نشریه اندیشه های نوین تربیتی
سال هفدهم شماره 4 (پیاپی 62، زمستان 1400)

 The purpose of this study was to investigate the effect of Montessori method of education on the neuropsychological functions of students with nonverbal learning disorders. Four first grade students diagnosed with nonverbal learning disorders based on the researcher-made neuropsychological test for the diagnosis of non-verbal learning disorders (Movahedipour et al., 2020) were selected from Nabi Akram Elementary School in Bonab in 2020. The selected students received Montessori method of education for ten separate sessions by using a single subject study design with multiple baselines (ABA). They were followed up three weeks after the intervention. Finally, the data obtained at the baseline, intervention and follow-up stages were analyzed by visual diagram analysis, percentage of all non-overlapping data (PAND), effect size and recovery percentage. The results showed that Montessori method of education improved the neuropsychological functions of students with nonverbal learning disorders.IntroductionChildren with nonverbal learning disorders (NVLD) often have impaired math skills, executive functions, and fine motor control, which may occur due to visual processing defects (Bunker et al., 2020). People with NVLD are more likely to be weak and unable to perform tasks that require skills related to their left body. A large proportion of these cognitive, behavioral, and motor functions, which are impaired in the functioning of individuals with NVLD, appear to be associated with brain damage in neuropsychological assessments, which is evidence of learning disabilities in early childhood (Rezaei Kouchaksarai et al., 2014). Introduced by Johnson and Michaelbast (1967), NVLD is a type of neuropsychological dysfunction that arises from the right hemisphere of the brain and causes defects in visual-spatial processing, organization and evaluation (Abdullah, 2019). Typically, NVLD affects three specific areas: 1- Motor problems 2- Problems related to visual-spatial organization 3- Social interaction and communication problems (Hash Marcus, 2019). Movahedipour et al. (2019) introduced the following nine components as NVLD neuropsychological functions in the neuropsychological test: visual attention and visual memory, tactile attention and tactile memory, tactile perception, processing and spatial visual perception, functions Performance, coordination and perceptual-motor integration, coarse and fine motor skills, nonverbal reasoning, and spatial orientation and orientation.     The Montessori training program provides an effective opportunity to strengthen the five senses (Yildizbach and Eshlyuksek, 2016). Many Montessori activities are designed to help children control their muscles and movements. These activities strengthen children’s finger muscles (Kaya and Yildiz, 2019).       Now, the main question of the present study is whether teaching Montessori method is effective in increasing the neuropsychological functions of students with non-verbal learning disorders?Method The present study used a single baseline multi-baseline (ABA) design. Accordingly, in the first stage, the baseline of the desired behavior was determined using a neuropsychological test to diagnose NVLD for all the participants. In the second stage of the treatment protocol, Montessori method training was initially performed only for the first student. After a few sessions, treatment protocol proved effective in changing the behavior of the first student in the predicted direction. Then an independent variable was applied to the second student. After the effectiveness of the independent variable for the first and the second students, therapeutic sessions were performed for the third and the fourth students. Finally, the effects of the intervention were determined by comparing their behavior at the baseline and their behavior after the intervention.     The subjects of the study included four male students of the first grade of elementary school who were diagnosed with NVLD based on the researcher-made test: Psychological diagnosis of nonverbal learning disorders by Movahedipour et al. (2020). They were selected by convenience sampling according to the inclusion criteria and participated in the training program.     The tool used in this study was a neuropsychological test for the diagnosis of NVLD. This test consists of nine subtests with a total of 29 questions. The highest score in this test is 60 and the response time for nine subtests is 30 minutes. If a child scores less than 18.5, they are diagnosed with NVLD. The components of this test were significantly correlated with the components of the IQ subtest of perceptual reasoning on the Wechsler scale in the four students at the 0.01 level. This result confirms the simultaneous validity of the test. The total reliability of the test was confirmed through Cronbach's alpha of 0.81 and split half method of 0.78.Findings     The research hypothesis was "Montessori method training increases the neuropsychological functions of students with NVLD." Table 1 shows the students’ scores and recovery percentage.Figures 3-6 also show the students’ data on the amount of neuropsychological functions at baseline, intervention and follow-up stages. Then PAND index, phi coefficient and Cohen d are reported for each student and then for the whole group. As seen in Figures 2, 3, 4 and 5 of the midline, the stability envelope and the trend line for each student are shown in three stages: baseline, intervention and follow-up. According to the figures, all the data related to the students at the baseline, intervention and follow-up stages are within the stability envelope. According to Table 6, the trend of changes at the baseline stage is decreasing for the students and increasing in the intervention stage.To evaluate the effect of Montessori method training on all the students, the percentage of PAND overlapping data method was used. This index was also converted to phi coefficient and then Cohen d statistic. The sum of overlapping observations is 11. According to these numbers, the percentage of total overlapping observations is 16.17. The PAND index is obtained by subtracting the percentage of overlap from 100, the value of which is 83.83. The resulting phi coefficient was 0.67. Cohen d statistic was also obtained as 1.81. This number is part of the size of large effects. According to these findings, Montessori method training had a high effect on increasing neuropsychological functions of all the students.Discussion and conclusionThe aim of this study was to investigate the effect of teaching Montessori method on neuropsychological functions of students with NVLD. The results of visual analysis of the graphs, PAND method, effect size and percentage of recovery of the subjects showed that Montessori method training increased the neuropsychological functions of students with NVLD.The effectiveness of Montessori method of education on increasing neuropsychological functions of children with NVLD can be explained as enriching the learning environment supports brain development, promotes learning and acts as an effective stimulus in children's psychological development (Di Garbo et al., 2011). Alamian Rad and Shafipour Motlagh (2015) reported a significant relationship between the four components of Montessori education (educational goals, educational methods, educational tools and equipment and educational activities) and enriching the learning environment. Furthermore, Moradi and Movahedi (2017) examined the effect of enriching the learning environment on improving neurocognitive functions of attention in children with developmental coordination disorder, and concluded that perceptual-motor exercises can be used as an interventional method for improving neurocognitive functions of attention in children with developmental coordination disorder. To scientifically confirm this, animal studies have reported that a rich learning environment affects the child's brain and can even extend the period of brain flexibility sensitivity (Di Garbo et al., 2011).     One of the limitations of the present study was that in single-subject studies, repeated measurements may cause subjects to learn, and therefore scores may decrease or increase. It is suggested that future research examine the effectiveness of computer-assisted cognitive rehabilitation on the neuropsychological functions of children with NVLD.

