دانش آموزان

Spiritual intelligence is the intelligence with which we deal with and solve semantic and value problems, the intelligence that By putting life's activities and tasks into broader, richer and more meaningful contexts, we use them to To know the meaning of our actions. Emotional intelligence related to emotional and social skills and abilities Self and others, so the purpose of the present study is to investigate the relationship between emotional intelligence and spiritual intelligence The academic performance of high school female students in district 2 of Tehran was. Correlation research method That is through modeling structural equations. The population consisted of 1500 students Secondary school districts of Tehran were in the academic year 1398-1989, based on Cochran's formula of 305 students They were selected at random. Research instrument, Emotional Intelligence Questionnaire (Bar-on, 1997) The questionnaire was Spiritual Intelligence (King, 2008). To analyze the data with various preliminary analyzes (ie Mean, standard deviation, Pearson correlation coefficient to obtain an initial insight into the data Then, more sophisticated analyzes are performed to evaluate the fit of the proposed model and to investigate the research hypotheses through Structural equation modeling was performed using amos software. The results of this study showed that between There is a significant relationship between emotional intelligence, spiritual intelligence and academic performance. Finally, based on these findings Emotional intelligence and semantic intelligence can predict students' academic performance.

Schemas mean patterns, templates and basic examples that form in our minds and influence our way of thinking, feeling and behaving. This schema, which is formed in the educational environment and is influenced by student communication, is called academic schema, identifying and measuring academic schemas is essential to prevent students' academic and psychological problems.

This research was conducted with the aim of constructing and validating the academic schema scale in s in high school girl students

The method of the study was a combination of exploratory type and instrument  development model. For this purpose, the foundation was first established through a qualitative study  based on data theorizing, using a semi structured interview technique that was  selected and interviewed with a sample of17 students.The text of the interviews was coded using three methods of open, central and selective coding. In the next stage  based on the codes obtained from the  qualitative part of the research, it became a tool for measuring the schema academic  of high school girl students and validating them. They were studying in 2021-2022. They were selected using  Purposive sampling and responded to the scale of academic schema.

In the results of confirmatory factor analysis, the academic schema scale containing 37 items and including 7 factors was confirmed, student status (6 items),  Academic Value (4 items), career future (6 items), school regulations (7 items). , teacher's attitude and behavior (5 items), measurement and evaluation (6 items) and Student–Student relationship (4 items) and model fit indices in confirmatory factor analysis confirmed the validity of this scale.

 the results of the study provided evidence for the validity and reliability of  the researcher-made questionnairescale of academic schema  as a tool for measuring  defective and inhibiting schemas in the path of academic success of students.

Social support is known to be the most powerful coping force for successful and easy coping when dealing with stressful situations and makes it easier for patients to bear problems.

The purpose of this research was to investigate the effect of emotional and spiritual intelligence and social support on creativity and motivation with the mediating role of self-improvement.

The method of the current research was descriptive correlation type with path analysis approach. The statistical population consisted of 336 students in the fourth grade art course of Al Muthani province. Using Cochran's formula, 148 of them were selected by random cluster sampling. To collect research data, from six standard questionnaires of Goleman emotional intelligence (2001), King spiritual intelligence (2008), Zimet et al.'s social support (1988), Cooper self-improvement (1997), Torrance creativity and Harter academic motivation. (1981) was used. The validity of the questionnaire was confirmed and the reliability of the tool was confirmed using Cronbach's alpha coefficient in a preliminary study for emotional intelligence questionnaire 0.89, spiritual intelligence 0.84, social support 0.89, creativity 0.87, academic motivation 0.91 and self-improvement. 0.79 was approved. Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software.

The results showed that emotional intelligence, spiritual, social support and self-improvement have a positive and significant effect on students' creativity and motivation, also the results showed that the mediating role of self-improvement in influencing emotional intelligence, spiritual and social support on students' creativity and motivation is positive and it is meaningful.

Social support, by acting as a mediator between life stressors and the occurrence of physical and mental problems, as well as strengthening students' knowledge, reduces stress and increases motivation in students.

Concept mapping can be taken as a tool that identifies the learner's understanding of the subject. Therefore, attention to the importance and application of concept maps for the development of creative thinking and information preservation in the educational system is an inevitable necessity.

