noushin derakhshan

The present study aimed to investigate the relationship between psychological well-being and academic self-efficacy of educational psychology students with the mediating role of self-esteem. This research is of an applied, quantitative and correlational type. The statistical population of the study was educational psychology students at the University of Tabriz and the sample size was determined using GPower software, 119 people who were selected by stratified random sampling. The data collection tools were the Riff Psychological Well-Being Questionnaire (1989), the Jinks and Morgan Academic Self-Efficacy Questionnaire (1999) and the Rosenberg Self-Esteem Questionnaire (1965). In order to analyze the data, in addition to descriptive analysis, Kolmogorov-Smirnov tests, structural equation modeling and Sobel were used in SPSS version 23 and SmartPLS version 3.1.1 software at a significance level of 0.05. The results of the study showed that the research model has a good fit and that psychological well-being is significantly related to self-esteem (t=23.086; p=0.001) and academic self-efficacy (t=6.306; p=0.001) and self-esteem is also significantly related to academic self-efficacy (t=4.118; p=0.001). The results of the study also showed that self-esteem plays a mediating role in the relationship between psychological well-being and academic self-efficacy (z=6.718; p=0.001). Therefore, optimal psychological functioning and high self-esteem make students feel capable in facing challenges and succeed in dealing with academic problems.

This study aimed to examine how parental digital literacy predicts and shapes parental involvement in blended learning environments using an integrated mixed-methods psychological approach.

 A convergent mixed-methods design was employed with 384 parents completing validated digital literacy and parental involvement scales, while 22 parents participated in in-depth semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Pearson correlations, multiple regression, and PLS-SEM to assess predictive relationships across domains of digital literacy and involvement. Qualitative data were analyzed using reflexive thematic analysis to identify psychological processes underlying digital engagement. Results from both strands were integrated through triangulation to capture convergent and complementary patterns.

Parents demonstrated moderate digital literacy, with communication and problem-solving competencies showing the strongest associations with involvement. Correlation analyses revealed robust positive relationships between all literacy domains and involvement dimensions (r = .22 to .41, p < .01). Multiple regression showed that information literacy (β = .18, p = .003), communication literacy (β = .21, p < .001), and problem-solving skills (β = .24, p < .001) significantly predicted parental involvement, explaining 43% of its variance. PLS-SEM confirmed strong paths from problem-solving to cognitive–instructional involvement (β = .24, p < .001) and behavioral supervision (β = .21, p < .001), and from communication literacy to school–home communication (β = .27, p < .001). Digital content creation and cybersecurity skills showed weaker, nonsignificant effects. Model fit indices demonstrated strong reliability (CR = .85–.91) and convergent validity (AVE = .57–.67).

Parental digital literacy substantially influences the quality and depth of parental involvement in blended learning, with problem-solving, information handling, and communication competencies emerging as the most critical predictors. Strengthening parental digital literacy may therefore enhance home–school collaboration, support student engagement, and promote more equitable participation in blended learning ecosystems.

The present study aimed to investigate the effect of self-directed learning on subjective happiness and academic adjustment mediated by self-efficacy among students in Tabriz, Iran. This study is of an applied, quantitative and descriptive-survey type. The statistical population of the present study was students of Payam-e Noor and Tabriz universities in Tabriz, 380 of whom were selected by stratified random sampling. The participants completed the Fisher et al. (2001) Self-Directed Learning, Baker and Siryk's (1984) Academic Adjustment, Argyle et al.'s (1989) Oxford Happiness Inventory (OHI) and Jinks and Morgan's (1999) Academic Self-efficacy questionnaires. Data was analyzed using SEM and Sobel's test in smartpls3.1.1 software at significance level of 0.05. The results showed that self-directed learning has a significant effect on students' happiness (t=4.037; p=0.001), academic adjustment (t=4.916; p=0.001) and academic self-efficacy (t=29.028; p=0.001). Also, academic self-efficacy has a significant effect on students' happiness (t=7.447; p=0.001) and academic adjustment (t=129.340; p=0.001) and that academic self-efficacy plays a mediating role in the effect of self-directed learning on students' happiness (z=9.594; p=0.001) and academic adjustment (z=12.252; p=0.001). Therefore, by promoting self-management, self-control and motivation, as well as identifying students' talents and providing them with opportunities for effort, we can ensure students' happiness and academic adjustment.

