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 ...
Read More
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%.
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 ...
Read More
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
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 ...
Read More
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.
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 ...
Read More
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 jahantigh; Gholam Hasan Panahi
Volume 2, Issue 1 , April 2026, Pages 46-55
Abstract
The present study aimed to examine the effect of self‑actualization on quality of work life with the mediating role of job satisfaction among primary school teachers in Zabol County. This study was applied in terms of purpose and descriptive–correlational in nature, using a structural equation ...
Read More
The present study aimed to examine the effect of self‑actualization on quality of work life with the mediating role of job satisfaction among primary school teachers in Zabol County. This study was applied in terms of purpose and descriptive–correlational in nature, using a structural equation modeling (SEM) approach. The statistical population consisted of all primary school teachers in Zabol County during the 2024–2025 academic year, totaling 288 individuals, from whom 165 participants were selected using Cochran’s formula through simple random sampling. Data were collected using Walton’s Quality of Work Life Questionnaire (1973), the Minnesota Job Satisfaction Questionnaire, and the Ahvaz Self‑Actualization Inventory (ASAI). The data were analyzed at descriptive and inferential levels, including descriptive statistics, correlation analysis, and structural equation modeling, using SPSS version 28. The results indicated that self‑actualization had a direct and significant relationship with teachers’ quality of work life and job satisfaction. In addition, quality of work life showed a direct and significant relationship with job satisfaction. The results of structural equation modeling also revealed the direct effect of self‑actualization and quality of work life on job satisfaction. Furthermore, the analysis of indirect effects showed that self‑actualization significantly influences teachers’ quality of work life through the mediating role of job satisfaction. Therefore, it can be concluded that strengthening self‑actualization and improving quality of work life can play an important role in enhancing job satisfaction and improving the professional outcomes of primary school teachers
Mohammad mahdi 09380269159 Kaveh semnani; Saeed Akbari Zardkhaneh; Jalil Fathabadi; Omid` Shokri
Volume 2, Issue 1 , April 2026, Pages 56-66
Abstract
Psychoeducational interventions are among the primary strategies for the prevention and treatment of psychological problems, the maintenance and promotion of mental health, the enhancement of social skills, and the improvement of academic performance in educational settings. Nevertheless, challenges ...
Read More
Psychoeducational interventions are among the primary strategies for the prevention and treatment of psychological problems, the maintenance and promotion of mental health, the enhancement of social skills, and the improvement of academic performance in educational settings. Nevertheless, challenges such as the gap between research findings and practical application, limited resources, and the complexity of social contexts often constrain the effectiveness of these interventions.The RE-AIM framework—which emphasizes five key dimensions, namely reach, effectiveness, adoption, implementation, and maintenance—has been proposed as a comprehensive tool for the design, implementation, and evaluation of health-based interventions in real-world settings. Proponents of the RE-AIM framework argue that faster and more appropriate pathways are required to translate research evidence into real-life practice and to achieve meaningful social outcomes.The present article aims to examine the theoretical foundations of the RE-AIM framework and to propose practical strategies for its application in psychoeducational interventions, with a particular focus on school-based programs. Evidence from previous studies indicates that applying the RE-AIM framework can strengthen intervention effectiveness and sustainability by reducing implementation barriers, improving the quality of delivery, and increasing acceptance among stakeholders. Moreover, adapting this framework to cultural and social contexts, promoting active stakeholder participation, and leveraging contemporary knowledge and technologies can further facilitate the development and successful implementation of interventions.