The aim of the current research was to the effectiveness of teaching with conceptual maps in developing creative thinking skills and retaining information in the physical geography of fifth-grade literature students.

The present study was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population of the study was 801 fifth-grade students of literature in Urmia. Sixty students were selected by cluster random sampling method and randomly assigned to two groups of 30 (control group 30 and experimental group 30 students). Data collection was based on a creative thinking questionnaire by Welch & Mc Dowall (2002) and information retention by Mohammadi Bahmani (2014). The face and content validity of the questionnaire was approved by professors and experts in management and educational sciences and was confirmed through factor analysis. The reliability of the questionnaire was 0.89 for creative thinking and 0.84 for information retention based on Cronbach's alpha coefficient. The analysis of the information obtained from the tests was done through SPSS. 22 software in two descriptive sections including (Mean and standard deviation) and inferential (analysis of covariance).

The research results showed the effect of concept map training on the development of creative thinking skills (expansion, innovation, fluidity, and flexibility) and the retention of positive and meaningful information, it was also found that the effect of mind map training on creative thinking is greater than retention It was information.

The results showed that the use of concept mapping training is effective in the development of creative thinking skills and

Bullying during adolescence presents a significant social issue affecting all individuals involved, especially the victims. Insights into the behaviors of bystanders and upstanders and the factors influencing them can lead to more effective anti-bullying strategies. While previous research has primarily centered on perpetrators and victims, the role of witnesses—who can significantly influence the reduction of bullying in various environments, including schools—remains underexplored. This study aims to examine the lived experiences of adolescents who witness bullying. A qualitative, descriptive phenomenological method was employed to meet the research objective. The study involved 12 male and female students from first and second high schools in Birjand during the 2023-2024 academic year. Participants were selected through purposive sampling (maximum variation) and based on the principles of saturation and sampling adequacy. Data were collected via semi-structured interviews and analyzed using the Stevick-Colaizzi-Keen method. Interview data analysis revealed six main themes, 15 sub-themes, and 31 semantic units. The main themes included power dynamics and social hierarchy (arrogance and control), vulnerability and social challenges (personal traits and interpersonal skills), emotional turmoil (empathy and compassion, moral injustice, personal responsibility), ambivalent reactions (passive responses, active intervention), avoidance and self-protection (lack of assertiveness, caution, indifference, and self-interest), and positive social impact (emotional intelligence, social competence, peaceful conflict resolution). The findings underscore the complexity and multidimensionality of the positive and negative behaviors of bullying witnesses, highlighting various influencing factors. The study’s results can inform the development of intervention and educational programs aimed at promoting positive behaviors among bullying witnesses and supporting victims.

The present study aimed to investigate the psychometric properties of the Writing Motivation Questionnaire in students. The research method was descriptive and psychometric studies. The statistical population of the study consisted of all students of the first secondary schools of Germi city (Ardabil province) in the academic year 2023-2024, from which 314 students were selected as a sample using cluster random sampling. To collect data, the Writing Motivation Questionnaire of Graham et al. (2023) and Students’ Basic Psychological Needs at School Scale of Tian et al. (2014) were used. The internal consistency coefficient method (Cronbach's alpha) was used to examine reliability, and confirmatory factor analysis and convergent validity were used to examine validity. Analyses were performed using SPSS25 software and LISREL8/8 software. The results of confirmatory factor analysis confirmed seven factors of curiosity, Involvement, social Recognition, grades, competition, emotion regulation, and boredom relief for the writing motivation questionnaire. The results of Pearson correlation coefficients to examine the concurrent validity of the writing motivation questionnaire showed that there was a significant positive relationship between the students' scores on the writing motivation questionnaire and the Students’ Basic Psychological Needs at School Scale. The internal consistency of the writing motivation questionnaire was calculated in terms of Cronbach's alpha coefficients and was confirmed with correlation coefficients of 0.73 to 0.81. Therefore, based on the findings of this study, it can be concluded that the writing motivation questionnaire has sufficient validity and reliability to measure this construct in samples of Iranian students.