This study aimed to investigate the reasons for faculty members’ lack of interest in conducting interdisciplinary research in the fields of humanities and social sciences and to provide solutions for that. A qualitative case study method was hence used to achieve this goal. The research sample comprised 16 academic researchers and interdisciplinary authors who were selected and interviewed using theory-based sampling. The interviews were analyzed using thematic analysis method and the findings were credited using member checking and peer checking. The findings showed that the reasons for faculty members’ lack of interest in conducting interdisciplinary research can be divided into three general categories of institutional, organizational, and individual. Furthermore, institutional, organizational, scientific, and individual solutions comprise the four solutions for this issue.IntroductionInterdisciplinary research is currently considered the key to tackling the complex contemporary social challenges and the impetus for scientific innovation because scientific discoveries and innovations often occur at the intersection of disciplines. Academics are thus more likely to engage in research fields that surpass the traditional boundaries of their field (Sun et al., 2021). Most scholars believe that disciplinary research alone cannot cope with the complex challenges of societies, and competitive and knowledge-based economies, as well as pluralistic democracies (Bozic & Pohoryles, 2009). Thus, the issues and challenges facing contemporary society require the collaboration of several disciplines with different cultures, standards, and languages ​​(Boix Mansilla, 2016). Addressing interdisciplinary fields and interdisciplinary research is one of the policies and strategies of the Islamic Republic of Iran to accelerate and develop science, especially in the field of humanities. The Comprehensive Scientific Map of Iran proposes “supporting the development of interdisciplinary sciences and technologies”, and “creation and expansion of interdisciplinary subfields in humanities and other sciences” as part of national strategies and measures (Comprehensive Scientific Map of Iran, 2011: 47-61). However, despite the great emphasis on the necessity and importance of interdisciplinary fields and interdisciplinary research in Iran, its development, especially in the fields of humanities and social sciences, has brought challenges to the academic community. Considering that the proper development of interdisciplinary research in universities requires a change in scientific policy, institutional strategy, and research and development in universities by higher education policymakers, analyzing the reasons for Iranian faculty members’ lack of interest in the fields of humanities and social sciences can help to achieve this goal.Research question: What are the reasons for faculty members’ lack of interest in conducting interdisciplinary research in the fields of humanities and social sciences? What solutions can be proposed to increase their willingness to conduct interdisciplinary research?MethodologyThe present study aimed to provide a detailed explanation of the reasons for faculty members’ lack of interest in conducting interdisciplinary research in the fields of humanities and social sciences and to provide solutions for the problem. Such an explanation requires a careful study of the phenomenon from various aspects. Mertens and Wilson (2019) believe that the case study method is suitable for such explanations of the phenomenon under study because it allows the researcher to collect different types of data to better understand the phenomenon (p. 152). A case study focuses specifically on a phenomenon, event, issue, program, group, etc. (Mertens, 2015: 305). In the present study, researchers sought an in-depth analysis of the reasons for the lack of interest in interdisciplinary research and solutions to increase willingness among faculty members in the fields of humanities and social sciences through qualitative research. Hence, a case study method was used. Since the researchers used the inclusion criteria of having at least one written book or translated book published about interdisciplinary research or having at least two articles in this field, they used the theory-based sampling method to select the participants. In theory-based sampling, the researcher selects people who theoretically represent the desired phenomenon as a sample (Mertens, 2010: 222, 233). To this end, 16 academic researchers and interdisciplinary authors were interviewed as experts (individuals who were more knowledgeable about the research subject and had at least one written or translated book or two articles about interdisciplinary research). The research data collection tool was a semi-structured interview. The thematic analysis method was used to analyze the interviews. Two methods of member checking and peer checking were used to credited the research findings.Results Based on the thematic analysis of the interview, the themes and subthemes related to each of the reasons and solutions are presented in following.ReasonsThe reasons for faculty members’ lack of interest in conducting interdisciplinary research include the following three main categories:Institutional reasons include subcategories of weakness of academic disciplines, misunderstanding of interdisciplinary research, dominance of a disciplinary view in Iran’s higher education system, lack of supportive policies for interdisciplinary research, and centralization of Iran’s higher education system. Organizational reasons have subcategories of lack of reward and motivation systems, organizational cultural problems, disciplinary barriers, and structural problems. Individual reasons comprise subcategories of inherent barriers to interdisciplinary research, lack of interdisciplinary skills, and lack of motivation to do interdisciplinary research.SolutionsThe solutions to increase faculty members’ interest in conducting interdisciplinary research include the following four main categories:Organizational solutions have subcategories of structural review, strengthening the culture of interdisciplinary research among academics, and formation of interdisciplinary interactions in the academic community. Institutional solutions have subcategories of developing incentive policies and dominance of philosophy of higher education. Scientific solutions have the subcategory of dominance of philosophy of conducting interdisciplinary research. Individual solutions have the subcategory of nurturing and empowering interdisciplinary researchers.Discussion and conclusionOur findings showed that institutional, organizational, and individual reasons can be considered as the most important reasons for faculty members’ lack of interest in conducting interdisciplinary research. Institutional reasons refer to upstream institutions, including the Ministry of Science, and are beyond the will and authority of the university. Organizational reasons refer to the structure of universities as well as their management and culture. Finally, individual reasons refer to the personality traits and individual competencies of the faculty members. In addition to identifying the reasons for faculty members’ lack of interest, four solutions, namely organizational, institutional, scientific, and individual solutions were identified to increase the interest of faculty members to conduct interdisciplinary research from university experts’ point of view. Organizational solutions lead to elimination of or reduction in organizational barriers to conducting interdisciplinary research. Institutional solutions depend on changes in the policies of upstream institutions, including the Ministry of Science. The scientific solutions refer to the dominance of the interdisciplinary attitude toward academic research, which requires academics to be familiar with the nature and importance of interdisciplinary research. Finally, individual solutions seek to eliminate the weakness of faculty members in conducting interdisciplinary research and help to enhance their personal competencies in conducting interdisciplinary research. In conclusion, the increase in faculty members’ interest in conducting interdisciplinary research requires applying the presented solutions. Meanwhile, the efficacy of these solutions is enhanced when administrators’ attitude approves their application in universities.

