Amirhosein Zanganeh; Mansoure Haj Hosseini; Saeed Hosseini
Volume 1, Issue 1 , April 2025, , Pages 1-9
Abstract
mathematical resilience and academic achievement in mathematics among students in the humanities. The study employed a descriptive correlational design. A total of 282 eleventh and twelfth-grade students in the humanities (138 girls and 144 boys) from Tehran were selected using convenience sampling. ...
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mathematical resilience and academic achievement in mathematics among students in the humanities. The study employed a descriptive correlational design. A total of 282 eleventh and twelfth-grade students in the humanities (138 girls and 144 boys) from Tehran were selected using convenience sampling. Participants completed the Asher and Pajares Mathematical Self-Efficacy Scale, the Kooken et al. Mathematical Resilience Scale, and their mathematics academic achievement was assessed based on the average of their previous final grades. Structural equation modeling was used for data analysis. The results revealed that mathematical resilience and mathematical self-efficacy have a direct impact on the academic achievement in mathematics among students in the humanities. Furthermore, data analysis results indicated a significant relationship between mathematical resilience and academic achievement in mathematics among students in the humanities, mediated by mathematical self-efficacy. Therefore, mathematical resilience and mathematical self-efficacy play crucial roles in the academic advancement of students in the humanities, and incorporating these components into mathematics education can be effective in enhancing the academic achievement in mathematics among students in the humanities.
Fatemeh Parvizi; Bahram Jowkar; Zahra Abnavi
Volume 1, Issue 2 , June 2025, , Pages 1-14
Abstract
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 ...
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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.
mohsen mirzazadeh; Mohammad sajadi
Volume 1, Issue 3 , September 2025, , Pages 1-9
Abstract
This research was conducted with the aim of examining the role of emotional intelligence, resilience, and perceived social support in predicting academic adjustment of students. The research method was descriptive-correlational. The statistical population included 555 students from the Faculty of Educational ...
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This research was conducted with the aim of examining the role of emotional intelligence, resilience, and perceived social support in predicting academic adjustment of students. The research method was descriptive-correlational. The statistical population included 555 students from the Faculty of Educational Sciences and Psychology at Birjand University in the academic year 2022-2023, of which 237 were selected using stratified random sampling method. The research instruments included the Academic Adjustment Questionnaire by Baker and Siryk (1984), Emotional Intelligence Questionnaire by Schutte (1995), Resilience Questionnaire by Connor and Davidson (2003), and Perceived Social Support Questionnaire by Zimet et al. (1988). Data were analyzed using Pearson correlation coefficient and stepwise multiple regression. Pearson correlation results showed that the strongest relationship existed between resilience and academic adjustment (r=0.63). Additionally, significant relationships were found between emotional intelligence (r=0.49) and social support (r=0.31) with academic adjustment. Regression analysis showed that the three variables together explained 75% of the variance in academic adjustment. Resilience alone predicted 39%, together with emotional intelligence 62%, and with the addition of social support 75% of the changes in academic adjustment. The findings highlight the importance of developing these skills in improving students' academic adjustment.
Elahe Askari; shekoofeh mottaghi; zahra Ahmadi Ardakani; samireh karimi
Volume 1, Issue 4 , December 2025, , Pages 1-9
Abstract
Motivation to change lifestyle during adolescence plays an important role in promoting physical and mental health. The aim of the present study was to investigate the mediating role of self-determination in the relationship between parental perceptions and adolescents' motivation to change their lifestyle. ...
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Motivation to change lifestyle during adolescence plays an important role in promoting physical and mental health. The aim of the present study was to investigate the mediating role of self-determination in the relationship between parental perceptions and adolescents' motivation to change their lifestyle. This study is descriptive-correlational and is an applied research type. The statistical population included all students aged 12 to 18 in Ardakan city in the academic year 2022-23, from which 301 were selected using convenience sampling. Data collection tools included questionnaires on demographic information, parental perceptions (Robbins et al., 1994), self-determination (Dessey & Ryan, 1985), and adolescent lifestyle change motivation (Gard, Rivano, & Grahn, 2005). Data were analyzed using descriptive and inferential statistical methods. The results showed that the research conceptual model has a good fit. Mother and father perceptions had a significant effect on self-determination, and self-determination mediated the relationship between parental perceptions and motivation to change lifestyle. However, the direct relationship between father perception and motivation for lifestyle change was not significant. These findings emphasize the decisive role of self-determination as a psychological mechanism in the process of influencing parenting styles on adolescents' intrinsic motivation and indicate the importance of paying attention to the way parents interact in psychoeducational interventions. Conclusion: The findings of this study emphasize the importance of the role of self-determination as a mediating mechanism in the relationship between parental perceptions and the motivation to change lifestyle in adolescents.
kobra Zeinali; Abusaeed Davarpanah; Afsaneh Marzieh
Volume 2, Issue 1 , April 2026, , Pages 1-12
Abstract
This study examined the effect of moral intelligence training on the academic conscience and academic competence of female students in Zahedan. A quasi-experimental study was conducted using a pretest-posttest design and a control group. The statistical population consisted of all eleventh-grade female ...
