Journal of adolescent and youth psychological studies
Volume:3 Issue: 3, 2022

Academic performance has the main role in the students' future success. The purpose of this study was to examine aggression, rumination and self-control under the influence if effectiveness of emotion regulation training and mindfulness training in female students with low academic performance in Junior high school in Tabriz.

The research design was semi-experimental with pre-, and post-test, two experimental groups and one control group. The statistical population included all the female junior high school students in Tabriz, region one with low academic performance among them 75 students were selected as the research sample and randomly assigned in three groups (two experimental and one control group). The instruments of data collection included: Tangey's self-control scale, Boss & Perry' aggression questionnaire and Nolen-Hoeksema & Marrrow' mental rumination scale. Emotion regulation package was performed in one experimental group and mindfulness package was performed in the other experimental group. Control group received no intervention. The research hypotheses were analyzed by one way ANCOVA.  

 The findings indicated that the method of emotion regulation training is more effective on aggression than mindfulness training, but regarding rumination and self-control, no significant difference was observed between two groups. Also, the results showed that there was significant difference among two experimental groups, i.e. emotion regulation training and mindfulness training and control group regarding aggression, rumination and self-control and effectiveness of these methods on decreasing mental rumination and aggression and increasing self-control was confirmed. (P=0.05).

The results of this research showed that the use of emotion regulation and mindfulness methods can be effective in reducing aggression and mental rumination and increasing self control of students with low academic performance

Students experience different emotions in academic situations. Emotions are always present in educational and clinical environments. Academic resilience also refers to high levels of motivation for progress and performance, despite limited conditions. Therefore, the aim of the present study was to determine the effectiveness of teaching compassion, academic counseling based on a narrative approach, on resilience and academic emotions of students with academic failure.

The research method was a semi-experimental type with a pre-test-post-test design with a control group. Using targeted sampling, 30 students from among the students with academic failure from the second grade boys' high schools of the second period of the 12th district of Tehran were determined and randomly placed in the experimental and control groups (15 people in each group). In the pre-test and post-test stages, students responded to the academic excitement questionnaires of Pakran et al. (2002) and the academic resilience questionnaires of Martin and Marsh (2009). The academic counseling protocol based on Pine's (2004) narrative approach was held for the experimental group for 8 sessions.

The results of covariance analysis showed that academic counseling training based on a narrative approach is effective on academic resilience (P=0.001 and F=19.98) and academic excitement (P=0.001 and F=34.001).

Therefore, according to the results of the research, it is suggested that school counselors use group educational counseling trainings based on a narrative approach to control negative emotions and increase academic resilience.

Students experience different emotions in academic situations. Emotions are always present in educational and clinical environments. Academic resilience also refers to high levels of motivation for progress and performance, despite limited conditions. Therefore, the aim of the present study was to determine the effectiveness of teaching compassion, academic counseling based on a narrative approach, on resilience and academic emotions of students with academic failure.

The research method of this research was a quasi-experimental type of research with a pre-test-post-test-follow-up design with a control group, and in terms of its purpose, it was an applied research. The design of this research was three groups (two experimental groups and one control group). The statistical population of the research included male students of the fifth grade of elementary school in Kiyar city in the academic year 2019-1400, and the studied sample included 75 male students, 25 in the exploratory group teaching experimental group, 25 in the conceptual learning experimental group, and 25 in the experimental group. Controls were selected by multi-stage random sampling. The research tool included Harter's (1981) academic motivation questionnaire, whose reliability was 0.89 with Cronbach's alpha coefficient. To analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics including Bonferroni's post hoc test and multivariate covariance analysis were used in Spss24 software.

The findings showed that exploratory group training and conceptual learning have a significant effect on academic motivation (P<0.05). In other words, exploratory group teaching methods and conceptual learning increased the average scores of academic motivation. Also, there is no difference between exploratory group teaching method and conceptual learning method on students' academic motivation.

It can be concluded that teachers can use the method of exploratory group teaching and concept learning in the presentation of elementary science lessons, considering the concreteness of the experimental science lesson contentation.

One of the most important concerns of the educational system is the training of responsible people, which is very important for the future and life of students. Students' responsibility is one of the significant and serious issues that exist in the curriculum of all educational systems in different forms. Based on this, the main goal of this research was to represent the experiences and perceptions of teachers regarding the responsibility of female students of the first year of secondary school in Tabriz city.

The approach of the present study is a qualitative interpretive phenomenology. The statistical population of the study was teachers in the city of Tabriz, using a purposive sampling method, 18 people; They formed the research sample. Saturation of the theoretical idea was the criterion for the number of samples. Semi-structured interview tools were used to collect data. After recording the interviews and implementing them, the data and information were analyzed by Dickelman, Tanner and Allen (1989) method. For the accuracy and robustness of data and information in the present study, 4 criteria of acceptability, reliability, verifiability and transferability were used.

From teachers' experiences and perceptions about responsibility of female students in junior high school, 7 main topics including the meaning and concept of responsibility, dimensions of responsibility, necessity of responsibility, responsibility education requirements, responsibility curriculum and strategies for promoting responsibility education and 19 topics Subsidiaries were identified.

Educating responsible Human is the end of most societies and educational systems. Responsibility education, both in the form of formal and informal education, should be given more attention by educators and parents.

Competency-based curriculum is one of the new approaches in the field of education that can provide the basis for the growth of learners; Therefore, the main goal of the current research was to identify the requirements for implementing a competency-based curriculum for student teachers at Farhangian University in social studies.

This research, which is applied in terms of purpose and quantitative and qualitative (multi-method) in terms of method, quantitative descriptive survey method was used to determine the validity of the questionnaire and qualitative content analysis method was used to identify the requirements of curriculum implementation. The data collection techniques were a questionnaire designed to determine CVR and CVI content validity, which was sent to 11 professors of curriculum planning, sociology, and Farhangian University, and 30 items were approved; And after that, during face-to-face and telephone interviews, interviews were conducted with 9 professors of sociology, curriculum planning and professors of Farhangian University. Data analysis was analyzed using Max Kyoda qualitative data analysis software and coding method.

The findings showed that the requirements for the implementation of a competency-based curriculum in the social studies course include: requirements for student teachers to familiarize themselves with their role, emphasis on the central issue, attention to the role of scientific awareness, emphasis on active teaching methods, individual differences of learners, attention to Values and norms, effective interaction in learning, evaluation, development of various skills, attention to social issues, exploration, content of books and research are central.