The purpose of this study was to compare the effect of the virtual training of mindfulness and integrative training of emotional competencies intervention on psychological well-being with the moderating role of job engagement. Research population comprised all teachers working in Education Office in Khorasan Razavi Province who were also undergraduate students at Islamic Azad University. Of the study population, 353 consented to participate in the study, and 90 individuals who scored the highest in UWES-9 were purposively selected and allocated into experimental and control groups. Experimental groups received twelve 90-minute sessions via video conference training. The data were collected through Ryff's Scales of Psychological Well-Being (2006) and UWES–9S (2002). The results showed that both educational methods led to a significant improvement in psychological well-being in experimental groups (P ˂ 0.05). Also, the dimensions of job engagement played a moderating role in this research.IntroductionTeachers are constantly anxious and stressed due to the intense activities and problems they encounter at school with the principal, parents, and coworkers. Therefore, it is necessary to consider their health from a positive perspective and to address issues such as psychological well-being (PW) that can determine mental health (Alzina & Paniello, 2017). One of the factors affecting PW is job engagement (JE). JE is a concept that is often used in contrast to job stress. Some researchers, including Schaufeli et al. (2006), have divided JE into three dimensions: Vigor (high levels of energy and mental flexibility while working), absorption (full focus, and immersion at work), and dedication (experience of a sense of importance, desire, intuition, honor, and challenge at work). All such training tries to control stress, but at present, what has attracted experts in the field of occupational health is the use of cognitive-behavioral interventions with a preventive approach. As such, workplace mindfulness training (WMT) (Kersemaekers et al., 2018) and emotional competence training (ECT) (Housman et al., 2018) are among the most effective preventive methods. Rahimi Klor and Kazemzadeh (2015) found a significant negative relationship of JE scores with burnout and job stress. The present study focuses on the theoretical foundations, research background, and research gaps on the effectiveness of virtual training of WMT and ECT on psychological well-being as well as the moderating role of JE, seeking to answer the question of whether virtual training ECT and WMT techniques are effective on teachers' PW due to the moderating effects of JE on teachers. This study aimed to compare the effect of the virtual training of WMT and ECT intervention on PW with the moderating role of JE.Methods and MaterialsThe present study was a semi-experimental study with pretest-posttest and a control group. Study population comprised all teachers working in the Education Office in Khorasan Razavi Province, who were also undergraduate students at Islamic Azad University. Of the study population, 353 consented to participate in the study, and 90 individuals who scored the highest in Utrecht Work Engagement Scale (UWES-9) were purposively selected and allocated into two experimental groups and a control group. That is, 10 individuals from each dimension were randomly assigned to WMT, ECT, and control groups (Table 1). For each of the experimental groups, twelve 90-minute sessions were provided via video conference training. The control group received only regular medical care in this period.  Before and after the training, Ryff’s Scales of Psychological Well-Being (2006) was administered to experimental and control groups (Figure 2).The Utrecht Work Engagement Scale (UWES–9S) This questionnaire was prepared by Schaufeli et al. (2006) and has 17 items. Schaufeli et al. (2006) reported the validity and reliability of UWEA-9S as 0.66 and 0.85, respectively.Ryff’s Scales of Psychological Well-BeingThis questionnaire consists of 54 items with an overall score (Ryff and Singer, 2006). Internal consistency of this questionnaire confirmed with a Cronbach's alpha of 0.94 for the whole scale and between 0.62 and 0.92 for its subscales (Ryff and Singer, 2006).ResultsAs seen in Table 2, participants in both groups have the same mean level in the PW pre-test based on different dimensions of JE, but participants in the experimental groups had higher mean scores than those of the control group in the post-test PW based on different dimensions of JE.The results of ANCOVA in Table 2 show that the effect of each main group was significant, but the effect of subgroups and the effect of interaction between the group and subgroup on PW was not significant. Therefore, by considering pre-test scores as a variable (auxiliary), ECT and WMT techniques have led to a significant difference between the experimental and control groups in the PW variable by JE dimensions. This effect was 81%, 57.5%, and 87.1% in the ECT group and 82.1%, 71.9%, and 88.1% in the WMT group respectively for vigor, absorption, and dedication. Statistical power 1 also indicates the adequacy of sample size and acceptable statistical accuracy for this conclusion.Bonferroni test (Table 3) revealed a statistically significant difference between ECT and WMT (P ˂ 0.05) in all three dimensions of vigor, absorption, and dedication. Furthermore, there was a statistically significant difference between WMT and the control group and between ECT and the control group in all three dimensions of JE (P ˂ 0.05). The results showed that both ECT and WMT techniques led to a significant improvement in the experimental groups compared to the control group in PW by dimensions of JE (P ˂ 0.05). However, according to the mean difference, the significance level was higher in the WMT experimental group compared to that in the ECT experimental group. Also, there was a statistically significant difference between the mean PW of the experimental groups and the control group in the JE dimensions (vigor, absorption, and dedication); dimensions of JE moderated the effect of teaching ECT and WMT on teachers' PW. Also, according to eta coefficients and test power (Table 2), it can be suggested that in both experimental groups (ECT and WMT), the dedication subgroup had a greater adjustment effect than the vigor and absorption subgroups. The vigor subgroup had a greater moderating effect than the absorption subgroup on PW.Conclusions and DiscussionThe results showed that the training of WMT and ECT techniques led to a significant improvement in PW of the experimental groups compared to the control group. Also, training WMT technique was more effective than training ECT technique. All three dimensions of JE (vigor, absorption, and dedication) had a moderating role in the effectiveness of training WMT and ECT techniques on participants’ PW. Also, the dedication subgroup had a greater adjustment effect than the vigor and absorption subgroups. The vigor subgroup had a greater moderating effect compared to the absorption subgroup on PW. Given that this research was conducted among primary school teachers, care should be taken in generalizing the results to other groups. The innovative aspects of this study include reporting the moderating role of JE between WMT and ECT with PW for the first time, as well as providing WMT and ECT training.

The article is about the life, studying, works, professional and social activities of Dr. Ali Shariatmadari, a professor of philosophy of education. Thick description, analysis, ethnosemantic and empathetic reflection were used to study the life and works of Dr. Ali Shariatmadari. His life and education coincide with significant social, cultural, political, and scientific-philosophical transformations in Iran and in the world. He was sensitive and optimistic about intellectual development and tried to persuade and realize the "philosophical spirit" and "critical/sound thought", unity of personality and coordination of action and opinion in one's life. He believed in education, teaching, and social justice based on the elements of indigenized culture, while idealizing and enlightening, enthusiastically welcoming scientific innovation, and paying attention to world science. Dr. Ali Shariatmadari should be regarded a hard-working educator and competent mentor. New generations consider him an "unfinished project" that wants to be a window, a beginning and not all the way, not the only way, not just the only reading of indigenized perspective.

 This article is about the life, education, works and professional and social activities of Dr. Ali Shariatmadari, a professor in the field of philosophy of education. Thick description, analysis as well as empathetic and accompanying reflection on “educational experience” in a broad sense, deal with the triad reciprocal determination (behavior, personality and ecology). The ecology of the humanities and contemporary Iranian philosophy have different branches: rational orientation, essentialism, justificationism and foundationalism. Justificationism is contextualized in the rationality of the legacy of Iranian and Islamic civilization, and the philosophical foundations of European empiricism (continental and non-continental), as well as Dewey and post Dewey (neo-pragmatism). The critical question is how all of these human and world heritages within education, science, and philosophy fit into the broader concept of "experience." Education is related to the quality, quantity, stability, nature of crisis and disaster, and real needs on the one hand, and the ability to act on the other, with the goals, methods, and process of educational experience, which is trans-institutional. Therefore, democracy/social cognition as well as cognition of social cognition and the level of activism are raised. (Kordloo and Ghaedi, 2014, p. 58). Shabani, while taking a paradigmatic position, has introduced the theory of transcendental realism as a suitable alternative to support scientific research in the field of education (2007). Khosrow Bagheri states the early Dewey, who is a sharp and serious scientist, continues to prefer the Hegelian dialectic of experience and the ideal of freedom (excluding unnecessary arrays and systemic tasks) over the Platonic dialectic. The pragmatists seek to overcome the obstructions and bottlenecks of pragmatism (Bagheri, 2014, p. 27). It can be interpreted as a combined methodology (Saei, 2013: 57).