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This study examined the effect of moral intelligence training on the academic conscience and academic competence of female students in Zahedan. A quasi-experimental study was conducted using a pretest-posttest design and a control group. The statistical population consisted of all eleventh-grade female students of empirical science in Zahedan during the 2024-2025 academic year. Sixty students were picked via purposive sampling and subsequently assigned to either a control group or an experimental group at random. Data collection tools included the Moral Intelligence Training Program (Borba, 2005), the Academic Conscientiousness Questionnaire (McIlroy & Bunting, 2002), and the Academic Competence Evaluation Scale (DiPerna & Elliott, 1999). This study established content validity and estimated reliability using Cronbach's alpha coefficient, resulting in values of 0.83 for the Academic Conscientiousness Questionnaire and 0.88 for the Academic Competence Evaluation Scale. Statistical analysis of the data was conducted using univariate and multivariate analysis of covariance. The results demonstrated that moral intelligence training significantly improved the academic conscience of eleventh-grade female students in empirical science, explaining 51% of the variance and indicating its potential for enhancement. Moral intelligence training positively and significantly enhanced the academic competence of students. The results demonstrated that moral intelligence training significantly enhanced the academic conscience of the students, explaining 51% of the variance. Lastly, the findings demonstrated that moral intelligence training significantly enhanced academic conscience by 55% and academic competence by 64%.
zahra omiddvar; malihe omidvar
Volume 2, Issue 2 , June 2026, , Pages 1-8
Abstract
This study aimed to examine the effect of school principals’ instructional leadership on students’ academic motivation. The research was applied in terms of purpose and employed a descriptive-survey design with a correlational approach. The statistical population included all teachers working ...
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This study aimed to examine the effect of school principals’ instructional leadership on students’ academic motivation. The research was applied in terms of purpose and employed a descriptive-survey design with a correlational approach. The statistical population included all teachers working in public lower secondary schools in Shiraz during the 2023–2024 academic year (approximately 850 teachers). Using proportional stratified random sampling, 265 teachers were selected as the study sample.
Data were collected using the Hallinger and Murphy Instructional Leadership Questionnaire (30 items) and Vallerand’s Academic Motivation Scale (AMS) (21 items). The content validity of both instruments was confirmed by experts (CVR > 0.62), while construct validity was established through confirmatory factor analysis. Reliability, assessed using Cronbach’s alpha, was 0.89 for the instructional leadership questionnaire and 0.87 for the academic motivation scale. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, multiple regression analysis, and structural equation modeling (SEM) with SPSS 26 and AMOS 24.The results revealed a positive and statistically significant relationship between principals’ instructional leadership and students’ academic motivation. The dimensions of instructional leadership jointly explained 48% of the variance in academic motivation. Furthermore, SEM analysis demonstrated that instructional leadership had a significant positive effect on students’ academic motivation (β = 0.64), and the proposed model showed satisfactory goodness-of-fit indices.The findings suggest that principals’ instructional leadership, through establishing a clear school mission, effectively managing instructional programs, and promoting a positive learning climate, plays a vital role in enhancing students’ academic motivation. Therefore, strengthening principals’ instructional leadership competencies can serve as an effective strategy for improving students’ learning experiences and overall academic achievement.
َAhmad Ghodsi; Mahdi Taheri; Yaser Foroughi
Volume 2, Issue 2 , June 2026, , Pages 9-25
Abstract
Touchscreen-based applications are increasingly used in early childhood classrooms to support early literacy development; however, empirical findings regarding their effectiveness remain mixed. This study presents a systematic review and meta-analysis examining the impact of touchscreen applications ...
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Touchscreen-based applications are increasingly used in early childhood classrooms to support early literacy development; however, empirical findings regarding their effectiveness remain mixed. This study presents a systematic review and meta-analysis examining the impact of touchscreen applications on emergent literacy outcomes among young children. Following PRISMA guidelines, a comprehensive search of Scopus, Web of Science, and ProQuest identified 24 independent studies published between 2009 and 2024, from which 41 effect sizes were extracted. Included studies involved children aged 2 to 5 years and compared touchscreen-based literacy interventions with traditional or non-digital instructional approaches. A random-effects meta-analysis revealed a moderate positive effect of touchscreen applications on emergent reading outcomes Hedges’ g = 0.505, 95% CI [0.363, 0.647] Moderator analyses indicated that intervention effectiveness varied by type of application, child age, and instructional setting, with stronger effects observed when touchscreen activities were accompanied by adult guidance. Assessment of publication bias suggested that the overall findings were robust. These results suggest that touchscreen applications can meaningfully support emergent reading development when thoughtfully integrated into early childhood educational contexts. Implications for classroom practice, app design, and teacher scaffolding are discussed.