The results of this research can be used for professors and curriculum planners of social studies course as well as professors and student teachers of Farhangian University.

Critical thinking is a topic that lurks behind most of the questions that are raised about higher education and professional development, Therefore, it is necessary that it should be nurtured during education and the space to acquire it in the educational system should be given attention, so that the graduates, in addition to specialized knowledge, also acquire the ability to reproduce and improve science. The purpose of this study is to investigate the views and experiences of Iranian experts about the influential components in increasing the tendency to critical thinking in higher education students.

The present research has examined and formulated the conceptual framework of tendency to critical thinking in post-graduate students. The type of research is fundamental-theoretical with a qualitative approach. The statistical population of the research is experts in various fields, who are active in the field of critical thinking. The purposeful selection of these experts was done by snowball method, eleven people were selected and interviewed. To collect data, a semi-structured and open-ended interview was used about the factors affecting the tendency to think critically. The interviews were mostly verbal (except for one case where they answered in writing). Done.

The data analysis showed that among the primary indicators obtained from the research background (emotional regulation, boldness level, moral intelligence, and wisdom), two indicators of moral intelligence and wisdom were not approved by the experts, and among the approved variables, and they were given the highest priority. The variable of emotional regulation has.

Four variables of questioning spirit, communication skills, boldness and emotional regulation were extracted from the text of the interviews and added to the conceptual framework.

Academic activities require academic enthusiasm and motivation that sometimes students show a kind of disillusionment in doing homework and in fact this issue is very important in the path of their academic achievement, therefore, the main purpose of this study was to design a model of academic distress based on the psychosocial atmosphere of the class with motivational self-regulation mediation.

The research method was descriptive correlational and the statistical population consisted of female students in the 10th grade of high schools in District 2 of Arak in the academic year 2021-2022. The sample size was determined by modeling method of 300 people who were selected by cluster random sampling method. Data collection tools were: Pekran Academic Distress Questionnaire (2005), Misho Class Psychosocial Climate (1985), Boufard Self-Regulation Questionnaire (1995). Data analysis method was the exploitation of descriptive statistics indicators, structural equations including path analysis, t-statistics, bootstrap and sobel. In this regard, PLS software was used.

The results showed that academic disillusionment based on psychosocial climate with motivational self-regulation mediation with coefficient of -0.681 at the level (P<0.05), It is fitting that by increasing the psychosocial climate with the mediation of motivational self-regulation, academic heartache decreases by 0.681, so the model of academic heartache based on the psychosocial atmosphere of the class is mediated by the mediator. Gray himself has fitted motivational discipline. This fit had an indirect effect equivalent to -0.532 coefficient.

Based on the results, it can be concluded that psychosocial climate has a significant relationship with academic distress directly and through the mediation of motivational self-regulation, and therefore, educational system planners can pay attention to these relationships and make teachers more aware of these results.

This research was conducted with the aim of designing a moral education curriculum model in order to fulfill individual duties in the second year of high school.

The research method is content analysis, which was carried out following Krippendorf's qualitative model and the Delphi technique. The participants in the research were formed by a group of university experts in the fields of curriculum planning and Islamic education. The number of participants continued until reaching data sufficiency and included 30 people. The data collection tool was a semi-structured interview, and their analysis method was content analysis, coding and Delphi validation.

The results of the research indicated that the components of the model of moral education in the second period of high school are: the subject, the needs of the learners, the characteristics of the target society and the elements of the curriculum. The priorities of the constituent components are: the validity and importance of moral education, the age needs of learners, their gender differences, being adorned with moral traits, monitoring moral behavior. In the curriculum elements section, the priorities are: educational goals, curriculum content, teaching strategies, resources and tools, learner activities, space, time, learner grouping and evaluation method.

In line with the identification and priorities of the elements that make up the curriculum of individual ethics, these priorities were obtained: after determining the educational goals that were mentioned, the curriculum content was the next priority, in which attention was paid to learning areas, text factors, images and learning activities. based on objective and subjective examples of moral behavior have been given priority. After that, there are learners' activities, which include promoting moral knowledge, predicting individual and group activities, and participating in complementary activities.

Academic performance of students is an indicator by which their learning and progress is judged and many individual and environmental factors are effective in academic performance. The aim of the present study was to provide a structural model for explaining exam anxiety based on personality traits: evaluating the mediating role of cognitive and metacognitive strategies.

The statistical population of the present study was made up of all female students of the second secondary school in Tehran in the academic year of 2018-19. The sampling method was a multi-stage cluster random method and the sample size was 421 people. The research tools include the five-factor questionnaire of Neo Costa and Makri (1989); Sarason et al.'s test anxiety scale (1956) and Dawson and McEnery's Cognitive and Metacognitive Strategies Questionnaire (2004). The structural equation modeling method was used to analyze the data.

The total path coefficient between personality neuroticism factor (p<0.01, β=0.492) and test anxiety is positive and significant at 0.01 level. Also, the total path coefficient between personality openness factor (p<0.01, β=0.186) and test anxiety was negative and significant at 0.01 level. The path coefficient between cognitive strategies and exam anxiety (p<0.05, β=0.196) on the one hand and the path coefficient between metacognitive strategies and exam anxiety (p<0.01, β=0.231) on the other hand The other was negative and significant at 0.05 and 0.01 levels, respectively. Indirect effect of conscientiousness traits (p<0.01, β=0.126), openness (p<0.01, β=0.121) and extraversion (p<0.01, β=0.079) Personality has a negative effect on test anxiety and is significant at the 0.01 level. On the other hand, the indirect effect of neuroticism (p<0.01, β=0.062) on exam anxiety was positive and significant at the 0.01 level.

It is concluded that the structural model of the explanation of exam anxiety based on personality characteristics: evaluation of the mediating role of cognitive and metacognitive strategies can be applied.

Academic performance of students is an indicator by which their learning and progress is judged and many individual and environmental factors are effective in academic performance. The aim of the present study was to provide a structural model for explaining exam anxiety based on personality traits: evaluating the mediating role of cognitive and metacognitive strategies.

