دانش آموزان

Today, one of the most important issues in societies is the concept of social inequality, the feeling of which can negatively affect people's performance and behavior.  This study aims to examine the relationship between social, economic, and cultural capital, the use of different language patterns, and the hidden curriculum of schools in creating a sense of social inequality among students. This research is based on the survey method and the statistical population of secondary high school students of two Ahvaz districts in the academic year 1402-1403. From 13320 students, 374 were selected based on Cochran's formula, and variance was calculated from the pre-test. The validity of the questionnaire and its reliability were measured using Cronbach's alpha. The research results showed that there is a difference between social capital, economic capital, cultural capital, the use of different language patterns, the hidden curriculum of schools, and the feeling of inequality. There is a significant relationship between students' social status and no significant relationship between contextual variables (age, educational level, field of study, and type of school, except for gender) and their feelings of social inequality. Structural equation modeling showed that the variables of social capital, limited language pattern, and hidden curriculum predict the feeling of social inequality with 95% confidence, and the independent variables explain 67% of the changes in the feeling of social inequality. Based on the findings of this research, the more students form social capital and the higher their culture, the more they use a wide language pattern, the better the desired quality of the hidden curriculum, and the lower their feeling of social inequality. To reduce social inequality in students, it is suggested that the educational system support students with low economic capital and improve the quality of the physical space and human capital of schools.

The teachers' interactive styles can play an important role in improving the academic and non-academic status of students. Therefore, the aim of this study was structural equation modeling of teachers' interactive styles based on the social adjustment and psychological hardiness with the mediation of mental health in students.

The study in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlation. The present research population was all eighth grade female students in Kangavar city in the academic years of 2022-2023 with number of 2417 people, which based on the Krejcie and Morgan table 379 people of them were selected as a sample by multi-stage cluster random sampling method. The data collection tools were included the questionnaires of teachers' interactive styles (Wubbels, 1993), social adjustment (Sinha and Singh, 1993), psychological hardiness (Kiamersi, 1997) and mental health (Goldberg and Hillier, 1979), and the data obtained from its implementation were analyzed by Pearson correlation coefficient and structural equation modeling methods in Amos software.

The findings of this study showed that the variables of social adjustment and psychological hardiness on the mental health and the variables of social adjustment, psychological hardiness and mental health on the teachers' interactive styles had a direct and significant effect. In addition, the variables of social adjustment and psychological hardiness with the mediation of mental health on the teachers' interactive styles had an indirect and significant effect (P<0.05).

According to the mentioned results, to improve the teachers' interactive styles, it is possible to provide the basis for improving the social adaptation, psychological hardiness and mental health of students.

This study aimed to investigate the effect of the jigsaw teaching method on the academic well-being and self-confidence of high school students in geography. The research method was a semi-experimental pre-test-post-test design with a control group. The statistical population of the study included all high school students in District 4 of Karaj in the academic year 1402-1403. To determine the sample size, first, using cluster sampling method, "Shahid Mirhabibi" Boys' High School and "Shahid Kamali Dehghan" High School in District 4 of Karaj were selected, then 30 students from these schools were selected in geography class using purposive sampling method, and randomly assigned to the control and experimental groups (experimental group: 15 students/control group: 15 students). The research tools were the academic well-being questionnaires of Peterin et al. (2014) and Rosenberg's self-confidence. For data analysis at the descriptive level, mean and standard deviation were used, and at the inferential level, univariate and multivariate analysis of covariance tests were used. The results of covariance analysis showed that the jigsaw teaching method was effective on students' academic well-being and self-confidence (p<0.01); in other words, jigsaw teaching increased students' academic well-being and self-confidence. The effect of treatment on academic well-being was 0.87 and on self-confidence was 0.88. Given the effectiveness of this teaching method, it is recommended as an educational program to improve academic problems and self-confidence of high school students in schools.