Saba Rasouli; Abdolvahab Samavi
Volume 1, Issue 1 , April 2025, , Pages 11-17
Abstract
One of the burgeoning areas of interest within the realm of education pertains to student engagement, a central component of positive psychology (PP). Another fundamental concept in the PP literature is school connectedness, which underscores the belief students hold regarding the care shown by adults ...
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One of the burgeoning areas of interest within the realm of education pertains to student engagement, a central component of positive psychology (PP). Another fundamental concept in the PP literature is school connectedness, which underscores the belief students hold regarding the care shown by adults and peers in the educational environment towards their academic progress and personal welfare. Additionally, mindfulness, a pivotal term in the field of PP, offers noteworthy advantages such as enhancing working memory and reducing stress levels, consequently fostering academic involvement. Given the significance of school connectedness and mindfulness in academic engagement, the present study endeavors to examine the association between school connectedness and academic engagement in high school students, with mindfulness serving as a mediator. A total of 300 high school students from Bandar Abbas participated in the study, responding to scales measuring mindfulness, school connectedness, and academic engagement. Subsequently, structural equation modeling was employed to illuminate potential relationships. The results indicated a significant correlation between school connectedness and academic engagement. Furthermore, the findings demonstrated that both school connectedness and mindfulness serve as positive and significant predictors of academic engagement. Moreover, the results substantiated the mediating role of mindfulness. These findings offer valuable insights for educators in enhancing classroom practices.
Nahid Heidari; Hossein Bakhshi
Volume 1, Issue 3 , September 2025, , Pages 11-22
Abstract
The present research paper is a metacognition of children's religious upbringing based on Avicenna's thoughts on education and upbringing. The qualitative research method of descriptive-analytical type is employed to address the author's main concerns. Religious upbringing in Avicenna's thoughts and ...
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The present research paper is a metacognition of children's religious upbringing based on Avicenna's thoughts on education and upbringing. The qualitative research method of descriptive-analytical type is employed to address the author's main concerns. Religious upbringing in Avicenna's thoughts and writings represents teaching religious concepts and beliefs resulting into intellectual persuasion, true acceptance, and inner commitment. Religious upbringing has comprehensive principles that Avicenna took into consideration. From perspective, these principles include human purposefulness, monotheism, and the strategic principle of moderation. Following the goals and principles, religious upbringing is taken into account as it affects education. Heredity, marriage, and nutrition some of the areas that can affect an individual's upbringing. Avicenna's educational thought indicates that it is important that religious upbringing has content stemming from Tawhid (monotheism), Akhirah (resurrection), prophecy, and imamate. Avicenna believes that religious upbringing requires stages and that success in individuals' upbringing cannot be achieved without going through different stages. The upbringing stages in this regard include upbringing at home and upbringing in school. In a summary of Avicenna's thoughts, one can come to realize that in Avicenna's educational thoughts, a child needs religious upbringing, but in order to educate children, it is necessary to pay attention to various principles, components, and stages in which moderation is considered in the process and the educator should not go beyond moderation in the upbringing process.
Farmand Farzin; Mohammad Norouzi; Asma Noura
Volume 1, Issue 4 , December 2025, , Pages 11-19
Abstract
This study aimed to determine the effectiveness of an AI-based Automated Question Generation (AQG) tool (using the Gemini 2.5 Pro model) in teaching research methodology concepts on the academic engagement and autonomous motivation of male students at Zahedan University of Medical Sciences.The research ...
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This study aimed to determine the effectiveness of an AI-based Automated Question Generation (AQG) tool (using the Gemini 2.5 Pro model) in teaching research methodology concepts on the academic engagement and autonomous motivation of male students at Zahedan University of Medical Sciences.The research design was quasi-experimental, utilizing a pre-test/post-test format with a control group. The final statistical sample consisted of 47 students (22 in the experimental group and 25 in the control group) selected through multi-stage cluster random sampling. The experimental group participated in an educational intervention using the AI tool for eight 90-minute sessions. Data collection instruments included the Vallerand Academic Motivation Scale (1992) and the Reeve Academic Engagement Scale (2013).Data analysis was performed using multivariate analysis of covariance (MANCOVA). The results indicated that after controlling for the pre-test effect, a significant difference existed between the two groups regarding the dependent variables (p<0.001). The use of the AI tool led to a significant increase in academic engagement and autonomous motivation within the experimental group. Based on the partial eta-squared index, the intervention accounted for 19% of the variance in academic engagement and 24% of the variance in autonomous motivation, demonstrating the strong impact of this technology.