 Examining the thoughts, life and record of education and coach requires two types of double cognition (doubled hermeneutics): first, the methodology of Dr. Shariatmadari's knowledge and scientific works about education, and second, cognition  of the knowledge of the ecology, society and the social and political system in relation to the subject of education.It is well known that questioning is the virtue of thought. The period of his life and education coincides with a change in the spirit of the time (Genius Saeculi/Zeitgeist, Genius loci) and significant social, cultural, political, scientific-philosophical and educational transformations in Iran and the world. A wide field of philosophical critical thinking deals with education, confrontational, artistic, dialectical narratives of thought and divergent narratives to solve problems with ambiguities or common conflicts and contrasts. Critical thinking and philosophical spirit de-improvise the common improvised concepts and reveal the importance of education, "other", others, interaction, culture, language, community and institution to the person and the organization and its limitations. Critical thinking discloses the dangers of self-centered individualism/vertical individualism and raises the possibility of transcendence to horizontal individualism/social understanding and to smooth the synergistic growth of the individuality and the collectivity. It is through education that one gives identity to oneself and the world.

 Ali Shariatmadari was born in 1923 in a religious family. He completed his primary and secondary education in Shiraz. From 1942 to1949, he was a school teacher (Goodarzi, 2008). "After the Islamic Revolution, Ali Shariatmadari was appointed to the Ministry of Higher Education in the interim government of Mehdi Bazargan. Along with Mustafa Moin, Ahmad Ahmadi and Abdulkarim Soroush, Shariatmadari tried to Islamize the universities (Wikipedia). He was sensitive and optimistic about intellectual aspects of the transformations, and advocated the pursuit and realization of the "philosophical spirit", rational reflection, sound thought, unity of character, and harmony of action and opinion within and in the environment. The focus of the study of Dr. Ali Shariatmadari's works can be considered as the main issues of education, socialization, philosophical spirit, problem-solving method and rational method. Dr. Shariatmadari considered teachers as "custodians of education" (Shariatmadari, Zekavati, a.2013). Real education could be trans-institutional, related to life, quality, quantity, stability, nature of approach of anthropology, suffering, paining, crisis, disaster, real needs, goals, styles, process of experience and the ability to act. He organized and promoted some of the disciplines of education and was eager for the instructing method and process to be used for both effectives.

Double hermeneutic is the recognition of the nature of cognition (theoretical validity of educational science) and "cognition of social cognition" (perception of people and stakeholders of education). The failure of these two cognitions leads to disruption of individual, collective, organizational, social action and crises. Zekavati suggested that conditions be provided for scientific actors to enter the field of action directly (Zekavati, b 2012, pp. 215-214). Social cognition prevails over the spirit of time, the spirit of place, the preconditions of society, patterns of civilization, education, patterns of assumptions, social control, and more specifically possibilities and limitations. Cognition of social cognition contains the objective, tangible aspect, the arrangement of social forces, ranks, stakeholder groups, social stratification and satisfaction with justice for the distribution of possibilities and common understanding of language, its truly, symbolic, virtual and interpretive meaning. Mahmoud Mehr Mohammadi quotes Shariatmadari that the reform of education should be the priority of the government. According to Edgar Morin: "The essence of complexity is to step into complexity so it leads you forward" (translated by Nickpey, 2014). Avoiding reductionism, distortion, cognitive errors and possible misunderstandings requires a constant, relentless effort from educators to formulate the dynamics of vitality of life and thoughts, in the words of philosophers: "always on the way/ peregrination". Dr. Ali Shariatmadari should be considered as a hard-working educator and at the same time an unfinished project.

The present study was conducted to determine the effectiveness of social competence training based on Felner’s model on academic self-efficacy and adjustment in students with poor academic achievement. The study has a quasi-experimental, pretest-posttest design with a control group. The statistical population consisted of all the 4000 male high school students in the city of Chaypareh, Iran, in academic year 2019-20. A total of 30 students were selected by convenience sampling according to the inclusion and exclusion criteria. Data were collected using the Adjustment Inventory for School Students (AISS) and the Morgan-Jinks Student Efficacy Scale (MJSES). According to the results, it can be argued that social competence training has had a significant effect on increasing academic self-efficacy and reducing the mean academic adjustment in the trial group and led to improvement in the students’ academic self-efficacy and adjustment.Introduction Poor academic achievement depends on many factors, one of which is academic self-efficacy. Academic self-efficacy refers to the individual’s confidence in his ability to perform certain academic tasks (Zhen et al., 2017). The framework for understanding how students' academic self-efficacy affects their academic achievement is rooted in Bandura's Social Cognitive Theory (SCT) (1997, as quoted by Doménech et al., 2017). Experts have also pointed out that academic self-efficacy is an important factor in improving academic adjustment (Bassi, Steca and Delle Fave, 2018).Various studies have been conducted with powerful findings targeting the improved performance of students with poor academic achievement, and one of the latest approaches in this field is social competence training. Studies on this subject have proposed that social competence can predict the level of self-efficacy very effectively (Rodgers, Markland, Selzler, Murray, & Wilson, 2014; Slavkovská, et al., 2014). Studies conducted by Laktarash et al. (2019) and Falahati (2018) have also shown that social competence training improves the mean scores of communication skills and social self-efficacy and adjustment significantly. Given all the above, the present study was conducted to find an answer to the question of whether social competence training based on Felner’s model affects academic self-efficacy and adjustment in students with poor academic achievement. The study hypotheses included: (1) Social competence training based on Felner’s model influences academic self-efficacy in students with poor academic achievement; (2) Social competence training based on Felner’s model influences academic adjustment in students with poor academic achievement. MethodsThis quasi-experimental, pretest-posttest, controlled study was conducted on a statistical population consisting of all the 4000 male high school students of Chaypareh, Iran, in academic year 2019-20. One out of the eight high schools in this town was randomly selected, and 30 students from that school who were willing to participate in the study and met the inclusion and exclusion criteria were selected and randomly assigned to the trial and control groups. The Adjustment Inventory for School Students (AISS) developed by Sinha & Singh in 1993 was used to measure the students’ academic adjustment (Esmaeelpour & Farzaneh, 2018). In another study, Hamid, Veisi and Sajadi (2013) confirmed the construct validity of the scale and reported its reliability coefficient as 0.81. The Morgan-Jinks Student Efficacy Scale (MJSES) designed by Jinks and Morgan in 1999 and standardized in Iran by Mazaheri & Sadeghi (2015) was used to assess the students’ academic self-efficacy. Morgan and Jinks confirmed the construct validity of the scale and reported its reliability coefficient as 0.82 (Mashayekhi-Dowlatabadi and Mohammadi, 2014).The social competence training package designed by Beyrami, Hashemi Nosratabad, Badri Gergeri & Dabiri (2016) based on the model by Felner et al. was used for the training intervention. After the selection and random assignment of the participants, both groups completed AISS and MJSES as the pretest under similar temporal and spatial conditions. The trial group then received the social competence training program based on Felner’s model, given by the researcher over twelve 75-minute sessions. Finally, the participants in both groups completed AISS and MJSES as the posttest. The results were analyzed in SPSS using multivariate covariance analysis (MANCOVA) after ensuring that the assumptions hold for the data.ResultsThe MANCOVA was used to assess the first hypothesis of the study. Before this test, the assumptions of covariance analysis were assessed. First, the normal distribution of the data was investigated using the Shapiro-Wilk test, and the results revealed the normal distribution of the data on academic self-efficacy and its dimensions. Then, the assumptions of homogeneity of variances were assessed using Levene’s test and the homogeneity of the variance-covariance matrix