The statistical population of the present study was made up of all female students of the second secondary school in Tehran in the academic year of 2018-19. The sampling method was a multi-stage cluster random method and the sample size was 421 people. The research tools include the five-factor questionnaire of Neo Costa and Makri (1989); Sarason et al.'s test anxiety scale (1956) and Dawson and McEnery's Cognitive and Metacognitive Strategies Questionnaire (2004). The structural equation modeling method was used to analyze the data.

The total path coefficient between personality neuroticism factor (p<0.01, β=0.492) and test anxiety is positive and significant at 0.01 level. Also, the total path coefficient between personality openness factor (p<0.01, β=0.186) and test anxiety was negative and significant at 0.01 level. The path coefficient between cognitive strategies and exam anxiety (p<0.05, β=0.196) on the one hand and the path coefficient between metacognitive strategies and exam anxiety (p<0.01, β=0.231) on the other hand The other was negative and significant at 0.05 and 0.01 levels, respectively. Indirect effect of conscientiousness traits (p<0.01, β=0.126), openness (p<0.01, β=0.121) and extraversion (p<0.01, β=0.079) Personality has a negative effect on test anxiety and is significant at the 0.01 level. On the other hand, the indirect effect of neuroticism (p<0.01, β=0.062) on exam anxiety was positive and significant at the 0.01 level.

It is concluded that the structural model of the explanation of exam anxiety based on personality characteristics: evaluation of the mediating role of cognitive and metacognitive strategies can be applied.

The aim of the present study was to investigate the the mediating role of Language Self-Motivational System in relationships between Personality Traits with English Anxiety in Students.

The research method was descriptive-correlation based on structural equations. The statistical population of the present study consisted of all female high school students in the ninth grade of 10 public schools in the academic year 2021. In this study, 350 people as a sample size by two-stage cluster sampling method. Students were selected. To collect data from HEXACO Personality Traits Questionnaire (2013), Taguchi, et al’s Self-Motivational System Questionnaire (2009) and Khalaf Ali’s English Language Anxiety Questionnaire (2017) were used. Structural equations with SPSS18 and AMOS23 software were used to analyze the data.

Findings showed that personality traits and language self-motivational system have a direct effect on English language anxiety in students. Also, personality traits have a significant effect on English language anxiety through mediation of language self-motivational system in students.

In general, the research model was approved and the research variables were able to predict 49% of the English language anxiety variable. The present study shows the importance of cognitive and motivational factors in explaining English anxiety.

strengthening creativity in the classroom has countless positive and lasting effects and makes learners thinkers, curious, critical and risk-takers in adulthood; Therefore, the general goal of the current research was to identify and rank the dimensions of creativity-oriented curriculum with a post-modernist approach.

This research is applied in terms of purpose, which was conducted with a mixed approach (qualitative and quantitative) with an exploratory design. A descriptive survey method was used in the quantitative part. Its statistical population consists of 20 senior managers and education experts of Mazandaran province in the qualitative section and 2653 managers, deputy heads and department heads of education departments and 2653 people in the quantitative section. They stated that in the qualitative part of the purposeful sampling method and taking into account the saturation law, the number of people was 10, and in the quantitative part, based on the Cochran formula, the number of 338 people was selected using the cluster-stratified random sampling method as a sample. Statistics were selected. A researcher-made questionnaire with 61 questions was used to collect data. The formal and content validity of the tool was approved by experts, and their combined reliability and Cronbach's alpha were calculated above 0.7, which was approved. Exploratory and confirmatory factor analysis tests were used to analyze the data.

The results showed that the curriculum based on creativity with a post-modernist approach has four dimensions "objectives, content, teaching method and evaluation" and each dimension has three components "knowledge, attitude and skill".

The effect of all dimensions and components on the creativity-oriented curriculum was confirmed with a post-modernist approach, and then the teaching method with a factor load of 0.856 has a greater effect, and the goal dimension with a factor load of 0.761 has a lower effect.

Various researches have been conducted in this regard, but the present study compares two methods of Adlerian group counseling and dialectical behavior therapy in the academic life of male students who failed the entrance exam, which is rare in its kind. The present study was conducted by comparing the effectiveness of Adlerian group counseling and dialectical behavior therapy in the academic vitality of male students who failed the Zanjan entrance exam.

The current research design is applied and its method is semi-experimental. The statistical population of this research includes 587 male high school students who failed in the 2019 entrance exam. 45 of these students were voluntarily selected and randomly divided into three groups of 15 (one control group and two experimental groups). In the first group, the intervention was based on the Adlerian group counseling protocol of Alizadeh and Hashemi (2007), and in the second group, the intervention was based on the dialectical behavior therapy protocol of Miller et al. (2007), and the third group, as a control group, did not receive any intervention. The required data were collected in three periods: pre-test, post-test and follow-up. The tools of this research were used in all three stages of the academic vitality questionnaire (Dehghanizadeh and Chari, 2013) based on the academic vitality scale (Martin and Marsh, 2006). Data analysis was done using repeated measure analysis of variance by SPSS-24 software.

The effect of dialectical behavior therapy method on students' academic vitality (F=99.52, P<0.001) was more than Adlerian group counseling method.

Based on the findings of this research, it can be concluded that dialectical behavior therapy can be used to restore academic vitality in students who have experienced academic failure.

The aim of this study was to compare academic burnout, anxiety sensitivity and psychological vulnerability in students with divorced and normal parents.

The method of this research was descriptive comparative causal. The statistical population of the study consisted of all female high school students aged 15 to 18 years with divorced and normal parents with diploma and higher education in Ghaemshahr city in the academic year 2022. According to the Ghaemshahr Welfare Department, 90 students aged 15 to 18 have divorced parents. According to the number of the target population based on Krejcie and Morgan table, 73 students with divorced parents were selected as the available sample and the same number were considered for the group of normal people according to the peer group with the main group. In this study, three questionnaires including: burnout questionnaire of Bresso et al. (1997), Anxiety Sensitivity Questionnaire of Floyd et al. (2005), psychological vulnerability Questionnaire Najarian and Davoodi (2001) were used. Data were analyzed by multivariate analysis of variance.

Findings showed that there is a significant difference between academic burnout, sensitivity to anxiety and psychological vulnerability in students with divorced parents and students with normal parents at the level of 0.01. Academic burnout, sensitivity to anxiety, and psychological vulnerability are more common in students with divorced parents than in students with normal parents.