 One of the important groups in every country is students who play a significant role in shaping the future and the excellence of nations. Therefore, the purpose of the present study was to develop a model of academic performance based on academic emotions and academic motivation with the mediation of emotional intelligence in first-grade secondary school students in Tabriz city during the academic year 2024-2023.

Methods and Materials:

 This study is descriptive-correlational in terms of objective and quantitative in terms of approach. Structural equation modeling was used to evaluate the relationships between the current variables and the measured variables in the proposed conceptual model. The population of the present study included all first-grade secondary school students in Tabriz city during the academic year 2024-2023. To select the sample size, initially, 250 students from first-grade secondary school students in Tabriz city were selected using cluster random sampling method based on the Morgan formula, and then they responded to the Fam and Taylor (1990) academic performance progress questionnaire, Pakravan (2005) academic emotions questionnaire, Frederick, Blumenfield, Paris (2004) academic motivation questionnaire, and the adolescent version of Petrides and Furnham's emotional intelligence questionnaire (2006). The data were analyzed using Pearson correlation test and structural equation modeling through SPSS-26 and AMOS version 24 software.

 The results showed a positive indirect effect of academic emotions on academic performance through emotional intelligence (β = 0.223, p < .001). The negative indirect effect of academic emotions on academic performance through emotional intelligence was also significant (β = -0.189, p < .001). The indirect effect of academic motivation on academic performance through emotional intelligence was positive and significant (β = 0.319, p < .001).

 Therefore, the results of the present study can be of interest to the education organization, teachers, and students.

Academic achievement especially in mathematics is very important and knowing the effective factors on it helps a lot in planning in the field of mathematical academic achievement. As a result, the aim of this research was to investigate the causal model of mathematical academic achievement based on the creative thinking and critical thinking with the mediation of problem solving in primary school students. 

The present study was a description from type of quantitative, which its population was all primary school students of Tabriz city in the 2023-24 academic years. The sample size of the present research was considered to be 250 people, which this number were selected by multi-step cluster random sampling method. The tools of this study were included the questionnaires of mathematical academic achievement (Shalev et al, 1993), creative thinking (Welch and Mc Dowall, 2010), critical thinking (Facione et al, 1994) and problem solving (Heppner and Petersen, 1982) and their data were analyzed with the methods of Pearson correlation coefficients and structural equation modeling in SPSS-26 and AMOS-24 software. 

The findings of the present research showed that the causal model of mathematical academic achievement based on the creative thinking and critical thinking with the mediation of problem solving in primary school students had a good fit. In the mentioned model, the variables of creative thinking and critical thinking had a direct and significant effect on problem solving and mathematical academic achievement of primary school students, and the variable of problem solving had a direct and significant effect on their mathematical academic achievement. In addition, the variables of creative thinking and critical thinking with the mediation of problem solving had an indirect and significant effect on mathematical academic achievement of primary school students (P<0.05). 

According to the results of this study, in order to improve the mathematical academic achievement of primary school students can promote their creative thinking, critical thinking and problem solving.

The novel Haras, published in 2017 in the field of literature by NasimMarashi, portrays the years of a war-torn family's life and reflects the facets of fear and anxiety individuals face when dealing with problems such as war and the resulting grief.

Based on the reality therapy approach and selection theory of William Glaser People choose behaviors when they fail to meet their needs. That is, they choose certain behaviors and actions so that they may be able to meet their needs. He believes that all behaviors are always selected at the moment Are the best choice of person to satisfy one or more needs; However, he may have chosen inefficient and ineffective behavior due to the lack of effective methods. These five needs are embedded in human genes to meet these needs, the person collects images in his mind. The difference between this set of images is the desired world and the perceptual world that leads the person to general behaviors that It is suggested by the creative brain system when struggling and trying to achieve desires Rumi seven hundred years ago in the story of "shir and Nakhjiran" the first book of the spiritual masnavi has arranged a debate between the lion, nakhjiran and the rabbit that Their behavior is consistent with the authors' theory of Glaser theory. In the present article, to prove this hypothesis, after the introduction, the research background and mentioning the theoretical framework are analyzed as examples of behaviors and In the end it is concluded that the behaviors that Consistent with Glasser's theory, according to the animal debate situation

Considering the importance of school anxiety and its role in the decline of other academic performance, the present study was conducted with the aim of prediction of school anxiety based on the academic self-efficacy, academic support and academic engagement of first secondary students.