using Box’s M test. The results confirmed that the assumptions of homogeneity of the variances and homogeneity of the variance-covariance matrix hold for academic self-efficacy and its dimensions. Given the significance of Wilks’ Lambda test, the results of the multivariate tests in the two groups with regard to academic adjustment showed that social competence training based on Felner’s model is effective on academic self-efficacy in students with poor academic achievement.Table (1) shows the results of examining the homogeneity assumptions of the regression line slope and the linear relationship between the covariate and the dependent variable, which suggest that these assumptions hold for the dimensions of academic self-efficacy. Table (1) also shows that social competence training based on Felner’s model has caused a significant difference between the groups in the dimensions of talent (F=11.04, h2=0.306), effort (F=14.47, h2=0.367), and context (F=8.23, h2=0.248).The MANCOVA was used to find an answer to the second hypothesis of the study. Just as in the first assumption, the assumptions of this test were assessed before performing the ANCOVA. First, the normal distribution of the data was investigated using the Shapiro-Wilk test, and the results showed that the assumption of normal distribution of the data holds for academic adjustment. Then, the assumptions of homogeneity of variances were assessed using Levene’s test and the homogeneity of the variance-covariance matrix using Box’s M test. The results of these two tests showed that the assumptions of homogeneity of variances and homogeneity of the variance-covariance matrix hold for academic adjustment and its dimensions. Given the significance of Wilks’ Lambda test, the results of the multivariate tests in the two groups with regard to academic adjustment showed that social competence training based on Felner’s model is effective on academic adjustment in students with poor academic achievement.Table (2) shows the results of examining the homogeneity assumptions of the regression line slope and the linear relationship between the covariates and the dependent variable, which suggest that these assumptions hold for the dimensions of academic adjustment. Table (2) also shows that social competence training based on Felner’s model has caused a significant difference between the groups in the emotional (F=5.68, h2=0.185), training (F=10.16, h2=0.289), and social (F=7.06, h2=0.220) dimensions.Discussion and ConclusionThe results on the first hypothesis of the study confirmed the effect of social competence training based on Felner’s model on academic self-efficacy in students with poor academic achievement. To explain this result, it can be argued that academic self-efficacy is one of the most important factors with a prominent role in students’ academic achievement. The results on the second hypothesis confirmed that using social competence training based on Felner’s model has an effect on academic adjustment in students with poor academic achievement. To explain this finding, it can be argued that, after the social competence training intervention, the changes in social adjustment in different directions showed a significant difference between the trial and control groups. The limitations of this study included the lack of access to the students due to schools closing, which rendered the follow-up of the results impossible.Teachers are recommended to consider social competence training as a way for improving academic self-efficacy and adjustment in students with poor academic achievement.

The purpose of this study was to investigate the effectiveness of teachers’ traininig in effective classroom management on motivational and emotional  outcomes. Research plan, experimental pretest-posttest control group with follow-up testing was used. The population of this research included all teachers with work experience under 10 years. from seaman elemetry secondary schools and their  class students The participants of intervention program were 40  teachers chosen and participated in random replacement method in experimental and control groups(each group, n=20). All  students in both groups completed the questionnaire of Murray & ZVouch student-teacher relationship (2010) and Pekrun &Goets academic emotions (2006). Then, the intervention was performed for the teachers in experimental group during 15 two hours sessions. Multivariate repeated measures analysis of covariance was used to analyze the data. The result showed that teacher empowerment plays an important role in effective classroom management in improving teacher-student communication skills and increasing positive academic emotions in students.IntroductionThe most influential factor in classroom management is the teacher. providing a proper learning environment and ensuring the class order are among the most important teacher functions (Sanli, 2019). Providing an Effective Learning Environment includes strategies that a teacher applies to create positive and constructive class experiences, increase the cooperation and participation of students and reduce their destructive behaviors, which is often called classroom management (Slavin, 2018).Emotions are contagious and can convey the same feeling to the other person. Therefore, the emotions that teacher experiences in the classroom and shows, have a profound impact on the previous emotions experienced by students. These effects can be observed at the time of education on positive emotions such as enjoying, confidence and pride and negative emotions such as anger, anxiety, and being frustration (Frenzel & et al, 2017). Byers et al. (2018) in a study on 385 teachers, compared the traditional and modern environments and showed that the new environments with creative and dynamic management prepare the students for the future life and lead to the improvement of positive educational consequences. Renninger  and  Hidi (2016) found out that primary teachers have more opportunities to establish constructive interactions and create positive academic emotions in students in comparison with the teachers of higher grades who teach a specific subject.Anttila et al. (2018) showed in their study that the interaction between students and teachers and peers in the classroom is the main ground for the emergence of academic-social emotions in students. They emphasized the role of the informal learning environment as an important factor in the formation ofConsidering the research gap on this subject and the lack of educational programs for teachers in the effective classroom management, this study is going to answer this main reseach question: does training teachers in effective classroom management increase motivational and emotional  outcomes: teacher-studsnt relationship and academic emotions ?MethodsThe population of this research included all teachers with work experience under 10 years from seaman elemetry secondary schools and their  class students. The participants of intervention program were 40  teachers chosen and participated in random replacement method in experimental and control groups.Two groups of experimental and control were matched in terms of school’s level (public), students’ age (10-12 years old), grade (fourth- sixth grade), and also, teacher’s teaching experience (under 10 years), and the age (32 years old in average). Research plan, experimental pretest-posttest control group with follow-up testing was used.. All  students in both groups completed the questionnaires of Murray & ZVouch student-teacher relationship (2010) and Pekrun &Goets academic emotions (2006).Then, the intervention was performed for the teachers in experimental group during 15 two hours sessions. Multivariate repeated measures analysis of covariance was used to analyze the data..The method of the current research is applied in terms of goal and is experimental in terms of data collection. The design used in this research with two groups of control and test is of pre-test, post-test, and follow-up with the control group.To analysis the research data considering the present conditions that is having two groups, various variables for comparison and more than one test step, repeated measures of ANCOVA was applied. To use ANCOVA, the assumption of homogeneity of regression slopes or the non-interaction of pre-test values with groups was investigated. Statistical results showed that the F value of interaction between the covariate and independent variables (groups) was not significant. Therefore, the assumption of homogeneity of regression slopes for all variables was assured. Furthermore, to study the assumption of linearity of correlation of covariate and independent variables, the F value of covariate variable was calculated and the obtained values showed that in all variables, the F value of covariate variable is significant, so the assumption held.ResultsDescriptive findings indicated that the number of female teachers is 80.5% and the number of male teachers is 19.5%, that is, the majority of the teachers in the sample groups were women. Mean and Standard Deviation of the age of teachers receiving the experimental effect in this study was 32.28 years with a dispersion of 4.5 years. 90% of teachers have a Bachelor's degree and the rest have a master’s degree. Of all students, 40% were girls and 60% were boys. The number of boys was approximately 10% more than the girl in the experimental and control groups. In total, the number of the maximum and minimum grades was related to the sixth, fourth, and fifth grades, respectively which was the same in the control group. In the experimental group, the number of students in the sixth and fourth grades was almost the same and the number of students in the fifth grade was slightly less.   