This study shows the role of parental divorce in cognitive performance in students with divorced and normal parents, which can suggest practical implications for psychologists to improve the performance of students with divorced parents.

The most important and main mission of the school are the students, on whom the main and initial investment should be focused. The educational system is faced with the education of a generation that must prepare them for social life, neglecting the conditions and requirements and necessities of social life causes learners to not learn the necessary skills to adapt to society and suffer serious harm; Therefore, the purpose of this research is to design the role-playing model of schools as the center of educational experiences of students.

The research method is mixed (qualitative-quantitative). In the qualitative part, ground theory method with MAXQDA12 software was used to identify the indicators related to role-playing of schools as the focus of students' educational experiences. The statistical population in this research was all the experts in the field of education and school principals, the vice president of education of Tehran city administration, which was conducted with 17 interviews. In a small part, the developmental-applied method was used. The statistical population of the quantitative part included all managers, experts, and educational assistants of government and non-government schools in six education regions (one, six, nine, thirteen, sixteen, and nineteen) and Cochran's formula was used for the sample size. Based on this, 356 people in this section were selected as the sample size and stratified randomly.

The results of the qualitative part led to the identification of 167 indicators, 35 components and 6 dimensions in two hidden and visible functions of schools. In the quantitative stage, the impact of underlying factors with a coefficient of 0.957 on strategic strategies and the impact of strategic strategies on the resulting outcomes was 0.953, which were the most influential.

Finally, the final model with 167 indicators and 35 components and two functions (hidden and overt) was drawn and for this model philosophy and goals, theoretical foundations, implementation mechanisms, principles of implementation and feedback were designed and evaluated and validated by 30 experts.

One of the basic issues and problems of the educational life of people and the educational system of any country is the issue of academic decline and the low level of academic performance of the students of that country. Therefore, the aim of the research was to investigate the effectiveness of strength-based training on students' academic performance.

The present research was quasi-experimental with an experimental group and a control group and a pre-test, post-test design. For this purpose, 16 people were selected from the statistical population of undergraduate students of Islamic Azad University of South Tehran Branch (Valiasr Complex) by random sampling and randomly assigned to two experimental (8 people) and control (8 people) groups and their academic performance Evaluated. These people participated in Smith's (2004) strength-based training sessions individually in 10 90-minute sessions. The data were analyzed using the univariate analysis of covariance test using SPSS statistical analysis software.

The findings showed that academic performance (P<0.001, F=41.018) increased significantly in the experimental group.

The results showed that the use of strength-based training can help improve students' academic performance.

The Internet of Things has many uses in education. However, one of the most important subjects in all educational levels is mathematics, which was specifically addressed in this research. Therefore, the purpose of this research was to design a learning management model based on the Internet of Things to improve the mathematical problem solving ability of secondary school students in Mashhad.

The current research is applied in terms of its purpose, which was carried out with an approach mixed with an exploratory design and by combining qualitative and quantitative methods. In order to deeply investigate and understand more about the subject and the factors affecting them, in addition to theoretical foundations, interviews were used for better understanding and the grounded theory approach. Then a quantitative approach was used to confirm the qualitative results. In the qualitative part, in order to identify the components of the model, 12 experts from the scientific community and academic experts were interviewed in the field of research.

The results of the qualitative part showed that the model includes 75 major categories (resulting from open coding), 10 core categories (resulting from axial coding) and two main categories (resulting from selective coding). In the quantitative section, a questionnaire containing 51 items was prepared and given to 384 secondary school students in Mashhad. The results of this section showed that there is a significant relationship between learning management based on the Internet of Things and the ability to solve mathematical problems.

The results showed that the effectiveness of the variable components of learning management based on the Internet of Things (in order of technical and systemic infrastructures, measurement and evaluation, educational content, support (technical, financial and legal) and educational method) and the variable components of solving ability It is a mathematical problem (in the order of testing hypotheses, making hypotheses, gathering information, defining the problem and drawing conclusions).

Several factors affect students' academic performance. Some of these factors improve academic performance and others weaken the performance of learners; Therefore, the aim of the present study was to determine the effectiveness of the realistic acceptance and commitment therapy package compared to cognitive behavioral therapy on procrastination and responsibility of teenage girls.

The current research was semi-experimental with pre-test and post-test with a control group and a two-month follow-up; And the statistical population of the research was all secondary school girls of the 5th district of Isfahan in 1400, after screening with the academic burnout questionnaire, 45 adolescent girls were selected in an accessible way and in the experimental group of realistic acceptance and commitment therapy package (15 girls), the experimental group Cognitive behavioral therapy (15 girls) and control group (15 girls) were randomly replaced. The experimental group received the researcher-made realistic commitment and acceptance therapy package, and the experimental group received cognitive behavioral therapy for eight 90-minute sessions, and the control group did not receive any intervention; All three groups responded to Tuckman's procrastination questionnaire (1991) and California accountability (1951) in three phases: pre-test, post-test and follow-up. Data were analyzed using repeated measures mixed analysis of variance.

The results showed that the treatment package of acceptance and realistic commitment on the score of procrastination (F=8.09, P=0.007) and responsibility (F=9.40, P=0.004) and cognitive behavioral intervention on the score of procrastination ((F = 5.51, P = 0.024) and responsibility (F = 9.11, P = 0.005) is effective and this effect was stable in the follow-up phase.

The results of the research suggest evidence that the intervention of the researcher's realistic acceptance and commitment therapy package and cognitive behavioral therapy is a suitable method for increasing responsibility and reducing procrastination in teenagers.

The aim of the present study was to investigate the structural relationships among emotional self regulation with chemistry performance with mediation of chemistry learning in students.

The research method was descriptive-correlation based on structural equations. The statistical population of the present study consisted of all 275 female high school students in the 11th grade, 11 public schools in Mahmudabad in the academic year 2021. In this study 275 people as a sample size by integer method Students were selected. For data collection, Chemistry Learning Motivation Questionnaire of Salta & Koulougliotis (2015), emotion self-regulation Questionnaire of Gross & John (2003) and Chemistry Score in school were used. Structural regression equations with SPSS18 and AMOS23 software were used to analyze the data.

