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 ...
Read More
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.
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 ...
Read More
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.
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 ...
Read More
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.
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 ...
Read More
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.
Ali Tirgany; Morteza Ghorbani
Volume 1, Issue 2 , June 2025, Pages 44-52
Abstract
This study examined the predictive role of fiction reading and emotional intelligence (EI) on empathy, with mindfulness as a mediator. A sample of 300 participants (60% female; *M*age = 20.3 years) completed validated scales: Fiction Reading Frequency (1–5), Wong and Law’s EI Scale ...
Read More
This study examined the predictive role of fiction reading and emotional intelligence (EI) on empathy, with mindfulness as a mediator. A sample of 300 participants (60% female; *M*age = 20.3 years) completed validated scales: Fiction Reading Frequency (1–5), Wong and Law’s EI Scale (30–150), Five Facet Mindfulness Questionnaire (15–90), and the Jefferson Empathy Scale (20–100). Path analysis was conducted using PROCESS Macro (Model 4) with 5,000 bootstrap samples. Both fiction reading (β = .32, *p* < .001) and EI (β = .42, *p* < .001) directly predicted empathy. Mindfulness partially mediated these relationships: - Fiction reading → Mindfulness → Empathy: βindirect = .10, 95% CI [.04, .16] - EI → Mindfulness → Empathy: βindirect = .17, 95% CI [.10, .25] The full model explained 58% of empathy variance (*R*² = .58). Significant correlations emerged between all variables (*r* = .32–.67, *p* < .01). Fiction reading and EI enhance empathy both directly and indirectly *via* mindfulness. This underscores mindfulness as a mechanism for translating cognitive-emotional skills into empathic capacities. Recommendations include integrating fiction-based modules into empathy training programs.
Maryam Khastan; Seyed Abdollah Ahmadi; Samaneh Bayat
Volume 1, Issue 2 , June 2025, Pages 54-60
Abstract
This quasi experimental study examined the effects of a flipped learning–based educational program on academic engagement and academic resilience among high school students in Saveh, Iran. Fifty students were randomly assigned to either an experimental group, which received flipped social studies ...
Read More
This quasi experimental study examined the effects of a flipped learning–based educational program on academic engagement and academic resilience among high school students in Saveh, Iran. Fifty students were randomly assigned to either an experimental group, which received flipped social studies instruction over eight weeks, or a control group, which experienced traditional lecture based teaching. Pre and post intervention measures included the Academic Engagement Scale (Reeve & Tseng, 2011) and the Academic Resilience Scale (Cassidy, ARS 30). Multivariate analysis of covariance (MANCOVA) controlling for pretest scores revealed that the flipped learning group exhibited significantly higher posttest academic engagement, F(1, 46) = 18.62, p < .001, η² = .29, and academic resilience, F(1, 46) = 15.47, p < .001, η² = .25, compared to controls. These findings suggest that flipped instruction—characterized by pre class video lectures and in class active learning—can substantially enhance students’ motivation to learn and their capacity to cope with academic challenges. The study underscores the pedagogical value of integrating flipped models in secondary education and calls for broader implementation and longitudinal research to evaluate long term impacts on student success.