The current research was a descriptive from type of correlation. The research population was all first secondary students of Tabriz city in the academic years of 2022-2023. The sample size based on the Krejcie and Morgan table was calculated 269 people, which this number were selected by multi-stage cluster random sampling method. The research tools were the questionnaires of school anxiety (Philips, 1987), academic self-efficacy (Jinks & Morgan, 1999), academic support (Sands & Plunkett, 2005) and academic engagement (Reeve, 2013). The data obtained from the implementation of the questionnaires were analyzed with the methods of Pearson correlation coefficients and multiple regression with enter model in SPSS software.

The findings showed that all three variables of academic self-efficacy, academic support and academic engagement had a significant negative relationship with school anxiety in first secondary students (P<0.01). Also, the three mentioned variables significantly were able to predict 56.5 percent of school anxiety changes in first secondary students (P<0.001).

The results of this study have practical implications for people who deal with students, and they to reduce school anxiety in students can increase their academic self-efficacy, academic support and academic engagement through educational workshops.

In organizations, attracting volunteer human resources that have a high potential for individual development, have an important share in the social and economic capital of society. Given that one of the main sources and preconditions of voluntary participation is the tendency to pro-social behaviors. The aim of this study was to compare the profile of tendency to pro-social behaviors in the context of individual development among members and non-members of the Red Crescent. The framework of this research was casual comparative descriptive-cross-sectional research method. The statistical sample of the study consisted of 200 Secondary high school female students in the city of Paveh in the academic year 1399-400 who were selected by available sampling method and answered the questionnaire of Prosocial Tendencies (Kajbaf et al., 2010). The research data were analyzed using SPSS-25 software and multivariate analysis of variance. Results of multivariate analysis of variances indicated that tendency to pro-social behaviors of volunteer students (156.57±27.55. p<0.05) were significantly higher than Non-volunteer members in the Red Crescent Society (119.16±22.28, p<0.05). In general, public non-governmental organizations such as the Red Crescent, in order to achieve their humanitarian goals, not only need to attract people with desirable social qualities in helping behaviors Rather, they should try to maintain them by providing the grounds for individual development.

The aim of this study was to evaluate the effectiveness of using Misha and Kusha's educational software on academic achievement in mathematics and the level of creativity of fifth grade elementary school girls in Sanandaj in the academic year 1397-98. This research is applied in terms of purpose and quasi-experimental in terms of data collection method. The statistical population consists of all female students of fifth grade public schools in Sanandaj, 2935 people, of which 60 people were selected as a sample of 30 people in the control group and 30 people in the experimental group by available sampling method. In the experimental group, Misha and Kusha software training was used for two months and in the control group, the usual class training was used. Dr. Abedi's creativity questionnaire (1993) as well as the teacher's academic achievement test (pre-test-post-test) were used to collect information. Data were analyzed using univariate analysis of covariance using SPSS software. The findings show that there is a significant difference between the mean scores of academic achievement and creativity of students in the experimental and control groups. Therefore, it can be said that the use of Misha and Kusha's educational software on the level of creativity) Fluency, Expansion, Originality& Flexibility) and also on the academic progress of students' mathematics lessons at a significant level of less than 0.05 It is positive. In general, the results of the present study show that the use of Misha and Kusha's educational software plays an important role in students' academic achievement and creativity.

The academic motivation due to its important role in school learning is the basis for several research in the field of educational psychology. However, less research has been paid to the distinction between state academic motivation and trait academic motivation. While there is no suitable tool for measuring this factor, this study aimed to make appropriate instrumentation to assess the academic motivation state. In order to achieve this goal, a questionnaire on the basis of theoretical principles in the areas of academic motivation was prepared. Through the pilot study and survey respondents and ten professors of psychology, the content related validity was confirmed, and its reliability in the pilot study with internal consistency and Cronbach`s alpha coefficient was calculated as. 0.95. This questionnaire had 53 questions for the final run conducted on a sample of 300 students of PNU based on random sampling. To analyze the research data, Bartlett`s sohericity test, factor analysis with various rotations, Cronbach`s alpha, percentage norm, and categorical norm were used. As a result of factor analysis and based on scree four factors were found in the academic motivation state questionnaire. Cronbach`s alpha coefficient for the total test was. 0.91, and for the subscales of interest in class and interpersonal communication 0.89, interest in competence and self efficacy 0.68, interest in the course and field of study 0.67, and interest in praise and encouragement 0.76. Based on the performance of the participats, percentage norm table and categorical norm table were developed for the questionnar of academic state movtivation and its subscales. Highly valid and reliable tool with necessary standardization for application in educational and psychological research.