However, overall, the number of students from three grades was close.    The results of descriptive statistics of pleasure, hope, and pride components in the academic emotions variable  in two groups showed an increase in the scores of three components of pleasure, hope, and pride in the variable of academic emotions in the experimental group from pre-test to post-test and there are no significant changes in the follow-up step in comparison with the post-test.  Also the results showed that effective classroom management had a significant effect on the teacher-students  relationship. In addition, the group had a greater rate of communication, trust compared to the control group. In alienation students  had less grate than control group Moreover, the scores of experimental groups show an increase in the post-test in comparison with the control group and such difference was constant in the follow-up stage. Kurtosis and skewness parameters of two groups, in most of the variables and test stages, have not exceeded the critical value of ±1; therefore, the research data are normal.   Inferential finding of academic emotions variable and teacher-students  relationship variable showed that Training effective classroom management to teachers results in the increase in perceptions of classroom environment and time on task in students of the experimental group compared to the control group.   Also the result showed that an increase in academic emotions and teacher-students  relationship resulted from the training of effective classroom management to teachers in students of the experimental group is constant in a bimonthly periodConclusionThe aim of the present study is to investigate the effectiveness of the teachers training in effective classroom management on the academic emotions and teacher-students  relationship. The results showed that training teachers in effective classroom management leads to an increase in positive emotions and teacher-students  relationship in the students.With the ability to create an effective learning environment, teachers will be able to create a safe and peaceful space for their students so that the students will be interested to be present and live within and feel pleasure and happiness by participating in its activities. Classroom management plays an important role in the establishment of constructive interactions between student and teacher. Moreover, the growth of emotional intelligence in teachers and the skills related to them will cause the development of an effective and valuable workforce . The results of the studies confirm this fact that the learning environment and its management method by the teacher are effective in the creation of emotions in the students and in their relationship and learning.

The purpose of this study is to present a model of creativity in knowledge and values of education from the perspective of Sadr al-Mutalahin. The research method is prospective and decision-oriented, which is among qualitative research methods. Given the data collection method, it is analytical-inferential . Findings indicate that according to the anthropological assumptions of the present study in which the main essence of man is "becoming", the basic concept of creativity was redefined in terms of "will-oriented thought". Also, the final form of the desired model of creativity based on evaluation can be called "interpretive-refining approach". Also, based on the results of the research, the "transcendental representation approach" was determined based on epistemology.IntroductionThe educational system of different countries emphasize different fields of education based on their viewpoint and attitude towards human beings, their abilities, the degree of flexibility, response to new needs, and environmental developments. (Hernández-Torrano, et al, 2020). Given the progress of science, Islamic philosophy needs to update itself in a dynamic movement to show that it is capable of answering new questions (Suryadi, 2019).By examining one of the new philosophical categories, namely the philosophy of creativity and the philosophy of art in the philosophical school of Sadr al-Mutalahin, a new step is taken to respond new philosophical questions and to reconstruct the ideas of Islamic philosophers in new fields of philosophy. (Rizvi, 2013, Geravand & Joudi, 2020). In this regard, one of the prominent, yet neglected features of transcendent wisdom is the relationship that Mulla Sadra established between philosophical ontology and artistic aesthetics on the one hand and human creativity and creation on the other. This relationship has led Mulla Sadra in his philosophy to special perspectives in artistic aesthetics as a ground for creativity, which can answer many of the current problems of the education system in terms of art education (Sadr al-Din Shirazi, 1981).One of the important topics that has been neglected by the commentators of transcendent wisdom is the connection that Mulla Sadra has established between philosophical ontology and aesthetics in art. Explaining this perspective leads to the establishment of certain principles in the philosophy of art and creativity, and provides a clear picture of the relationship between art and creativity through Mulla Sadra's views. Therefore, the main question of the present study is what is the model of creativity in knowledge and values of education based on the view of Sadr al-Mutalahin.MethodologyGiven the nature of education, which is considered a value, the present study is prospective and decision-oriented, which is among the qualitative methods. Given that research method depends on the objectives and nature of the research subject and that this research has an educational nature, we used an analytical-inferential method. In this method, first the required information is collected, the data collection tool is research sheets. After studying the collected sources and selecting them, the content is categorized in order to obtain answers to the questions.Since each model requires specific theoretical foundations, transcendent wisdom is examined and analyzed as a thought-oriented school. A meta-analytic approach is required to achieve a complete paradigm in this field. "This research approach helps the researcher to achieve a good combination of the quantitative results of contradictory and non-contradictory studies in the past, to explain the contradictions and to identify the structural variables that modulate the results of previous studies" in order to achieve more accurate and valid results than what has been achieved in each field study or qualitative study of all previous studies.ResultAccording to the anthropological assumptions of the present study in which the main essence of man is "becoming", there will be different descriptions of human creativity and the basic concept of creativity will be considered in terms of "will-oriented thought". Man has many degrees with special names for each rank and degree, starting from the soul and reaching its peak in the secret stage after becoming the heart, intellect, soul, secret and hidden. Relying on this type of human perception, the basic concept of creativity is presented. According to the anthropological basis of Sadr al-Mutallahin, which introduces man as "substantial movement" and "becoming", creativity is considered "thought directed to the will". Creativity in this sense cannot be reduced to a new and valuable product.According to Sadra's anthropological basis, man is seen as "becoming", who has the talent to find all the truths and reach the position of the divine caliphate. From epistemological point of view, sometimes a person becomes interested in sciences that have no effect on their development or real happiness, but may prevent their perfection, which is why they need a guide or teacher. Considering these two dimensions of knowledge, the effect of this epistemological position on creativity should be determined. We will pursue this effect by proposing a "transcendent representation." This concept is an alternative to what has been proposed in the literature and theories of creativity. The research findings are consistent with innovative results of Mahmoudi (2013), Hosseini and Mahmoudi (2016), (2015), Ebrahimi (2017) and Ground and Judy (2020).Discussion and conclusionThe present study aimed to find a desirable model for fostering creativity based on the philosophical foundations of Sadr al-Mutallahin Shirazi. In this research, the proposed model indicates the abstraction of reality and the organization of affairs. Regarding the status and nature of creativity, it was mainly based on the anthropological and epistemological basis of Sadr al-Mutallah. According to the anthropological basis of Sadr al-Mutalahin, man is seen as "becoming". Creativity should be considered as "thought based on the will" and its starting point should be based on human ontology. Accordingly, creativity is considered a part of the human soul and human beings have an existential structure that requires creativity. Based on the research findings, the optimal model of creativity in knowledge is the transcendent representation approach and the optimal model of creativity in values is the interpretive-refining approach.