Mahdi Sadri; zahra naghsh; sadaf izadi; Mina Nezami
Volume 2, Issue 1 , April 2026, , Pages 13-22
Abstract
The present study aimed to examine the validity and reliability and to conduct a confirmatory factor analysis of the Parents’ Perceptions of School Climate Questionnaire (2020) in Iranian schools. The study population consisted of the parents of all sixth‑grade elementary school students in Isfahan ...
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The present study aimed to examine the validity and reliability and to conduct a confirmatory factor analysis of the Parents’ Perceptions of School Climate Questionnaire (2020) in Iranian schools. The study population consisted of the parents of all sixth‑grade elementary school students in Isfahan during the 2019–2020 academic year. Using random sampling, 300 parents were selected as the study sample. The questionnaire was distributed to parents of sixth‑grade students through online messaging platforms. Data were analyzed using SPSS version 22 and AMOS version 24, employing confirmatory factor analysis. The content validity of the questionnaire items—including student support, home–school relationships, student relationships, student–teacher relationships, academic environment, and interpersonal justice—was reported to be satisfactory. Based on the factor loadings, all items demonstrated acceptable factor loadings; although items 1 and 25 were at an acceptable level, the remaining items showed highly satisfactory factor loadings. Therefore, all items were considered to have appropriate factor loadings.Considering the factor loadings and the correlations among the questionnaire components, the results indicated that the instrument possesses satisfactory construct validity. In addition, the Cronbach’s alpha coefficients for the six components ranged from 0.73 to 0.94, indicating desirable internal consistency. Furthermore, the model fit indices confirmed the overall goodness of fit of the proposed model. Accordingly, given the favorable psychometric properties of this instrument, the questionnaire can be considered an appropriate tool for assessing parents’ perceptions of school climate
Zeinab Ghafoornezhad; Bahman Kord
Volume 1, Issue 2 , June 2025, , Pages 16-21
Abstract
This study aimed to explore the relationship between student's perceptions of school climate and their academic hope, focusing on the mediating role of their authentic personalities. The researchers employed a descriptive correlational method using structural equation modeling to achieve this. The study ...
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This study aimed to explore the relationship between student's perceptions of school climate and their academic hope, focusing on the mediating role of their authentic personalities. The researchers employed a descriptive correlational method using structural equation modeling to achieve this. The study focused on first-grade high school students in Mahabad city, with a sample of 368 students selected through convenience sampling. The research utilized several standardized tools, including the School Climate Questionnaire by Pashiardis (2000), the Shegefti & Samani Educational Hope Questionnaire (2011), and the Authentic Personality Questionnaire by Wood et al. (2008). The findings revealed a direct and significant relationship between perceptions of school climate and academic hope. Additionally, the analysis indicated that school climate significantly indirectly affects academic hope, acting as a mediating variable. The model fit indices suggested that the research model was appropriate. In conclusion, this study suggests that to enhance students' academic hope, it is important to consider the supportive school environment and the cultivation of students' authentic personalities.
akbar jadidi; Parvin Salarichine
Volume 1, Issue 1 , April 2025, , Pages 19-28
Abstract
Background and Objective: It should be noted that the effect of educational computer games on the accuracy and concentration of students depends on several factors, including the type of game, content, design, and duration of use. This research was conducted to investigate the effect of educational computer ...
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Background and Objective: It should be noted that the effect of educational computer games on the accuracy and concentration of students depends on several factors, including the type of game, content, design, and duration of use. This research was conducted to investigate the effect of educational computer games on the accuracy and concentration of eighth-grade female students in Kerman. Methods: Quasi-experimental research method and pre-test-post-test design with a control group were used. The statistical population of the research was all female students in the eighth grade of secondary school in Kerman City in the academic year 2022-2023 and a sample of 80 people was selected in the form of two classes of 40 people from the society by multi-stage cluster sampling method. Two Toulouse and Pieron accuracy questionnaires (1911) and Savary & Oraki concentration questionnaires (2015) were used to collect pre-test-post-test information and computer game software was used as an experimental practice. Results:Data analysis was also done with the statistical method of analysis of covariance and using SPSS19 software. The results showed that computer educational games have been effective in improving the accuracy and concentration of students in the experimental group compared to the control group. Conclusion: Therefore, due to the flexibility of the structure of educational computer games and their non-linear organization, the motivational features of computer games and the benefit of learning rules and principles such as immediate reinforcement, they can contribute to increasing concentration and accuracy.