Findings showed that emotional self-regulation and chemistry learning motivation have a direct effect on the performance of chemistry in students. Also, chemistry learning motivation have a significant effect on the chemistry performance through the mediation of emotional self-regulation in students. In general, the research model was approved and the research variables were able to predict 33% of the performance variable in chemistry.

chemistry learning motivation, Emotional Self-Regulation, Chemistry Lesson Performance.

Critical futurism is one of the futurism approaches that actually questions the future, which helps us to understand it by analyzing, liberating, and deepening the future. The current research aims to examine the future of Iranian schools with a critical approach, challenges the current state of schools with questions about the future of schools, so that we educate the future generation of teenagers and young people with the methods of the past! let's not go ahead Critical futurism may not show us a clear and clear path to the future, but by drawing possible and undesirable futures, it makes us aware of potential risks, so that we can use its central themes in long-term plans.

The present study is of qualitative type "theme analysis". With the help of library studies and determining the areas related to the future of schools by the method of "selecting" semi-structured interviews with former ministers of education, sociologists and influential intellectuals of the society, managers and teachers of schools interested in the future of schools and future researchers. Interested in training. The researcher started the thematic analysis process by implementing the data and engaging with, then categorizing and coding. In the continuation of the work, he has searched for themes and visual presentation of themes. In the next stages, the review of the themes was done with the intention of refining, conceptualizing the themes and finally analyzing, interpreting and drawing conclusions.

8 key factors with the titles of ideological dominance, concern of education for governance, administrative management of education, distrust of families in schools, lack of development of teachers, termination of schools, educational injustice and dominance of virtual space have been identified and the analysis of each factor has been done.

The relationship between the themes is very connected and interwoven. Some of these themes have a more influential role and some of them are more influential, which shows the complexity of change.

reading is the most important acquired skill and the most basic learning tool for students, and acquiring this skill is one of the main goals of primary education in every country.  This research aims to compare of the effect of cognitive-balance rehabilitation with Orton-Davis integrated method in the form of distance education on the overall performance of reading and word comprehension and text comprehension of dyslexic children.

The research method in this study was semi-experimental and pre-test-post-test design with a control group. The statistical population of this study was all dyslexic male and female primary school students who attended learning disorders centers in Tehran in 2019-20. To measure the dependent variable of the study, the Nema reading and dyslexia test (Karami Nouri and Moradi, 2014) was used. In this research, two educational interventions of the integrated Orton-Davis method, which is one of the multi-sensory methods and includes tasks based on directional games, were designed and formulated by Atchershawi (2019), to improve reading skills and reduce dyslexia, and Bar-on cognitive-balance rehabilitation. Which have been used in the form of an educational package and include assignments focusing on strengthening executive functions and rescue attention (2016).

The results showed that cognitive-balance rehabilitation with the integrated Orton-Davis method in the form of distance education on overall reading performance (P<0.001) and word comprehension (P<0.001) and text comprehension (P<0.001) was effective in dyslexic children.

It can be concluded that both the cognitive-balance rehabilitation training and the integrated Orton-Davis method in the form of distance education have an effect on the overall performance of reading and understanding words and text comprehension of dyslexic children and And it can be used to reduce the problems of dyslexic children.

One of the functions of the educational institution is to strive for the growth and flourishing of students' artistic and aesthetic abilities and talents. The purpose of this research is to design and validate the elements of the curriculum model based on aesthetics and art components.

The research method is qualitative-quantitative, the statistical population in the qualitative section includes experts and specialists in the field of curriculum based on aesthetics and art and related written documents. With the subject including scientific articles and researches, authored related books and the document of the fundamental transformation of education and in the quantitative section, curriculum planning experts, textbook authors, specialists and planners of the Ministry of Education and art specialists in the summer of 2022 were unlimited in number, in the qualitative section was determined by snowball sampling method for experts and targeted sampling for documents, 15 experts and 35 documents (texts) appropriate to the objectives and questions of the research, and in the quantitative part, to measure the model, a researcher made a questionnaire of 96 balls with sampling method. The available floors were distributed among 250 samples. To determine the validity and reliability in the qualitative stage, the necessary checks including acceptability (expert review) and confirmability (expert review) were used.

In the quantitative stage, the validity of the questionnaires was confirmed by three methods form, content and structure. Reliability was also estimated and confirmed by three methods of determining factor loadings of items, Cronbach's alpha of components (between 0.718 and 0.931) and combined reliability (between 0.774 and 0.951). Qualitative data were analyzed with content analysis technique with open, central and selective coding in One Note software and quantitative data were analyzed with structural equation modeling technique and exploratory and confirmatory factor analysis, Friedman and Spearman correlation tests in SPSS and Smart PLS software. The results of the qualitative part indicated that in the "goal" element, 162 final codes in the form of 5 subcategories: acquisition goals, cognitive and metacognitive goals, learner-based goals, aesthetic goals, and moral goals, in 2 categories: skill and individual, in "Content" element, 141 final codes in the form of 8 subcategories: learning environment, learner-based content, community and culture-based content, art and aesthetics-based content, literary form, performance form, visual form, and drawing/visual form. They were placed in 3 categories: artistic-cultural, environmental and content form. In the "teaching methods" element, 129 final codes in the form of 7 subcategories: aesthetic-oriented, nature-oriented, media-oriented, project-oriented and workshop-oriented, teacher's ability in teaching, creativity-oriented, and team-oriented and participation-oriented, in 3 categories: artistic, technical - humane and innovative and in the "evaluation" element, 53 final codes in the form of 4 subcategories: qualitative evaluation, results-based evaluation, aesthetic evaluation and ethical evaluation, were placed in 2 categories: scientific and artistic-ethical.

The results of the quantitative part showed that all dimensions and components of the research model were confirmed.

Schools try to get out of the nature of mere education and enter into life and career skills. In this regard, entrepreneurship is considered one of the most important topics in the present era, and schools try to promote entrepreneurship. Therefore, the main goal of the current research was to design an entrepreneurial curriculum model for the second secondary level of the Islamic Republic of Iran.

This research is one of the qualitative researches that has been conducted using meta-composite method. The statistical population of the current research was actually all the printed and published sources of articles and books in the field of entrepreneurship that were published in the last 15 years. The data was evaluated by experts and finally the sample size was the same as the statistical population (published sources).