The present study was conducted with the aim of determining the mediating role of emotional self-regulation in the relationship between family emotional atmosphere and social-emotional competence in students.The descriptive-correlational research method was structural equation modeling. The statistical population of the research included all students of the second year of elementary school in Khorram Abad city in 2023-2024. In this study, 340 female students (143 people) and male students (197 people) were selected as samples by stratified random sampling method. Data collection was done using emotional self-regulation scale (Hoffman and Kashden, 2010), family emotional atmosphere scale (Hillburn, 1964) and social-emotional competence scale Zhou and Ai, 2012. In order to test the structural relationships in the assumed model, the statistical method of structural equation modeling, SPSS-24 and AMOS-24 statistical software were used. The results showed that the proposed model has a good fit. The results showed that the direct effects of family emotionality atmosphere on emotional-social competence, family emotionality atmosphere on emotional self-regulation and emotional self-regulation on emotional-social competence were significant (p<0/05), Also, the results showed that emotional self-regulation plays a mediating role in the relationship between family emotionality atmosphere and social-emotional competence (p<0/05). The findings of the present research have practical implications for educational and counseling interventions for students and families with the aim of improving the emotional-social competence of students based on the strengthening of family emotionl atmosphere and emotional self-regulation so that students can To get a good adaptation to the social and school environment in an efficient and compatible way.

The present study was conducted with the aim of determining the relationship between the dark traits personality and counterproductive academic behaviors with the mediating role of academic entitlement-concept in students. The present research method was descriptive and correlational. The statistical population of the research was all students of the second secondary school in Ramhormoz city in the academic year of 2023-2024. Among the statistical population, a sample of 480 people was selected by multi-stage cluster random sampling. The data collection tool included the dark triats personality questionnaire (jonason and Webster, 2010), academic entitlement (Chowning and Campbell, 2009) and the scale of counterproductive academic behaviors (Rimkus, 2012). For data analysis, Pearson's correlation method and structural equation modeling and SPSS version 22 and AMOS version 21 were used. was used The findings of the research indicate the appropriate fit of the model and the direct effect of the dark triad of personality traits on academic entitlement was confirmed. Also, academic entitlement had a direct effect on cunproductive academic behaviors. The model showed that dark triad traits of personality with the mediation of academic entitlement were positive and significant predictors of cunproductive academic behaviors of students (P≤0.001). According to the obtained results, it is recommended that in order to reduce cunproductive academic behaviors, students with these characteristics should be identified and educational workshops should be held to reduce the effect of these variables on students' cunproductive academic behaviors.

Headache is a common neurological problem in children and adolescents that can lead to a decrease in the quality of life. The present study was conducted with the aim of investigating the effectiveness of positive psychotherapy intervention on migraine headaches and anger rumination in female students with migraine. The research method was a pre-test-post-test experiment with a control group. The statistical population of the research included all female students with migraine in the second year of secondary school in Ardabil city in the academic year of 2023-2024, from among them, according to the criteria for entering the research and using the purposeful sampling method, 30 students with migraine were randomly selected in the experimental group (15 people) and the control group (15 people) were replaced. The experimental group received 8 90-minute sessions of positive psychotherapy (Seligman, 2002) and the control group, which was on the waiting list, received no training. Najarian's Migraine Symptom Severity Questionnaire (2006) and Sokodolski et al.'s Anger Rumination Scale (2001) was used to collect data. Data was analyzed using multivariate covariance analysis in SPSS26 software. Considering that the assumptions of normality, homogeneity of error variances, homogeneity of the regression slope between covariance variables with independent variable and equal to the variance covariance matrices were maintained: multivariate covariance analysis was used to compare the mean scores of migraine headaches and anger rumination variables in the post-test. became The results of multivariate covariance analysis showed that there was a statistically significant difference between the mean post-test scores of the two experimental and control groups after controlling for the pre-test effects in the variables of migraine headaches (P<0.001; F=73.04, ηp2=0.73) and anger rumination (P<0.001; F=20/66, ηp2=0.44) exists. Therefore, positive psychotherapy has reduced migraine headaches and rumination of anger in female students with migraines, which indicates the positive effect of this intervention.  It can be concluded that positive psychotherapy intervention is effective in improving migraine headaches and rumination of anger in female students with migraine, and therefore, according to the research findings, positive psychotherapy can be used to reduce the problems of people with migraine. Positive psychotherapy can be done by using ways such as increasing positive experiences, teaching awareness of positive experiences, creating positive experiences through mental visualization, teaching ways to reduce negative emotions, paying conscious attention to current emotions, behaviors, attitudes, feelings and paying full attention to positive emotions and Self-negativity and accepting it without judgment lead to improvement of migraine headaches and anger rumination in students with migraine