Fatemeh Saadat
Volume 1, Issue 4 , December 2025, , Pages 21-33
Abstract
Generative artificial intelligence, as one of the emerging technologies of the twenty-first century, holds substantial potential for redefining learning and instructional processes. From an educational psychology perspective, this technology can transform teaching learning practices by influencing cognitive, ...
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Generative artificial intelligence, as one of the emerging technologies of the twenty-first century, holds substantial potential for redefining learning and instructional processes. From an educational psychology perspective, this technology can transform teaching learning practices by influencing cognitive, motivational, and affective dimensions. The purpose of this scoping review is to identify and conceptualize the roles, opportunities, and challenges of generative AI in education through the lens of educational psychology. This study was conducted based on the Arksey and O’Malley framework and in accordance with the PRISMA-ScR guidelines. A systematic search was performed in Web of Science, Scopus, PsycINFO, ERIC, and IEEE Xplore databases for studies published between 2019 and November 2025. Among 1,245 identified articles, after screening and assessing eligibility, 52 studies were selected for thematic analysis. The results indicated that generative AI can enhance learners’ intrinsic motivation and cognitive engagement through personalized learning, cognitive load management, and the fulfillment of basic psychological needs including autonomy, competence, and relatedness. However, challenges such as cognitive dependency, ethical concerns regarding academic integrity, privacy issues, and algorithmic bias were also identified. The successful integration of generative AI in education requires instructional design grounded in the principles of educational psychology, the formulation of transparent ethical frameworks, the enhancement of AI literacy, and the responsible-use training of teachers and learners. By identifying existing gaps, this scoping review proposes directions for future research on the psychological and educational impacts of generative AI.
malihe arsalani Bazdi; Mohammad Hossein Karbalaee
Volume 1, Issue 2 , June 2025, , Pages 23-31
Abstract
The present study aimed to predict life expectancy based on spiritual health and self-efficacy in students covered by welfare and regular students. This research was applied in terms of purpose and descriptive-correlational in terms of methodology. The statistical population included all female second-year ...
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The present study aimed to predict life expectancy based on spiritual health and self-efficacy in students covered by welfare and regular students. This research was applied in terms of purpose and descriptive-correlational in terms of methodology. The statistical population included all female second-year vocational high school students in the academic year 2021-2022 in Torbat-e Jam, totaling 158 individuals. Among them, 79 welfare-covered students were selected using purposive sampling, and 79 regular students were chosen through convenient random sampling. The research tools included the Hope Questionnaire (Miller & Powers, 1998), the Self-Efficacy Questionnaire (Sherer & Adams, 1983), and the Spiritual Health Questionnaire (Paloutzian & Ellison, 1982). The validity of the questionnaires was content-based, and their reliability was assessed using Cronbach's alpha coefficient, yielding values of 0.90 for the Hope Questionnaire, 0.86 for Self-Efficacy, and 0.92 for Spiritual Health. The results indicated a positive and significant relationship between spiritual health and life expectancy in both welfare-covered and regular students. Additionally, the life expectancy of regular students was higher than that of welfare-covered students. There was also a positive and significant relationship between self-efficacy and life expectancy in students overall. However, while there was a significant positive relationship between self-efficacy and life expectancy in regular students, no significant relationship was found between self-efficacy and life expectancy in welfare-covered students. Among spiritual health and self-efficacy, spiritual health was a better predictor of life expectancy in welfare-covered students. Conversely, in regular students, self-efficacy played a more significant predictive role for life expectancy than spiritual health.
somayeh nakhaei; samaneh salimi
Volume 2, Issue 1 , April 2026, , Pages 23-32
Abstract
The present study aimed to examine the extent to which the components of job enrichment, job security, and job dynamism are implemented in non-governmental primary schools in Zahedan during the 2024–2025 academic year. In terms of purpose, this research is applied, and in terms of method, it is ...
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The present study aimed to examine the extent to which the components of job enrichment, job security, and job dynamism are implemented in non-governmental primary schools in Zahedan during the 2024–2025 academic year. In terms of purpose, this research is applied, and in terms of method, it is a descriptive study of the correlational type. The statistical population consisted of all primary school teachers in non-governmental schools in Zahedan (N = 750). Based on the Krejcie and Morgan table and using a stratified random sampling method, a sample of 375 teachers (165 females and 210 males) was selected. Data were collected using the Job Enrichment Questionnaire (McDowell, 2005), the Job Security Questionnaire (Nissi et al., 2000), and the Job Dynamism Questionnaire (Tez et al., 1997). The collected data were analyzed at both descriptive and inferential levels, including descriptive statistics, one-sample t-test, and the Friedman test, using SPSS version 28.The findings indicated that the level of implementation of the components of job enrichment, job security, and job dynamism in non-governmental primary schools in Zahedan was above the average level. However, from the respondents’ perspective, the implementation of the component of individual freedoms within job enrichment was not satisfactory. Among the job enrichment components, social interactions at work ranked first based on mean rank. Furthermore, among the components of job security, job choice received the highest mean rank. In addition, among the components of job dynamism, promoting organizational excellence ranked first based on mean rank. The results of this study can assist educational managers and policymakers in improving the working conditions of teachers in non-governmental schools.