The aim of this study was to "validate the dimensions, components and indicators of school participation in the implementation of the leadership and management of the document of fundamental change in education". The research in terms of applied purpose and in terms of data is exploratory mixed and in terms of nature and type of study, is based on data theory and cross-sectional survey method. In this regard, after identifying and emphasizing the dimensions, components and indicators in the qualitative sector, finally 61 indicators in the form of 17 components and 6 dimensions through the statistical population of the research in a quantitative stage that includes 400 high school principals in Tehran, a statistical sample of 196 people (138 female managers and 58 male managers) was validated, who were selected through stratified random sampling and completed the questionnaire. Based on the results of confirmatory factor analysis, 61 indicators of this research were approved in the form of 6 dimensions of participation area: basis of participation, level of participation, form of participation, limits of participation and degree of participation. Therefore, according to the results of the research, the present model can be used as a guide for high   school principals in order to implement programs under the leadership and management of the document of fundamental change in education to act in the decision-making process using collective wisdom and public participation. And consider participation in all aspects of the educational environment Therefore, according to the results of the research, the present model can be used as a guide for high school principals in order to implement programs under the leadership and management of the document of fundamental change in education to act in the decision-making process using collective wisdom and public participation. And consider participation in all aspects of the educational environment.IntroductionThe document of fundamental change of education is considered as one of the most valid upstream documents in the Ministry of Education. This document was approved in 2011 with 23 operational goals and 131 strategies seeks to create a fundamental change in the education system based on the philosophy of Islamic education. A fundamental issue, especially a decade after the adoption of the document, is facing experts and researchers in the field of education, review and pathology of the implementation of the document of fundamental change. At present, several programs have been developed under the operational objectives of the document and its solutions in the form of six sub-systems (provincial, provincial and school areas) And the school must implement its split-share programs, which are listed in six subsystems. However, the outcome of the school share programs in the six subsystems does not have the necessary inclusion and effectiveness as a school transformation program at the level of the transformation document and is only a heavy burden on the school. This is while the transformation document should be implemented in the school and its executive crystallization should be reflected in the executive regulations of the schools (Bayat, et al,2020). Undoubtedly, management, fundamental change in education must be done very intelligently and consciously to have the highest efficiency and effectiveness in the shortest time and at the lowest cost. This management depends on specific mechanisms and requirements and should be able to use all facilities and opportunities to transform existing education into desirable education(Navid,2012). Despite the document's emphasis on public participation in education, the exact concept of "participation" and the ways in which it operates in schools have not been provided. Therefore, it encouraged the researcher to define this word precisely from the perspective of the authors of the document and other theorists, as well as the strategies for making it operational at the school level. MethodThe research questions are as follows:1.What are the dimensions, components and constructive indicators of the school participation model for the implementation of the leadership sub-system of the document of fundamental change in education?2. Are the dimensions, components and indicators valid enough?Statistical population According to the information received from the Statistics and Information Center of the Deputy Minister of Secondary Education of the Ministry of Education, there are 400 principals of public secondary schools in Tehran. According to Morgan table, 196 managers were selected as a sample and based on the sampling method classified according to volume. This study is practical in terms of purpose, considering that it seeks to improve the participation of schools to implement the document of fundamental change in the country's education.The method of this research is an exploratory mix (qualitative and quantitative) in terms of data. In the present study, in order to identify and confirm the measurement factors, the validity of this questionnaire was tested separately for each dimension by confirmatory factor analysis. Kolmogorov-Smirnov test was used to confirm the normality of the population. It shows that the obtained (K-S) is not significant and this indicates that the distribution is normal. Measuring tool: A multivariate researcher-made questionnaire based on the findings of the qualitative section was used to measure the variables of the foundation data model. This questionnaire has been approved by experts with the help of Delphi technique (in 2 stages). The validity of the mentioned instrument (questionnaire) was done through Cronbach's alpha and its validity was done through content and confirmation validity. Confirmatory content validity (CVR) has been used to examine the dimensions’ identification questionnaire, components of school participation. The total validity of the questionnaire is equal to 0.85 and because it is more than 0.7, it can be said that the questionnaire has a high validity.FindingsDuring the selective coding, 6 dimensions, 17 components and 61 indicators of school participation for the implementation of the leadership subsystem and management of the document of fundamental change in education were approved, and these results are presented in the table.Dimensions of participation in schools in order to implement the leadership and management subsystem of the document of fundamental change in education with the help of selective coding in the form of data theory of the foundation under six headings: "participation area, participation basis, participation level, participation form, participation limits and degree of participation" has been achieved.

The present study aimed to describe and compare the flourishing profile of gifted male and female high school students (13-15 years old) based on Seligman’s PERMA model. This was applied research in terms of purpose and descriptive-comparative study based on research method. The statistical population of the present study consisted of the gifted male and female high school students in the Tabriz province in the academic year of 2009-2010. 592 students (226 male students and 366 female students) were selected by cluster random sampling method from this province’s gifted high school students. Respondents completed the PERMA-Profiler (Butler and Kern, 2016), designed to assess the five components of the PERMA model. Data were analyzed using multivariate analysis of variance. The results showed that there is a positive and significant difference in favor of girls in positive emotions and positive relationships and a significant difference in favor of boys in meaning and achievement. However, there was no significant difference in engagement between male and female students. Also, despite the differences between male and female students in different dimensions of flourishing, their total flourishing scores did not differ significantly. The findings can help teachers and counselors in identifying groups with specific strengths and weaknesses and performing interventions to promote prosperity in educational settings.Introduction Educational systems pay special attention to the gifted students and having a picture of their health and wellbeing is important to them because wellbeing is considered a necessary condition for achieving the highest personal and professional development. There is a long history of interest in how giftedness affects psychological wellbeing. A review of research findings shows that although there is interest in the well-being of gifted students, our knowledge of the subject is still insufficient despite conflicting findings (Neihart, 1999). Gender differences in gifted student wellbeing is also a subject that has not been well addressed in previous research. On the other hand, in recent years, researchers in the field of wellbeing and mental health have focused on the concept of "flourishing". Different conceptualizations of flourishing have been proposed. Seligman’s (2011) PERMA model is among the important conceptualizations in this area.  This model advocate that flourishing arises from five well-being pillars (positive emotion, engagement, relationships, meaning, and accomplishment). Kern, Waters, Alder, and White (2014) argue that this model is an appropriate framework in educational settings to identify groups with specific strengths and weaknesses. Therefore, the present study intends to describe and compare the flourishing profile of gifted male and female high school students (13-15 years old) based on Seligman’s PERMA model.MethodThis was applied research in terms of purpose and descriptive-comparative study based on research method. The statistical population of the present study consisted of the gifted male and female high school students in the Tabriz province in the academic year of 2009-2010. 