Continuous communication between parents and teachers is fundamental to a dynamic education system. To nurture healthy and balanced individuals, collaboration between the family and school is essential. This qualitative study, using a phenomenological approach (Colaizzi's method), aimed to understand parents' experiences in PTA meetings to improve their effectiveness in controlling students' abnormal behaviors. Semi-structured interviews were conducted with 20 parents from District 3 of Kermanshah, selected through purposive sampling. The data, analyzed using MAXQDA software, revealed three main themes for improving PTA performance: collaborative strategies in planning meetings, strategies to enhance interaction quality, and dynamics in operational strategies for controlling deviations. The results showed that constructive communication in PTA meetings effectively supports students and controls abnormal behaviors.

Adolescence with special risks during puberty and social crises can provide the ground for the occurrence or exacerbation of psychological problems, since this period is a sensitive and decisive stage, the use of educational and therapeutic approaches to increase the level of flexibility and resilience against problems is of particular importance.

This study aimed to investigate the effectiveness of positive training on students' cognitive flexibility and resilience.

This study is an applied study in terms of a quasi-experimental method from a series of pre-tests, post-tests, and two-month follow-ups with a control group. The statistical population of this study included 11th-grade female students in Tehran in the academic year 2021-2022. The sample consisted of 42 11th-grade female students in Tehran who were selected by multi-stage random sampling method and randomly assigned to two experimental and control groups. Data were collected using the Cognitive Flexibility Questionnaire (Dennis & VanderWaal, 2010) and the Resilience Questionnaire (Connor & Davidson, 2003) in three stages: pre-test, post-test, and follow-up. The experimental group received 14 sessions of 90-minute positivity training based on the educational program (Rashid, 2014) and the control group did not receive any intervention. The data were analyzed using SPSS.27 software and repeated measures analysis of variance.

The results showed that positive attitude training is effective on students' flexibility and resilience (P< 0.05). The results showed a difference between the mean scores of the pre-test and post-test of the experimental and control groups in terms of resilience and resilience. The effect of the intervention was also maintained at follow-up.

These results suggest that positivity training can be used as an evidence-based intervention to improve students' psychological resilience and resilience in students' counseling centers and psychological services.

The ability to problem-solve is one of the high objectives in educational systems. On the other hand, fostering a spirit of help-seeking in various dimensions has been emphasized in the higher-level documents of the education system. Upon reviewing the literature in this area, few studies can be found that provide a basis for presenting a model for problem-solving skills and academic help-seeking based on the five-factor personality dimensions, considering the role of self-concept.

The aim of the present study was to propose a structural model of problem-solving skills and academic help-seeking based on the five-factor personality dimensions with the mediating role of self-concept in female students.

The research design was descriptive correlational, utilizing structural equation modeling (SEM). The statistical population of the study included all female high school students in Tehran, totaling 98237 individuals during the academic year 2022-2023. According to the Morgan table, 538 individuals were selected as the sample using stratified random sampling (proportional to students' academic level). Data were collected using the NEO Personality Inventory (1986), Problem-Solving Inventory (Heppner, 2012), Academic Help-Seeking Scale (Ryan & Pintrich, 2007), and the Self-Concept Scale (Rogers, 1975). Data analysis was performed using SPSS 25 and AMOS 24 software.

The results of structural equation modeling indicated a good fit for the model. The findings showed that there is a significant relationship between the five-factor personality dimensions (neuroticism, extraversion, openness to experience, agreeableness, conscientiousness) and students' problem-solving skills and academic help-seeking, with the five-factor personality dimensions collectively explaining 28.5% of the variance in students' problem-solving skills and 38% in academic help-seeking (P< 0.05). The mediating role of self-concept in the model was also confirmed (P< 0.05).