Sanaz Azizmohammadi; Maryam Khastan; Raeis Hasan Raeis Saadi
Volume 1, Issue 3 , September 2025, , Pages 24-31
Abstract
This study investigated the effectiveness of a mindfulness-based education intervention on enhancing emotional competence and school belonging among high school students. A quasi-experimental pretest-posttest control group design was employed with a sample of 30 students (15 experimental, 15 control) ...
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This study investigated the effectiveness of a mindfulness-based education intervention on enhancing emotional competence and school belonging among high school students. A quasi-experimental pretest-posttest control group design was employed with a sample of 30 students (15 experimental, 15 control) from a public high school in Iran. The intervention group participated in an 8-week mindfulness training program integrated into their school schedule, while the control group received no such intervention. Standardized scales were used to measure emotional competence and school belonging before and after the intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA). The results revealed significant improvements in both emotional competence and school belonging for the experimental group compared to the control group (p < 0.05), demonstrating the positive impact of mindfulness practices on students’ emotional and social well-being. The findings are consistent with previous research suggesting that mindfulness fosters emotional regulation, empathy, and a greater sense of connectedness in school settings. This study highlights the value of incorporating mindfulness into educational programs to support students’ psychological and social development. It suggests the potential of mindfulness-based interventions to improve learning environments and recommends further longitudinal and large-scale research to validate and expand upon these findings.
Sabere Rigi; Afsaneh Marziyeh; Hosein Jenaabadi
Volume 2, Issue 2 , June 2026, , Pages 26-34
Abstract
The present study aimed to investigate the effect of transformational science teaching on students' academic optimism and academic engagement. This study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of all sixth-grade male elementary ...
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The present study aimed to investigate the effect of transformational science teaching on students' academic optimism and academic engagement. This study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of all sixth-grade male elementary school students in Khash County during the 2023–2024 academic year. A total of 50 students were selected using cluster random sampling and were then randomly assigned to either the experimental group (n = 25) or the control group (n = 25). Data were collected using a Transformational Teaching Package implemented over eight instructional sessions, the Academic Optimism Questionnaire developed by Tschannen-Moran et al. (2013), and the Student Engagement Questionnaire developed by Fredricks and Blumenfeld (2004). Data were analyzed using one-way multivariate analysis of covariance (MANCOVA) with IBM SPSS software. The findings indicated that transformational science teaching had a positive and statistically significant effect on the posttest mean scores of both academic engagement and academic optimism among sixth-grade male elementary school students. Therefore, it can be concluded that implementing transformational teaching in science education significantly enhances students' academic optimism and academic engagement
mojtaba yadegari; samaneh salimi
Volume 1, Issue 1 , April 2025, , Pages 30-38
Abstract
The aim of the present study was to investigate the effect of academic maladjustment on academic procrastination with the mediating role of academic self-handicapping of students of Islamic Azad University of Khash. A descriptive research method of correlation type (structural equation model) was carried ...
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The aim of the present study was to investigate the effect of academic maladjustment on academic procrastination with the mediating role of academic self-handicapping of students of Islamic Azad University of Khash. A descriptive research method of correlation type (structural equation model) was carried out. The statistical population of the study was all students of Islamic Azad University of Khash through simple random sampling method. To collect data, the questionnaires of academic self-handicapping by Jones and Rodlet (1982), academic maladjustment by Hamili, Ahmadi, Mousavi and Ghafourian (2015), and academic procrastination by Solomon and Rothblom (1984) were used. The content validity of the questionnaire was confirmed. The reliability of the questionnaires was estimated based on Cronbach's alpha coefficient as 0.91, 0.97 and 0.89, respectively. The data obtained from the questionnaires were analyzed at two levels of descriptive and inferential statistics including Pearson's correlation coefficient test and structural equation model through SPSS23 and LISREL8.8 software. The findings showed that academic maladjustment has a positive and significant effect on students' academic procrastination, both directly and indirectly through the mediation of academic self-disempowerment. To reduce academic procrastination, it is necessary to plan on factors that strengthen academic adjustment and academic self-disempowerment of students.
fateme keshtegar; Afsaneh Marziyeh; Abdulvahab Pourghaz
Volume 1, Issue 2 , June 2025, , Pages 33-42
Abstract
Social well-being is an important aspect of health that has not been given due attention so far. Especially in the teachers' group, who play an important role in nurturing the country's future leaders, and the need to pay attention to this issue is felt. Accordingly, the aim of the present study is to ...