The results showed that the model of the entrepreneurial curriculum of the second secondary level of Iranian education in the form of 9 elements (goal, grouping, content, materials, learning resources and tools, learning activities, teaching-learning methods, evaluation and tools of that place, space and time) and 10 main themes including (entrepreneurial curriculum, identifying and stimulating entrepreneurial talents and skills, teaching entrepreneurial ethics, creating necessary competencies in the field of knowledge, attitude and skills, systemic and problem-oriented thinking, collaborative projects, using various evaluation tools and methods, self-evaluation and periodic feedback, spatial flexibility of the curriculum and scheduling of activities).

Based on the results, it can be said that the entrepreneurship curriculum has several indicators and dimensions that the planners of the education system should help to promote entrepreneurship in schools by prioritizing them based on the fundamental transformation document.

The present study was conducted with the aim of presenting a research-oriented curriculum model for the preschool period.

In terms of practical goals and in terms of data, this research is mixed exploratory (qualitative-quantitative) and in terms of nature, in the qualitative dimension, the data of the foundation is of its kind, and in the quantitative dimension, it is a cross-sectional survey. The statistical population of the qualitative part includes university professors and experts in the field of educational sciences and psychology, and in the quantitative part, it consists of all managers and teachers of preschool centers in Tehran with a master's degree and above in the field of educational sciences, in the number of 300 people. The sampling method in the qualitative section was purposeful, snowball type, and 15 experts were selected, and we reached theoretical saturation. In the quantitative section, 169 people were selected based on Morgan's volume determination formula. In the current research, after the open and axial coding of the measurement tool, it was sent in the form of a set form and sent to the experts for selective coding and validated, and based on this, a researcher-made questionnaire was designed and distributed among the randomly selected statistical sample. . Then the collected data was analyzed using descriptive and inferential statistics.

From the results of data analysis, 3 dimensions of structure, education and skills in 26 components of 142 indicators were finalized for the research-oriented curriculum model of preschool period and the results of factor analysis All three dimensions of structure, education and skill were confirmed (P=0.05).

After the analysis of the results and its factor approval, the final approval and prioritization by experts, the dimensions, components and indicators of the model were drawn and the said model was again validated by the experts.

The present study was conducted with the aim of presenting a research-oriented curriculum model for the preschool period.

The research method is exploratory (qualitative-quantitative) in terms of practical goals, and in terms of data, and in terms of nature, in the qualitative dimension, the foundation data is self-emerging, and in the quantitative dimension, it is a cross-sectional survey. The statistical population of the qualitative part includes university professors and experts in the field of educational sciences and psychology, and in the quantitative part, it consists of all managers and teachers of preschool centers in Tehran with a master's degree and above in the field of educational sciences, in the number of 300 people. The sampling method in the qualitative section was purposeful, snowball type, and 15 experts were selected, and we reached theoretical saturation. In the quantitative section, 169 people were selected based on Morgan's volume determination formula. In the current research, after the open and axial coding of the measurement tool, it was sent in the form of a set form and sent to the experts for selective coding and validated, and based on this, a researcher-made questionnaire was designed and distributed among the randomly selected statistical sample. Then, the collected data was analyzed using descriptive and inferential statistics.

3 dimensions, 26 components and 142 indicators were finalized for the preschool research-oriented curriculum model

After the final confirmation and prioritization of the experts, the dimensions, components and indicators of the model were drawn, and the model was validated again by the experts.

In order to improve the management and facilitate the supervision and guidance of educational and educational activities, there should be competent people as educational leaders with the goals of improving the quality of educational and educational affairs, the professional skills of teachers, increasing the academic level of learners and preventing academic failure by providing services. Consultants and guidance should be used.. Therefore, the aim of the present study was to design a model for evaluating the effectiveness of educational leadership patterns among principals of elementary schools in Masjid Suleiman.

this research is based on a qualitative approach of phenomenology type, the participants include experts and in other words, key experts in the field of educational leadership, who were subjected to semi-structured interviews in a targeted manner from experts related to the subject, and the data was saturated with 15 people. received a comment Interview texts were analyzed using Maxqda software and all data were coded. Validity of data was done by re-reviewing the coding process as well as several experts familiar with coding. Also, for reliability, the agreement coefficient between the coders was used, and the result of 3 interviews was 0.82. Coding method and MAXQDA software were used for data analysis.

The results indicate that based on the findings and coding of 15 interviews, 286 sub-categories were counted, and finally, the mentioned sub-categories were divided into 7 main categories: communication between parents and colleagues with the administration, use of information and communication technology, reflection Existing educational problems and efforts to solve them, paying attention to the theory of constructivism in curriculum leadership, modeling the successful teaching of teachers, gaining experience and growth, and changing and implementing curricula were classified as effective components on the effectiveness of educational leadership models.

Based on the findings, it can be concluded that the model of the effectiveness of educational and educational leadership patterns among the principals of elementary schools has several components and indicators that the planners of the education system, especially human resources, should pay attention to these identified components and indicators.

By taking measures, schools can provide coping skills and life management tools to help teachers and students to manage daily stress and bring positive effects on students' academic performance and health. Therefore, the current research was aimed at identifying and prioritizing the components of resilient schools.

The method of the current research was a combination (qualitative-quantitative) which was first used with the qualitative method-database analysis and then in the quantitative part, the hierarchical analysis method was used. It was also practical in terms of purpose. The statistical population of this research included faculty members, specialists and school administrators of Kurdistan province. In order to select the sample, 16 people were selected by purposive sampling method. For the validity of the findings, the formal method was used, and for the reliability, the agreement coefficient method between the coders was used, and the value was 0.90.

The findings showed that the components of resilient schools include 5 core components and 21 sub-components. Based on this, causal conditions include 4 themes (comprehension of life skills, communication, promotion of social status and development of students' capabilities); contextual conditions including (facilities, teaching-learning process and leadership); Intervening conditions include (salaries and benefits, attention to students' needs); The strategies include (extra-curricular activities, training, support for teachers, development of participation, the appropriateness of the content of textbooks, refreshment) and the consequences include (self-awareness, mental health and promotion of public health). The components, the criterion of learning life skills, provision of extracurricular activities, facilities, rights and benefits, and self-awareness were in high priority compared to other criteria.

Therefore, it can be said that paying attention to the mentioned criteria in schools can become an environment in order to strengthen the all-round resilience of teachers and students, and as a result, their professional and academic growth.