This study investigates the factors influencing the improvement of students' learning in geography in girls' high schools in Birjand city. The statistical population of this research includes students from girls' high schools in Birjand. A random sampling method was used, and 82 female students from 7 high schools were selected. Using thematic analysis, qualitative data were collected through questionnaires and analyzed using MAXQDA software. The findings showed that utilizing diverse teaching methods and reducing the volume of course content can significantly enhance students' learning. Specifically, field trips and the use of conceptual maps were identified as the most effective methods. These methods help students better understand complex geographical concepts by creating practical and engaging experiences. The research also highlighted the significant role of teachers in increasing interest and improving students' learning. Employing attractive and varied teaching methods, fostering positive interactions with students, and providing real-life examples of geographical concepts can increase students' motivation and interest in geography. Ultimately, the study demonstrated that reducing the volume and content of textbooks and allocating more time to practical and participatory activities can make geography lessons more engaging and improve students' learning. Paying attention to students' perceptions of geography and striving to change this perception towards a positive and practical outlook are also important factors in enhancing learning

The intertwining of structural and agency factors provides a platform for violent actions of students in school. This research was carried out with the aim of identifying the causes of violence and the strategies to deal with it in school using qualitative and ground theory methods in the academic year of 2022-2023. The sample of this research was 36 male students with violent behaviors and aware of these behaviors in the second secondary level of Karaj city. Sampling was purposeful and with maximum variety, and interviews were conducted individually and based on semi-structured interview format, and data analysis was done through MAXQDA 20 software. Based on the findings of the research, the categories of "living in traumatic neighborhoods" and "cultural heterogeneity" were determined as Contextual conditions, "relationship with violent friends" and "individual conditions" as intervening conditions. The strategy of teenagers with violent behavior includes violence against violence, refraining from violent action and purposeful creation, which have been faced with consequences such as "financial loss", "regret" and "bad background". The central category of the research is named as "violence as a person's reaction to disturbing environmental conditions". Based on the results of this research, in addition to individual characteristics, adolescent violence is rooted in family, economic, social, cultural and environmental factors, and when students are placed in different, due to the low level of social resilience, violent acts of They show themselves.

The present research was conducted with the aim of determining the effectiveness of group training of emotional distress tolerance skills based on acceptance and commitment on the quality of life and emotion regulation of students. The method of the current research was a semi-experimental type of pre-test-post-test with a control group. The statistical population of the research was all female students of the 10th grade of high school in Rafsanjan in the academic year of 2023, 30 of them (15 in the experimental group and 15 in the control group) were selected as a cluster random sampling method and using a questionnaire. Var et al.'s (1996) quality of life and Garnevsky and Kraij's (2006) emotion regulation. During 10 sessions, the intervention group underwent 90-minute group training for coping with emotional distress based on acceptance and commitment twice a week, but no action was taken in the case of the control group. Data analysis was done with tests as mean, standard deviation and covariance analysis using SPSS version 24 software. P value less than 0.05 was considered significant. The results showed that the group training of emotional distress tolerance skills based on acceptance and commitment has an effect on the quality of life and emotion regulation of students. Therefore, group training of emotional distress tolerance based on acceptance and commitment can be used to increase the quality of life and regulate students' emotions.

The purpose of this study was to analyze the effects of parenting style and practice of religious beliefs of families on individual, social and educational characteristics of students. This research In terms of purpose, is Practical And in implementation method, is Descriptive in type of correlation (Regression). The statistical population of this study includes all second year high school students in Qom in the academic year 1399-99 (approximately 15 thousand male and female students). The statistical sample of the study includes 375 students (according to Morgan table) who were selected and studied in a cluster-random manner. The research instruments included Bamrind (1972) Parenting Styles Questionnaire, Religious Beliefs Questionnaire (2000), Neo Personality Traits Questionnaire designed by McCrery and Costa (1985), The Wieland Social Development Scale, and Pham & Taylor (1999) Academic Performance Questionnaire. The validity of the questionnaire was confirmed by the professors and their reliability was reported to be satisfactory. To analyze the data in the descriptive statistics section, descriptive tables and graphs were used to express the demographic and descriptive characteristics of the research. The results of the present study showed that parenting styles and practice of religious beliefs of families affect the individual, social and educational characteristics of students. Thus, the better the parenting styles of the parents, from the authoritarian style to the logical authority style, the better the students 'academic, social and academic performance, and on the other hand, the better the students' religious beliefs, the better the academic performance. Students' social and educational conditions improve.