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Social well-being is an important aspect of health that has not been given due attention so far. Especially in the teachers' group, who play an important role in nurturing the country's future leaders, and the need to pay attention to this issue is felt. Accordingly, the aim of the present study is to determine the role of optimism and self-compassion in teachers' social well-being. The method of conducting the research was descriptive correlational research. The statistical population of this study consisted of all teachers (male and female) in the primary school of Nimroz city, of whom 148 people were selected using a random stratified sampling method according to the Cochran formula. The research tools used were three questionnaires: optimism (Scheyer and Carver, 1985), self-compassion (Neff et al., 2012), and social well-being (Keyes, 2011). Linear and stepwise regression, Pearson correlation coefficient, were used to analyze the research hypotheses. The results showed that optimism and self-compassion were able to significantly predict the social well-being of teachers in Nimroz city. Among the components of optimism, the component of intrinsic optimism and among the components of self-compassion, the component of self-kindness played the most important role in the social well-being of teachers. Also, a significant relationship was observed between optimism and self-compassion and its components with the social well-being of teachers.
Negar Ghisavandi; Mehran Taheri Avarvand; Neda Hedayatnezhad; Mozhdeh Behnam; Laila Banan
Volume 1, Issue 3 , September 2025, , Pages 33-40
Abstract
The present study examined the relationship between student-teacher relationships and students’ academic engagement, with a particular focus on the mediating role of psychological well-being. A total of 380 high school students in Ahvaz, Iran, participated in the study. Data were collected using ...
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The present study examined the relationship between student-teacher relationships and students’ academic engagement, with a particular focus on the mediating role of psychological well-being. A total of 380 high school students in Ahvaz, Iran, participated in the study. Data were collected using the Student-Teacher Relationship Scale – Short Form (STRS-SF), the Academic Engagement Scale, and Ryff’s 18-item Psychological Well-Being Scale. Structural Equation Modeling (SEM) was employed to analyze the data and test the hypothesized model. The results indicated that student-teacher relationships positively predicted both academic engagement and psychological well-being. Moreover, psychological well-being was found to mediate the relationship between student-teacher relationships and academic engagement. The model demonstrated an acceptable fit to the data (CFI = 0.94, RMSEA = 0.053). These findings underscore the critical role of emotional and psychological support in academic contexts and highlight the importance of fostering strong interpersonal connections between teachers and students. Enhancing student-teacher relationships and promoting psychological well-being may serve as effective strategies to increase students’ academic engagement
sajjad saravani; afsaneh sanchooli
Volume 2, Issue 1 , April 2026, , Pages 33-45
Abstract
This study examined the role of achievement goal orientation and academic enthusiasm in predicting the academic retention of male high school students in Zabol during the 2025–2026 academic year. The research employed a descriptive–correlational design, and the data were analyzed using multivariate ...
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This study examined the role of achievement goal orientation and academic enthusiasm in predicting the academic retention of male high school students in Zabol during the 2025–2026 academic year. The research employed a descriptive–correlational design, and the data were analyzed using multivariate linear regression. The statistical population consisted of all 12th-grade male students in Zabol (N = 1,240), from whom 293 students were selected through a stratified random sampling method. Data were collected using the Achievement Goal Questionnaire–Revised (AGQ‑R) developed by Elliot and McGregor (2001), the Academic Enthusiasm Questionnaire (Fredericks, Blumenfeld, & Paris, 2004), and the Academic Retention Scale (Martin & Marsh, 2008). After collection, the data were coded and analyzed using SPSS version 27. The results indicated that academic enthusiasm had a positive and significant relationship with academic retention (r = 0.456, p < .01). In addition, mastery orientation and performance orientation were positive predictors of academic retention, whereas mastery avoidance and performance avoidance negatively predicted it. Overall, academic enthusiasm—particularly the behavioral enthusiasm component—played the most significant role in explaining students’ academic retention.
Zahra Ghasemi; Omid Shokri; Fatemeh Almasi
Volume 1, Issue 4 , December 2025, , Pages 35-43
Abstract
This research was conducted to test the hypothesized mediation model of parental reflective functioning on the relationship between strength-based parenting and the behaviors that shape the academic lifestyle of adolescents, including both productive and unproductive ones. In this correlational research, ...
