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.
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.
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.
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
Nasrin Mohammadtaghizade; Mohaddeseh Mortezapour
Volume 1, Issue 4 , December 2025, Pages 45-53
Abstract
The present study aimed to identify and analyze the ethical themes represented in student profiles that were conducted on one of the domestic educational platforms. This study was conducted qualitatively using the thematic analysis approach of Brown and Clark (2006). Using the convenience sampling method, ...
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The present study aimed to identify and analyze the ethical themes represented in student profiles that were conducted on one of the domestic educational platforms. This study was conducted qualitatively using the thematic analysis approach of Brown and Clark (2006). Using the convenience sampling method, 80 active student profiles in cyberspace were examined. The data included biographies and meaningful usernames, from which 103 codes were extracted through repeated reading and initial coding. Finally, six main themes were identified: emotional-relational ethics, ethics of resistance and preservation, religious-spiritual ethics, ethics of self-actualization and agency, social-patriotic ethics, and warning and critical ethics. The findings of this study showed that student profiles are not only a reflection of traditional values, but also carry signs of a redefinition of morality within the framework of lived experiences, social realism, and individual activism. This study showed that student profiles are not simply tools for introducing or recording information, but rather a meaningful platform for representing the moral identity of the adolescent generation. These results can help redesign educational profiles as a moral education tool.
morteza sargolzaei; Alireza Rahdar
Volume 1, Issue 4 , December 2025, Pages 55-63
Abstract
Self-handicapping behaviors and reduced academic engagement are among the significant challenges facing students, which can negatively impact their academic performance and progress. The present study aimed to determine the effect of self-determination skills training on self-handicapping behaviors and ...
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Self-handicapping behaviors and reduced academic engagement are among the significant challenges facing students, which can negatively impact their academic performance and progress. The present study aimed to determine the effect of self-determination skills training on self-handicapping behaviors and academic engagement among male students majoring in elementary education at Farhangian University of Zabol. This research was applied in terms of purpose and quasi-experimental with a pretest-posttest control group design in terms of methodology. The statistical population included all male students majoring in elementary education at Farhangian University of Zabol during the 2024-2025 academic year, totaling 500 individuals. The research sample consisted of 30 participants who were selected through purposive sampling and randomly assigned to two groups: experimental (n=15) and control (n=15). Data collection instruments included the Zarang Academic Engagement Questionnaire (2012), Cunningham Self-Handicapping Behavior Questionnaire (2015), and Jalili Self-Determination Skills Training Package (2020). Data were analyzed using univariate and multivariate analysis of covariance (ANCOVA). The results indicated that self-determination skills training had a significant effect on reducing self-handicapping behaviors (P=0.001) and increasing academic engagement (P=0.001) among students. Self-determination skills training can be utilized as an effective intervention for reducing self-handicapping behaviors and improving academic engagement among elementary education students.