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.

Successful intelligence can improve many psychological and academic characteristics, and considering the importance of emotional self-awareness and academic engagement, the present study was conducted with the aim of determining the effectiveness of education based on successful intelligence on emotional self-awareness and academic engagement of secondary school students.

This was a semi-experimental study with a pre-test, post-test and follow-up design with experimental and control groups. The population of the current research was all students of the tenth and eleventh grades of theoretical branch of Saveh city in the academic years of 2022-3, which the sample size was calculated according to G Power software equal to 25 people for each group. Therefore, 50 people were selected by a targeted method and randomly replaced into two experimental and control groups. The experimental group received 10 sessions of 75 minute of education based on successful intelligence, and the control group did not receive any intervention during this period. The research tools were included the revised emotional self-awareness questionnaire of Rieffe et al (2008) and academic engagement questionnaire of Schaufeli et al (2002), which whose psychometric indicators were confirmed. In this study, to analyze the data were used from analysis of variance with repeated measurements and Bonferroni's post hoc test in SPSS software.

The findings showed that there was a significant difference between the experimental and control groups in the post-test and follow-up phases in terms of emotional self-awareness and academic engagement. In the other words, education based on successful intelligence increased the emotional self-awareness and academic engagement of second school students, and the results remained in the follow-up phase as well (P<0.05).

Considering the effectiveness of education based on successful intelligence on increasing the emotional self-awareness and academic engagement of secondary school students, to improve the psychological and academic characteristics of students can be used the method of education based on successful intelligence.

The present study aimed to identify factors affecting the development of teacher and student participation in research activities (student research centers).

 This applied research was conducted using a qualitative approach. The research population consisted of experts in student research centers in Semnan province in the 2021-2022 academic year. From among them, based on the principle of theoretical saturation, 16 individuals were selected as samples using purposive and snowball sampling methods. Data collection tools were semi-structured interviews, the validity of which was confirmed by triangulation, and reliability was achieved with a Cohen’s kappa coefficient of 62%. Data were analyzed using open, axial, and selective coding in MAXQDA 2020 software.

 The findings showed that factors affecting the development of teacher and student participation in research activities included 18 concepts, 6 subcategories, and 3 main categories. The main categories included research center structure (with two subcategories: reward system and appreciation of teachers' and students' efforts, and employment conditions and ethical principles in the process), clear mission and vision of the research center (with two subcategories: strategic program development and specification of goals, missions, values, and visions), and laws, regulations, and policies (with two subcategories: flexibility in the process of employing teachers, student teachers, and talented students, and adding points in annual evaluation and ranking).

 Considering the identified factors affecting the development of teacher and student participation in research activities (student research centers), it is necessary to plan for their participation development through the identified factors.

Many experts in the fields of sociology and psychology believe that adolescence is the beginning of the stage of identity formation and one of the duties of social institutions is to help national identity reproduction in the adolescent and young generation. Therefore, the current research was conducted with the aim of sociologically investigating the impact of cultural factors on the national identity reproduction in students.

This study in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlation. The research population consisted of all adolescents aged 13-16 years in Kohgiluyeh and Boyar-Ahmad provinces with number of 51339 people, which the sample size was considered with using Cochran's formula to be 400 people, and this number was selected by multi-stage cluster sampling method. The research tool was a researcher-made questionnaire (93 questions) which whose face and content validity was confirmed and its reliability using Cronbach's alpha method was estimated above 0.70. Data were analyzed by path analysis in SPSS and AMOS software.

The findings showed that ethnic identity and adherence to customs had a positive and significant correlation with the national identity reproduction in students and the expansion of the culture of tolerance, family disorganization and expansion of virtual space had a negative and significant correlation with the national identity reproduction in them (P<0.001). Also, the sociologically model of the impact of cultural factors on the national identity reproduction in students had a good fit, and in this model, cultural factors had a direct and significant effect on the national identity reproduction in students (P<0.001).