Based on the results, it can be inferred that attention to students' personality profiles by educational system stakeholders can provide a basis for predicting their problem-solving skills and academic help-seeking behaviors. Therefore, it is recommended that school counselors prepare personality profiles for students to be documented in their academic records.

Nowadays, playing online games has become an integral part of the entertainment of male teenagers, so much so that for some of them, it is impossible to separate their lives from these types of games, and addiction to these games leads to these games. Studies have shown that some cognitive abilities such as appropriate executive functions and self-efficacy beliefs can be a deterrent and shock absorber of behavioral addictions similar to addiction to online games.

This study aimed to investigate the relationship between executive functions and academic self-efficacy with online game addiction.

The method of the present study was descriptive and correlational. The statistical population of this study consisted of all high school adolescents in Tehran in the academic year 2023-2024. The sample consisted of 250 high school students in Tehran who were selected by multi-stage cluster sampling. Data were collected using the Internet Gaming Disorder Questionnaire (Pontes et al, 2014), the Cognitive Abilities Questionnaire (Nejati, 2013), and the Academic Self-Efficacy Questionnaire (Morgan-Jinks et al., 2004). The collected data were analyzed using SPSS.27 software using Pearson correlation coefficient and multivariate regression.

The results of the Pearson correlation coefficient showed that there is a negative and significant relationship between academic self-efficacy and executive functions with online game addiction (P< 0.05). The results of multiple regression showed that 20% of the variance of online game addiction is explained by executive functions and academic self-efficacy.

Therefore, executive functions and academic self-efficacy have many practical implications in the fields of research, etiology, and treatment of addiction to online games.

Students with high differentiation and the ability to manage and regulate emotions individually by applying appropriate achievement goals can have higher academic self-concept and this increases their motivation for future learning. Therefore, determining the relationship between differentiation and emotional regulation with the goals of academic achievement and self-concept is a fundamental necessity to adapt the students' curriculum.

This study aimed to develop a structural model of academic self-concept based on emotional regulation and differentiation mediated by achievement goals in students.

The research method is descriptive-correlational path analysis. The statistical population of this study consisted of all high school students in Sabzevar city in the academic year 2023. The sample consisted of 327 high school students in Sabzevar city who were selected by convenience sampling method and answered the Chen and Thompson Academic Self-Concept Questionnaire Chen, & Thompson (2004), Emotion Regulation Strategies Garnefski et al (2001), Differentiation Drake (2011) and Midgley and et al (1998) Achievement Goals Questionnaire. To evaluate the proposed model, path analysis using Smart PLS. 3 and SPSS 26 were used.

The results of the correlation coefficient showed that there is a positive and significant relationship between the goals of achievement, differentiation, and emotional regulation with students' academic self-concept (P< 0.001). The findings indicate that the proposed model is appropriately fit with the data. The results of path analysis showed that 78% of the variance of achievement goals and 67% of the variance of academic self-concept are explained by academic self-concept, emotional regulation, differentiation, and achievement goals.

The results of the present study showed that in general, differentiation and emotional regulation can be good predictors of academic self-concept through achievement goals, and academic self-concept can be increased by using ways to increase the scores of achievement goals.

Academic procrastination is a common issue that negatively affects students' academic performance and overall life. This study aimed to evaluate the effectiveness of a counseling package based on students' lived experiences in preventing academic procrastination and its impact on improving academic resilience among female middle school students. This quasi-experimental study employed a pre-test, post-test, and follow-up design with a control group.The sample included 60 female middle school students from Tehran, equally divided into experimental and control groups. The intervention comprised 12 counseling sessions, each lasting 60-90 minutes, focusing on various aspects of behavior, cognition, communication, motivation, and emotion. Data were collected using validated scales for academic resilience and analyzed using SPSS version 26 with descriptive statistics and repeated measures ANOVA. ANOVA results showed that the experimental group had significant improvements compared to the control group (p < 0.01). Bonferroni post hoc tests indicated increases in academic resilience in the post-test (p < 0.01), with sustained effects in the follow-up (p > 0.05). The counseling package based on students' livedexperiences effectively improves academic resilience. This approach can be integrated into educational programs to help students overcome procrastination, achieve better academic performance, and enhance mental health.