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This research was conducted to test the hypothesized mediation model of parental reflective functioning on the relationship between strength-based parenting and the behaviors that shape the academic lifestyle of adolescents, including both productive and unproductive ones. In this correlational research, 241 adolescents aged 12 to 18 years and their mothers who were selected using convenience sampling method participated. Adolescents responded to the Strength-Based Parenting Scale (Jach, Sun, Loton, Chin & Waters, 2018) and the Health-Oriented Academic Lifestyle Behavior Questionnaire (Salehzadeh, Shokri and Fatehabadi, 2016) and their mothers responded to the Reflective Parenting Functioning Questionnaire (Luyten, Mayes, Nijssens & Fonagy, 2017). The results indicated that the hypothesized model provided a good fit to the data. All the path coefficients between the observed variables (except for the direct effect of the pre-mentalization scale on the facilitating behaviors of the academic lifestyle) were statistically significant. They accounted for 17% and 22% of the variance in the scores of facilitators and inhibitors of the academic lifestyle, respectively, through strength-based parenting and reflective parenting. In sum, the results, consistent with the positions derived from the theory of ecological systems, showed that in the microsystem of parenting, reflection - as a metacognitive ability - is one of the mechanisms that through it, positive parenting behaviors or positive parenting, explains the possibility of the increase in the use of behavioral models that facilitate academic health and, of course, the decrease in referring to behavioral models that hinder academic health among adolescents
Reza Yousefi
Volume 2, Issue 2 , June 2026, , Pages 35-44
Abstract
The present study investigated the role of self-regulated learning strategies in predicting students’ academic performance in online and blended learning environments. In terms of purpose, this was an applied study; methodologically, it adopted a quantitative descriptive-correlational design. The ...
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The present study investigated the role of self-regulated learning strategies in predicting students’ academic performance in online and blended learning environments. In terms of purpose, this was an applied study; methodologically, it adopted a quantitative descriptive-correlational design. The statistical population comprised students enrolled in universities in the city of Qom who were studying in online learning environments supported by learning management systems (LMSs). A sample of 384 students was selected using proportionate stratified random sampling. Data were collected using a standardized self-regulated learning questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) framework and students’ academic performance indicator, measured by grade point average (GPA). Construct validity was assessed through confirmatory factor analysis, while the reliability of the instrument was evaluated using Cronbach’s alpha coefficient. The findings confirmed the questionnaire’s satisfactory reliability. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and multiple regression analysis.The findings revealed significant positive relationships between the dimensions of self-regulated learning, including planning, monitoring, cognitive control, and self-evaluation, and students’ academic performance. Regression analysis further indicated that self-regulated learning strategies explained a substantial proportion of the variance in academic performance. Among these dimensions, planning was identified as the strongest predictor of students’ academic performance.Based on these findings, strengthening self-regulated learning strategies can play important role in improving students’ academic performance in online learning environments. Accordingly, greater attention to teaching self-regulation skills and designing e-learning environments that support the development of such skills may contribute to enhancing the quality of learning in higher education.
Moones Nikdel Teymouri; Hosein Jenaabadi; Afsane Marziyeh
Volume 1, Issue 1 , April 2025, , Pages 40-48
Abstract
The present study aimed to determine the impact of the school ethical climate on academic engagement, emphasizing the mediating role of achievement emotions in students. This research was applied in terms of purpose and descriptive-correlational in terms of method. The statistical population included ...
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The present study aimed to determine the impact of the school ethical climate on academic engagement, emphasizing the mediating role of achievement emotions in students. This research was applied in terms of purpose and descriptive-correlational in terms of method. The statistical population included all female 11th and 12th-grade students in Zahedan during the 1404-1403 academic year, totaling 29,588 students. Based on the Krejcie-Morgan table, a sample size of 379 students (198 from 11th grade and 181 from 12th grade) was selected. The research tools included the Victor and Cullen Ethical Climate Questionnaire (1988), the Achievement Emotions Questionnaire by Pekrun et al. (2005), and the Academic Engagement Questionnaire by Reeve and Tseng (2011). The validity of the questionnaires was established through content validity, and their reliability was assessed using Cronbach's alpha coefficients: 0.88 for the ethical climate questionnaire, 0.86 for the achievement emotions questionnaire, and 0.80 for the academic engagement questionnaire. Data analysis involved Pearson correlation coefficient and path analysis tests. The findings indicated that the school ethical climate had a direct positive effect on academic engagement and positive achievement emotions and a direct negative effect on negative achievement emotions. Additionally, positive achievement emotions had a direct positive effect on students' academic engagement, while negative achievement emotions had a direct negative effect. The results also highlighted that achievement emotions play a mediating and indirect role in the influence of the school ethical climate on students' academic engagement.