592 students (226 male students and 366 female students) were selected by cluster random sampling method from this province’s gifted high school students. Respondents completed the PERMA-Profiler (Butler and Kern, 2016), designed to assess the five components of the PERMA model. Butler and Kern (2016) developed this scale through extensive theoretical and empirical research based on five components of Seligman’s Model of Flourishing (2011). The scale consisted of 15 items (three items for each component). The measures of multiple dimensions of wellbeing can be mentioned as the outstanding feature of the scale. Confirmatory factor analysis was performed in the present study and the fitness indices were obtained as x2/df = 1.81, RMSEA = 0.05, GFI = 0.90, and NFI = 0.94, which were in an acceptable range and the five-factor structure was confirmed. Cronbach’s alphas of the entire scale and subscales of positive emotions, engagement, positive relations, meaning and, achievement were reported at 0.96, 0.96, 0.70, 0.84, 0.93, and 0.82 respectively. Data were analyzed using SPSS and multivariate analysis of variance.FindingIn the present study, participants consisted of 226 male and 366 female gifted students (M= 13/83, SD= 0/89). After the assumptions of multivariate analysis of variance are met, the results of the Pillay test (F (5,294) = 22/715, Value= 0/721) indicated that this test is significant at the level of p<0.01. Results of paired comparison (Table1) show that there is a positive and significant difference in favor of girls in positive emotions and positive relationships and a significant difference in favor of boys in meaning and achievement. However, there was no significant difference in engagement between male and female students.Also, based on a one-way analysis of variance ((F (1,298) = 0/061, Value= 22/374) despite the differences between male and female students in different dimensions of flourishing, their total flourishing scores did not differ significantly (Figure1).Discussion and ResultsThe present study aimed to describe and compare the flourishing profile of gifted male and female high school students based on Seligman’s PERMA model. The results showed that there is a positive and significant difference in favor of girls in positive emotions and positive relationships and a significant difference in favor of boys in meaning and achievement. However, there was no significant difference in engagement between male and female students. Also, despite the differences between male and female students in different dimensions of flourishing, their total flourishing scores did not differ significantly. The findings of this study can help teachers and counselors in identifying groups with specific strengths and weaknesses and performing interventions to promote prosperity in educational settings. The statistical population of the present study is limited to the gifted students and the generalization of the results to non-gifted students and other developmental stages should be done with caution.

The present study was conducted to identify the factors affecting the development of citizenship education in high schools in Tehran. This applied qualitative study used content analysis to examine the data were extracted from semi-structured interviews with 20 "citizenship education specialists", "senior education managers" and "principals and teachers of high schools in Tehran" who were selected by theoretical and purposive sampling. These data were encoded in open, axial and selective stages. Repeatability and reliability of the results were confirmed by two coders. The study results were categorized into 40 subcategories, 12 main categories and three themes under intra-institutional, trans-institutional and inter-institutional factors.IntroductionCitizenship is affected by social, political and cultural developments of the post-structuralistic era, and has found its place in research in this field as a sensitive education issue. The main reason for considering this issue is the role that a citizen has in the comprehensive development of the country. Unfortunately, the education system in Iran lacks a theoretical model for education and development of citizenship competencies throughout its long history (Aghazadeh, 2006). The negative effects of these conditions have not helped educators and those involved in education in Iran to accurately define the educational ideals. The results of studies conducted on the education system suggest that the existing program is the outcome of an agreement between the planning group members and academic experts rather than consideration of the students’ and society’s needs (Mehrmohammadi, 2013; Hazeri & Khalili, 2014). Article 26 of the Dakar Framework for Action urges governments to respect and protect schools as sanctuaries and peace zones. As such, educational programs should be so designed to promote the full development of human character and profound respect for human rights and fundamental freedoms (UNESCO, 2017). Like other social institutions, schools derive their purpose, mode of action, responsibility, and method from their ruling society and culture, and the society’s quality is determined by the type of education received (Shariatmadari, 2016). Such understanding turns schools to a place to practice life and experience different fields. Therefore, what can explain the main mission and philosophy of the formation and development of schools in the current era is education of citizenship, in other words, schools should function as a "school of life" (Gootheg, 2016). If education is accepted as a pillar of generating civic awareness, the question will arise; “what factors and requirements affect the development of citizenship education?”.MethodThis applied qualitative study used content analysis to explore the factors affecting the development of citizenship education in high schools in Tehran. The potential participants include experts in the subject matter, policy makers and senior education managers, school principals and teachers in Tehran. A theoretical and purposive sampling approach was used, and to ensure the diversity in the samples, 20 individuals were asked to take part. The data were collected using semi-structured interviews; each lasting 60 minutes on average. The researcher conducted interviews to obtain the participants' views according to the principle of theoretical sensitivity, the balance of objectivity and sensitivity, taking analytical notes, and observing professional and ethical principles. In qualitative studies, data are analyzed as they are collected. Data were analyzed and categorized in open, axial and selective coding stages. To assess the data obtained, the researcher used member-check, self-check, and agreement between two coders. The reliability between two coders was 81.5%. Thus, the results are confirmed in terms of repeatability and reliability between two coders.ResultsThe study results were categorized into 40 subcategories, 12 main categories and three themes under intra-institutional, trans-institutional and inter-institutional factors.Conclusion According to the results, citizenship education is affected by 12 main factors in the following three general categories: intra-institutional, trans-institutional and inter-institutional, which were identified as factors and requirements for the development of citizenship education from the perspective of participants. As a complex and specialized matter, and as the ultimate goal of the education system, citizenship education has created a special task for this system whose mission is to develop moral values and behavioral skills.Given the technological, social, political, cultural and economic developments, citizenship teachings should be considered a dynamic phenomenon and compatible with global conditions, and special attention should be paid to the cultural and social reproduction of this element. Considering the need for strategic insight, participation, and networking in the implementation of citizenship education, it is recommended that policy-making institutions prepare citizenship education regulations for schools and a platform for inter-institutional areas. To share the lived experiences of teachers, it is recommended that plans be made for the establishment of knowledge management system and the formation of knowledge nuclei in schools and districts. Improving the quality of school program services requires the use of all citizenship-related educational methods, especially, service-oriented learning methods, dramatic methods and cognitive methods. Given the need to strengthen students' social skills to form citizenship competencies in the real life, it is recommended that the conditions conducive to reviving past behavioral traditions in favor of the student's integrated personality, including summer jobs and master-apprentice system be provided in addition to policy-making, planning and feasibility studies. Considering the need for realism and avoiding sloganeering, all those involved in education are recommended to choose and educate a limited number of assessable competencies instead of setting exaggerated goals and implementing superficial plans and programs. In other words, emphasis should be placed on depth instead of extent. Like other studies, the present study had limitations. The proposed categories were from the researcher's understanding of the participants' viewpoints. The participants were selected from experts in citizenship education, senior education managers, and principals and teachers. As participants, parents or students can also further enrich the study data. Since purposive sampling was used in the present study, it is recommended that future studies use a larger and more diverse sample size to ensure reliability and generalizability of the results. Furthermore, future studies should use factor analysis or structural equations models to assess factors identified in the present study.