The value systems play an effective role in improving educational systems, including the education system. Therefore, the purpose of this study was investigating and presenting a value system pattern of female' high schools of secondary high school.

The current research was descriptive from correlation type. The research population were the managers and employees of female' high schools of secondary high school of Tehran city in 2020-21 academic years with number 2934 people, which based on Cochran's formula the sample size was estimated to be 196 people, which this number were selected by purposive sampling method. The research tools were included a demographic information form and a researcher-made questionnaire of value system of high schools (60 questions), which the content validity of the questionnaire was confirmed by the opinion of experts, and its total reliability was calculated with using the Cronbach's alpha method 0.94. After collecting the data with the above tools, they were analyzed by exploratory factor analysis in SPSS and Smart PLS software.

The findings showed that the value system of female' high schools of secondary high school had 7 components of self-reliance, universalism and benevolence, success, management, power, security and conformity, and tradition and motivation which the factor load of all of them was higher than 0.50, the average variance extracted of all of them was higher than 0.60 and the reliability of all of them with using Cronbach's alpha method was higher than 0.70. Also, the value system of female' high schools had a direct and significant effect on all seven components of self-reliance, universalism and benevolence, success, management, power, security and conformity, and tradition and motivation (P<0.05).

The results indicated the effective role of the value system of female' high schools of secondary high school on all seven components of self-reliance, universalism and benevolence, success, management, power, security and conformity, and tradition and motivation. These results have many practical implications for the specialists and planners of the education system, and they based on the results of this study can take an effective step towards improving the value system of high schools.

Education is a large organization that deals with transient human forces, which needs to evaluate its employees for its dynamics. Therefore, the present research has been conducted with the aim of the pathology of needs assessment, design, implementation and evaluation in the education system of young education workers of Khuzestan using a descriptive survey research method.

The current research was conducted with the aim of pathology needs assessment, design, implementation and evaluation in Khuzestan education staff training system using a descriptive survey research method. The statistical population in the present study included all education workers in Khuzestan in 2022, numbering 16,671. The sample size was determined using the cluster random sampling method and Cochran's formula, 384 people, of which 354 people returned and were usable. In order to measure the variables used in the research, a researcher-made questionnaire was used. The content validity of the questionnaire has been confirmed by experts. The reliability of the questionnaire was confirmed by calculating Cronbach's alpha coefficient. Descriptive statistics and inferential statistics (structural equation model) were used for analysis. In the quantitative part of the research, confirmatory factor analysis and structural model were performed using Smart PLS 3 software.

The average score of implementation and evaluation is higher than the average level, and needs assessment and design are 2.76 and 2.85, respectively, lower than the average level, which is statistically significant. The results also showed that the average score of injuries and complications of the current education system of Khuzestan education staff (goals, educational needs, teaching-learning process, teachers' qualifications, motivation and interest, planning, facilities and equipment, evaluation) is more It is of medium level which is statistically significant.

The results also showed that the average score of the solutions to the injuries and complications of the current education system of Khuzestan education staff (attention to needs assessment, planning and planning, qualified and capable teachers, facilities and equipment, motivation to teachers, course feedback) is more than the average level, which is statistically significant.

One of the most important curricula in our country is the Persian curriculum, which is directly part of the subjects of all students from the first grade to the end of high school. The purpose of the current research was to analyze the content of the fourth-grade Persian book with the revelation of spiritual intelligence and to provide information and offer suggestions to the planners to improve and correct this book.

The current research is descriptive in terms of practical purpose, in terms of data collection, and is specifically based on qualitative content analysis. The statistical population of this research consists of the fourth-grade Persian books. Descriptive statistics and entropy coefficient calculations based on Shannon's formula were used to check the data and information.

The results of data analysis showed that the highest weight was related to the feeling of giving meaning to life, respect and kindness, creating value, positivity and excellence.

The effective components in strengthening spiritual intelligence including giving meaning to life, perception of creative excellence, creative value and strengthening of positive thinking have been obtained. Therefore, spiritual intelligence should be one of the functions that education curriculum planning experts should develop in textbooks.

In the present study, the relationship between achievement goals and students' anxiety in statistics course was investigated with regard to the mediating role of conflict. The present research is of the type of relational design, and more precisely, the correlation design is of the structural equation modeling type.

Among the first, second, third, and fourth year students, the second and fourth year students were randomly selected, and the number 324 students completed the questionnaires of this research. Finally, after removing incomplete questionnaires, 312 questionnaires were analyzed. In this research, in order to collect data, Middleton and Migli (1997) achievement goals scale, Pintrich and DeGroot (1994) academic engagement scale, and Kravis et al.'s (1985) statistics anxiety scale were used as research tools. In the present study, SPSS19 software was used for data recording and preliminary analysis, and AMOS software was used for data analysis, and a significance level of p < 0.05 was considered for all hypotheses.

The fitted model shows the prediction of statistical anxiety. The numbers on the lines are standardized parameters. All paths are significant at the 0.001 level. Among the exogenous variables (mastery goals, performance goals and avoidance goals), mastery goals variable has the most direct effect on statistics anxiety.

The findings of this research indicated that progress goals have a significant direct effect on statistics anxiety, that the effect of mastery goals and performance goals on statistics anxiety was negative and the effect of avoidance goals on statistics anxiety was positive.

In today's evolving world, the required qualifications of professions are changing rapidly, the employees of organizations must have special professional skills and qualifications to perform their jobs and professions; Therefore, the main goal of the current research was to present the model of professional qualification of the academic staff members of Islamic Azad University in the academic year of 2018-2019.  

The current research method was descriptive-correlation quantitative and applied in terms of purpose. The statistical population included academic experts of Islamic Azad University in Tehran, who were selected as a sample size of 385 people based on random sampling method and taking into account Morgan's table. The research tool was a researcher-made questionnaire that had 5 parts based on the Likert scale. For the validity of the findings, formal validity and reliability methods were also used with Cronbach's alpha test, which obtained 0.719, 0.961, and 0.875 respectively. For data analysis, descriptive and inferential statistics methods were used from structural equation modeling in AMOS23 software. For data analysis, descriptive and inferential statistics methods were used from structural equation modeling in AMOS23 software.