According to the results of this study, the cultural factors had a significant impact on the national identity reproduction in students. Therefore, to national identity reproduce in students it is possible to prepare the ground for the improvement of cultural factors.

The purpose of the current research was to analyze the effects of parenting style and adherence to religious beliefs of families on the individual, social and academic characteristics of students, considering the mediating role of the media. This research is descriptive of the correlation (regression) type in terms of its purpose, application and method. The statistical population of this research includes all the students of the second year of high school in Qom in the academic year 2018-2019 (about 15 thousand male and female students). The statistical sample of the research includes 375 students (according to Morgan's table) who were randomly selected and examined. Research tools include Baumrind's parenting styles questionnaire (2010), religious beliefs questionnaire (2019), neo personality characteristics questionnaire designed by McCree and Costa (2012), Vineland social development scale, Pham and Taylor's academic performance questionnaire (1999) and researcher-made questionnaire. It was the use of mass media. The results of the present research showed that at the level of 0.99, parenting styles and adherence to the religious beliefs of families and the media have an effect on the individual, social and academic characteristics of students, and considering that the values obtained from the Sobel test are more than is 1.96.

The aim of this research was to investigate the effectiveness of Vantaaz parenting therapy on the internal and external problems of elementary school students with behavioral problems. The research method was semi-experimental with experimental and control groups. The statistical population of this research included all the primary school students of Shiraz city along with their parents who had referred to the counseling clinics of Shiraz city in the fall of 2021 for psychological problems. 30 mothers along with their students were selected as available and randomly replaced in two experimental and control groups. Pioneer parenting training intervention was conducted in 8 weekly sessions for 90 minutes. In order to collect data, Sperelfkin and Gado child symptom list and Connors short form behavior problems questionnaire for parents of Keith Connors were used. In order to analyze the data, descriptive statistics tests (mean and standard deviation) and univariate covariance analysis were used with SPSS version 24 software. The results showed that vanguard parenting treatment had a significant effect on the internal and external problems of elementary school students with behavioral problems (P<0.001). The eta square showed that the parenting therapy explains 61% of the changes in the internal problems and 65% of the external problems of elementary school students with behavioral problems. According to the results of this research, it is suggested to use pioneer parenting therapy in reducing the internal and external problems of elementary school students with behavioral problems.

This study aims to determine the impact of school privatization on social character of students attending public and private schools in Mashhad. For this purpose, a field survey was adopted and data were collected using Robert Cloninger's "nature and character " questionnaire (TCI-R), which focuses on cooperation and Self-Directedness dimensions of the Tridimensional Personality Inventory. The statistical population comprised secondary school students in Mashhad. Samples were randomly selected from both public and private schools. Data analysis was conducted using SPSS version 21. The mean social character score of students was 156.30±18.89. Further analysis revealed that the mean cooperation score was 104.33±13.49, and the mean self-direction score was 51.96±6.83. The results suggest that private schools are more effective than public schools in achieving educational goals and adapting to today's changing environment. Consequently, the research hypothesis on the difference in the mean social character between students from public and private schools is confirmed. Accordingly, it was found that private school students on average exhibited a higher social character than their counterparts in public schools. Additionally, t-test results showed a significant difference in the two dimensions of social character, with private schools outperforming public schools in both dimensions.

This article examines parents' views on the security of their children's presence in cyberspace. This research was done by survey method and by distributing questionnaire among 260 people. According to the findings, parents whose children use foreign messengers more often have more concern and sensitivity towards their presence in these messengers; While such sensitivity is not observed in the case of internal messengers. Also, with the decrease in the safety and health of messengers and also with the decrease in easy access to appropriate and useful content in cyber space, parents also find it more necessary to control and monitor their children's activities in this space. On the other hand, the more incapable parents are of managing and controlling their children to communicate with people or view inappropriate content in cyberspace, the more necessary they are to control and monitor their children's activities in this space. Also, the unsafe and unhealthy nature of this space overshadows the virtual communication of children and teenagers in various fields, including communication with family and acquaintances, and reduces the educational effect of children's virtual relationship with acquaintances in the virtual space.

