging in the exclusion dimension or in the level of obsession with COVID-19 among students from both countries. However, Iranian students scored higher than Pakistani students regarding overall school belonging. Originality/value – Considering differences in students’ situations in Iran and Pakistan, we were interested in whether there are differences in academic engagement, school belonging and anxiety related to COVID-19 in students from both countries. Until now, many studies have investigated the effects of the pandemic on the lives of societies, but few have been conducted among students. This study had the unique chance to compare Iranian and Pakistani students during lockdowns and Internet-based schools. Therefore, this study aimed to compare students’ engagement, school belonging and obsession with COVID-19 in a vast and representative sample (gender and inhabitancy) of Iranian and Pakistani students. © Emerald Publishing Limited
Publication Date: 2025
Child Psychiatry And Human Development (15733327)
This study aimed to develop and validate a new questionnaire, the Parental Burnout in ADHD (PBA) scale, to address this gap in the literature. Drawing on existing research on parental burnout, ADHD, and related constructs such as parenting stress and self-efficacy, the PBA scale was developed through a rigorous process involving item generation, expert review, and pilot testing. The final version of the PBA scale comprised 36 items, covering five dimensions: Parental stress, Parental self-efficacy, Parental guilt, Social support for parents, Parental burnout and Parental coping strategies. The psychometric properties of the PBA scale were examined in a sample of 118 parents of children with ADHD. Confirmatory factor analysis supported the five-factor structure of the scale, with good model fit indices. In conclusion, the Parental Burnout in ADHD (PBA) scale is a reliable and valid instrument for assessing parental burnout in parents of children with ADHD. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.
Publication Date: 2024
Journal of Research in Childhood Education (02568543)38(3)pp. 373-386
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. © 2023 Childhood Education International.
Publication Date: 2021
Pajouhan Scientific Journal (24236276)19(2)pp. 35-42
Background and Objective: Hearing impairment affects all aspects of a person's life. This study aimed to compare executive functions, emotional intelligence, and motivated strategies for learning in adolescents with normal hearing and those with hearing impairment using either hearing aids or cochlear implantation in Tehran, Iran. Materials and Methods: This analytical-comparative study included 90 adolescent females and males aged 14-18 years old. They were randomly divided into three groups of 30 cases per group. The first and second groups were selected using the accessible sampling method, and the third group included healthy with normal hearing individuals that were selected using the random sampling. The data were collected using the Behavior Rating Inventory of Executive Functioning, Emotional Intelligence Questionnaire, and Motivated Strategies for Learning Questionnaire. Data were analyzed using one-way analysis of variance and Tukey's post hoc test. Results: There was a significant difference among the studied groups in terms of the mean values of executive functions, emotional intelligence, and motivated strategies for learning (P<0.01). Moreover, the group with normal hearing obtained higher mean scores of executive functions, emotional intelligence, and motivated strategies for learning, compared to the other two groups. Furthermore, the mean scores of executive functions, emotional intelligence, and motivated strategies for learning were higher in the adolescents with a cochlear implant, compared to those with hearing aid. Conclusion: Adolescents with normal hearing are in better condition. Individuals with hearing impairment can achieve some acquired levels of executive functions, emotional intelligence, and increased motivated strategies for learning only if they are provided with proper cognitive training, the same as their normal peers. Therefore, there is a need for a special rehabilitation program to take the necessary steps for modifying these components. © 2021 Pajouhan Scientific Journal.