The results showed that the dimensions and the main component of the model had a good fit, and in general, it indicates that all the indicators were reported at a very favorable level and there is a linear relationship between the variables. Also, the predictor variables have explained 60% of the variance of the dependent variables (P<0.05).

Therefore, the information presented in this research can be used to evaluate the competence of newly hired teachers in different stages of their teaching and activity and follow the professional qualification program accordingly.

Academic guidance is a completely scientific issue and in accordance with modern science, and for this reason, it should accept changes in that way, while it can be seen that this manual has not found any changes according to modern science. The purpose of this research was to investigate the effect of empowering and increasing the awareness of teachers, parents and students on the process of academic guidance for the ninth grade to enter the conservatory.

The method of the current research was a quantitative correlation type. The statistical population of the research included all the teachers and experts in the field of educational counseling with 2105 people who, due to the dispersion and extent of the statistical population, non-probability sampling method was used and 325 people were selected as a sample based on the sampling table of Kreges and Morgan. The data collection tool was a researcher-made questionnaire. The validity of the questionnaire was checked and confirmed using confirmatory factor analysis. The reliability of the questionnaire was confirmed using Cronbach's alpha coefficient and composite reliability. In order to analyze the data, confirmatory factor analysis was used with Smart PLS 3 software.

The findings showed that the empowerment and knowledge orientation of teachers with a determination coefficient of 0.56, increasing the awareness and sense of responsibility of parents with 0.54, and empowering and increasing the awareness of students with a determination coefficient of 0.51 respectively have the greatest effect on the academic guidance of ninth grade students. to enter the conservatory (P<0.05).

Based on the results, it can be concluded that increasing the level of knowledge and awareness of parents and students can be effective in guiding education, so educational and educational planners can focus more on their empowerment and awareness level.

As a result of the changes and developments in technology, the phenomenon of education has also gone out of its traditional form and has appeared in the form of distance education or electronic education. This research aims to validate the effectiveness of learning in the virtual education system of Bojnord universities.

This research was exploratory in the mixed-method research approach. The statistical population in the qualitative section is 18 faculty members and university lecturers from the universities of Khorasan provinces (Northern, Southern, and Razavi) who were selected in a purposeful and accessible manner. Statistical population of the quantitative part of the study included all academic staff members, faculty teachers, virtual education experts, and doctoral students of North Khorasan, South Khorasan, and Razavi universities were. The sample size was calculated based on Cochran's formula of 347 samples.

Based on the analysis of qualitative data obtained from exploratory interviews and coding and content analysis of the text of the interviews and, at the same time, their compliance with the theoretical foundations, and according to the opinion of the participants: The main categories and factors (dimensions) and sub-factors (components) influencing in increasing the effectiveness of virtual training can be classified into 5 categories or main dimensions and 40 sub-factors. The main effective dimensions are: From the administrative, administrative, and organizational factors of the university, the curriculum and educational design factors, the factors related to a professor's and comprehensive qualifications, the technological equipment and information technology infrastructure factor, and the cultural factors of virtual space. Finally, each identified component was examined through a questionnaire, and the results showed that the model has a good fit.

Therefore, it is strongly suggested that Azad University managers take the necessary measures and arrangements for students to access virtual platforms, high-speed internet, quality equipment, and update the equipment.

Math anxiety is a widespread problem for all ages worldwide; In international assessments and based on studies of international planning of students, most teenagers have reported anxiety and tension in math classes and when doing math exercises; Therefore, the present study was conducted to compare the effectiveness of Wales' metacognition training with Kabat Zain's mindfulness training on academic procrastination of students with math anxiety.

In this research, a quasi-experimental research method of pre-test and post-test design was used with two experimental groups and one control group; The statistical population of this research includes all female students in the second year of high school in the 6th district of Tehran in the academic year 2021-2022. 45 people who met the criteria for entering the research were selected by multi-stage cluster sampling method and were randomly and equally divided into two experimental groups and one control group. The first experimental group underwent Wales metacognition training in 8 sessions of 60 minutes, and the second experimental group underwent mindfulness training in 8 sessions of 120 minutes, and the control group remained waiting without any intervention during this time. The research tools include Pleck and Parker's math anxiety questionnaire (1982) and Solman and Rothbloom's academic procrastination scale (1984). The data analysis of this research was done in two parts: descriptive (central and dispersion indices, skewness and kurtosis) and inferential (MANCOVA) using SPSS-23 software.

The results showed that both Wales metacognition training and Kabat-Zinn mindfulness training are effective on the academic procrastination of students with math anxiety. Also, the results indicated that these two treatments are effective on the academic procrastination of students with math anxiety.

The results showed that the effectiveness of Kabat-Zinn mindfulness therapy on academic procrastination and its subscales is more than that of Wales' metacognitive therapy.

One of the important life skills is responsibility in various personal and work dimensions, which is inevitable in the education system, especially higher education, for the development and prosperity of science and the development of society. Therefore, the aim of the current research was to provide a model of individual and professional responsibility of students.

The present research method was combined (qualitative-quantitative) and practical in terms of purpose. In the qualitative part, the statistical population included higher education experts and experts related to the position in the faculties of Tehran University of Science and Research, who were selected using the purposeful sampling method. In this research, the researcher reached theoretical saturation after conducting 23 interviews with the desired samples. Also, in the quantitative part, the research community included graduate students of the relevant faculties of Tehran University of Science and Research who were studying in the 1996-1997 academic year, and using the random sampling method, 387 people were selected as the sample size based on the Cochran formula. . The research tool was an interview in the qualitative part and a researcher-made questionnaire in the quantitative part, the validity of which was achieved with face validity and reliability with Cronbach's alpha test of 0.88. In order to analyze the data, the coding method was used in the qualitative part and the structural equations in the Lisrel software were used in the quantitative part.

The findings showed that individual responsibility included four categories (national identity, self-awareness, forward-looking, self-development) and professional responsibility included five sub-categories (professional knowledge, culture of criticism and receptivity, work conscience, professional ethics, lifelong learning). Also, the results of the structural equations showed that the structural part of the model of the relationships between the research variables and the measurement model of the variables was confirmed with a good fit (P<0.05).

Based on the results, it can be concluded that the personal and professional responsibility of students has several components that the planners of the higher education system can pay attention to in order to promote it and improve the culture of responsibility.