The purpose of this research was to predict academic procrastination through the academic emotions of the second high school female students. This research was applied in terms of purpose and descriptive in terms of correlational data collection. The statistical population of the present study includes all female students of the second secondary level of Gorgan city in the academic year of 2011-2012, whose number was 4501. According to Morgan's table, the number of samples equal to 354 female students of the second secondary level were selected using available sampling. The research tool in this study was a standard questionnaire, which was used for procrastination from Sawari's academic procrastination questionnaire, and for measuring academic emotions, Pakran et al.'s questionnaire was used. After collecting and extracting the data, the scores of the participants were analyzed using Pearson's correlation method and then multivariate regression analysis using SPSS-27 software. The results of the correlation coefficient between the research variables were significant. The results show that the regression model using the simultaneous method (Enter) variables of positive emotions (β=0.463), negative emotions (β=0.131), and academic emotions (β=0.117) are significant predictors of procrastination. are academic work (P>0.001). The research showed that the variables of positive emotions, negative emotions, and academic emotions are significant predictors of academic procrastination.

The aim of this applied research is to examine the relationship between media literacy and the amount of use of virtual space and the acceptance of media news among students. The statistical population includes all female students of the second year of secondary school in Ardabil city in the academic year of 2001-2002. The sample size was estimated using Cochran’s formula of 380 people whom were selected by multi-stage cluster sampling. The data were colledcted by researcher-made questionnaires of which validity was confirmed by face validity and reliability through Cronbach’s alpha coefficient. The data were analyzed with Pearson’s correlation coefficient and one-way analysis of variance in SPSS software. According to the results, there is no significant relationship between media literacy and the amount of use of virtual space. There is a negative relationship between media literacy and its components with media news acceptance. Among the demographic variables, the relationship between academic field and media literacy, acceptance of media news, as well as the relationship of media type with the amount of use of virtual space and acceptance of media news has been significant. Therefore, by strengthening media literacy, it is possible to increase students’ awareness and skills in the field of media news and information and to prevent the acceptance of false and unreal news in cyberspace.

The study aimed to investigate the mediating role of boredom in the relationship between cognitive abilities and addiction readiness in students.

The present research employed a descriptive-correlational approach using structural equation modeling. 200 students from the second secondary school in Khorramabad city were selected using a multi-stage cluster sampling method. The tools used in this research included the cognitive abilities questionnaire, the multidimensional state boredom, and the addiction readiness scale. To analyze the research model, the structural equation model was employed using AMOS 24 software.

The findings showed that cognitive abilities had a significant direct effect on readiness for addiction, and boredom played a significant mediating role in this relationship. Overall, the results indicated that the model had a good fit.

It is suggested that educational systems take steps to enhance cognitive abilities and focus on relevant and effective structures. This approach can help reduce boredom and potentially decrease susceptibility to addiction.

In recent years, the new media have been playing a central role in shaping the actions of teenagers, so that they have become an effective factor in maintaining social order or creating criminal behaviors. In the meantime, along with the increase in the use of new media, the discussion of media literacy has also gained special importance. Therefore, the purpose of this study was to study the relationship between media literacy and tendency to delinquent behaviors among high school students. So, 390 students of Tabriz city were selected multistage cluster sampling method. The data was collected taking surveying method and using a researcher-made questionnaire. The findings indicated that there is no significant difference between tendency to delinquent behaviors and gender and type of school. However, there is a significant difference between tendency to delinquent behaviors among students and their location or area of residence. Tendency to delinquent behaviors among respondents living in low-income areas is more than those living in semi-privileged and privileged areas. There is a significant negative correlation between the socio-economic status of students' families and students' media literacy with tendency to delinquent behaviors (-0.27) and (-0.33), respectively. Through applying structural equation modeling using Amos software, it was found that socio-economic status of families (-0.30) and media literacy (-0.33) affect students' tendency toward delinquent behaviors.