The present study was conducted with the aim of the feasibility of a motivational training package based on goal orientation theory on the vitality and academic resilience of secondary school students. The research method was quasi-experimental with a pretest,  posttest, and control group design. The statistical population was female students of second secondary level in Yazd city in 2022-2023. Among them, 30 were selected by convenient sampling and randomly divided into two experimental groups (N=15) and a control group (N=15). Motivation package training based on goal orientation was implemented in 12 90-minute sessions. The tools of the current research included Academic Vitality Questionnaire (Dehghanizadeh & Hossein Chari, 2011) and Academic Resilience Questionnaire (ARS, Samuels, 2004). Multivariate and univariate covariance analysis methods were used for data analysis. The findings showed that by controlling the pre-test effect, there was a difference between the post-test mean of academic vitality and two subscales of positivity and future-oriented and problem-oriented at the level of 0.01. However, by controlling the pre-test effect, there was no significant difference between the post-test mean of the interpersonal skills subscale at the 0.05 level. Motivation training based on goal direction is an efficient method to improve academic vitality, positivity, and future future-oriented and problem-oriented.

 Educational adjustment and Educational engagement are important and significant variables among students. Therefore, the aim of the research is to investigate the effectiveness of cognitive load training on Educational adjustment and Educational Engagement in second year high school students. The semi-experimental research method was pre-test, post-test with a control group and a two-month follow-up period, and the statistical population included all female students of the second year of high school in the six districts of Isfahan in the academic year of 1402-1403. 42 people were selected through targeted sampling and randomly assigned to two intervention groups and control group (21 people in each group). The research tools in the pre-test, post-test and follow-up phases included the Baker and Seriak academic adjustment questionnaires and Rio's academic engagement. Data analysis was done using SPSS version 23 software and multivariate covariance analysis .The results showed that training has increased students' cognitive load, Educational adjustment and Educational Engagement, the effects of training remained in the follow-up phase (p<0.001). Cognitive load training reduces mental burden, enhances students' Educational adjustment and Educational engagement, decreases educational stress, and improves the quality of education

This research was conducted with the aim of investigating the effectiveness of moral intelligence training based on storytelling on anxiety in elementary school girl students. The research method was a semi-experimental type and a pre-test-post-test research design with a control group. The statistical population included all the sixth grade female students of Semnan city in the academic year of 2023-2024 in the number of 569 people, of which 30 people were randomly selected by purposeful sampling into two groups (experiment 15 people and control 15 people) were placed. To collect the required information, March and et al's anxiety questionnaire (1997) was used. For 12 sessions, the experimental group was subjected to the intervention of moral intelligence training protocol in the storytelling method of Frank and Burba (2014). The analysis of covariance statistical test was used to analyze the data. The findings showed that teaching moral intelligence through storytelling was effective in reducing students' anxiety (P<0.001). Based on the results of the present study, it can be concluded that using the content and instructions of teaching moral intelligence in the way of storytelling is useful for reducing anxiety in students.

Students in the educational system use different learning strategies to realize their learning. Reviewing the research background has confirmed the importance of learning strategies at different educational levels. Therefore, the current research aimed to teach basic and complex explanation and elaboration strategies on the English language academic performance among female students. The research method was semi-experimental with an unequal control group design. The statistical population included all ninth-grade school girls in district 1 of Hamedan city, among whom 90 students were selected and replaced in three groups of 30 subjects (two experimental groups and one control group). The first experimental group was taught the basic elaboration strategy, the second experimental group was taught the complex elaboration strategy, and the control group used the conventional teaching method. To collect data, a teacher-made tool was used in the English language performance. The results of covariance analysis showed that the teaching of basic (F=37.22, p<0.01) and complex (F=60.71, p<0.01) elaboration strategies have a significant effect on increasing English academic performance. Also, the results of the Bonferroni Test regarding the comparison showed that the effectiveness of complex elaboration strategies is more effective than basic elaboration on English language performance (p<0.01). The findings showed that basic and complex elaboration strategies are effective on English language performance and the effectiveness of the complex elaboration strategy was higher, so it is suggested that teachers use these strategies to improve students' English language learning.