Iranian Evolutionary and Educational Psychology Journal
Volume:5 Issue: 2, Jun 2023

The aim of this study was to predict athletic success perception among physical education students by examining the role of body image and self-efficacy, with the mediating effect of achievement motivation. The research method was descriptive and correlational, utilizing path analysis. The statistical population consisted of male and female physical education students at universities in South Khorasan province, Iran in 2022. A cluster sampling technique was employed to select 311 students who completed the research questionnaires. The Perception of Success Questionnaire (POSQ), Body Image Concern Inventory (BICI), General Self-Efficacy Scale, and Sport Orientation Questionnaire (SOQ) were used to collect data. The confirmatory factor analysis and path analysis were conducted using SPSS24 and Amos24 software. The results revealed that body image and self-efficacy had a positive direct effect on athletic success perception. Moreover, body image and self-efficacy had an indirect effect on athletic success perception through achievement motivation. Therefore, emphasizing these constructs is crucial for athletes' success.

The current research is qualitative research that was conducted using the synthesis research method based on the deductive model. The research environment in the synthesis phase included all citations in the range of 2008 to 2020 for the studies conducted in the field of experimental science education of the second grade in elementary school. Based on this, 40 sources were selected by purposive selection method. Stopping the sampling process was based on information saturation. Data collection was done using a survey in the research environment and based on the synthesis of experimental science education in the second grade of primary school. According to the findings of the research synthesis based on the deductive model, the environmental factors affecting experimental science education in the second grade of primary school include: support factors (family-oriented, school-oriented), extracurricular environment, socio-cultural environment, science curriculum design including goals (instructional, educational, motivational), content (knowledge, practical skills, challenging thinking), teaching strategies (group discussion, advance organizer, exploration, problem solving, learning assistants, laboratory, cognitive development, game-oriented, aesthetic), intra-school environment (independent, individual, deep, collaborative, exploratory), evaluation (evaluation tools, evaluation methods), learned skills (life skills, mental skills, social skills, thinking skills), science education approaches (teacher-centered, student-centered) and learning experiences (meaningful experiences and valuable experiences). The findings provide useful implications for science education in elementary school and can be used by elementary school teachers and parents for science education as well.

Linking words, an essential tool in creating a coherent relationship between units and paragraphs in written texts, was one of several aspects of the English language that was challenging for many foreign language learners in the writing process. The current study investigated the impacts of flipped blended instruction on Iranian EFL learners’ use of English-linking words in writing. To this end, 40 EFL learners from one institute were selected for this study. To collect the data, an Oxford Placement Test (OPT) was used to ensure the homogeneity of the participants. They were randomly divided into the flipped blended (n=20)  and conventional ( n=20)  groups. Then, a pre-test was given to both groups of learners to examine their ability in using linking words.  Moreover, the flipped blended group received instruction in an online context, while the conventional group received instruction in a traditional learning context. After the treatment, a post-test was given to both the flipped blended and conventional groups. The results of the independent sample t-test demonstrated that there was a statistically significant difference between flipped blended and Conventional groups in terms of choosing linking words. It was observed that the flipped blended method had a  significant effect on improving EFL learners' linking words knowledge. The study discusses the implications of the finding for EFL learners and teachers.

Rapid growth of national and international social networking sites has generated concerns and issues regarding users’ online self-presentation all around the world. Therefore, the present qualitative study seeks to examine the self-disclosure strategies used by Iranian high school students on a national educational social networking site (SNS), called SHAD. For this purpose, a sample of 425 high school students were selected using a random sampling method. The participants’ profile texts expressing themselves on SHAD were collected and analyzed through a thematic coding analysis. Results yielded four overarching themes, including “life management and goal setting”, “religious prayers and beliefs”, “love matters”, and “didactic texts and quotations”. The extracted themes were carefully discussed in line with Bourdieu’s “field”, “habitus”, and “Doxa” notions. Additionally, the findings evidenced that, due to high exposure of modern students to the world culture through the Internet, the “field” through which the students manifested their “habitus”, as situated literacy practices, may be rooted in both the national and international fields. It is evidently clear from the findings that, in order obtain a wider picture of students’ psychological states, incessant investigations into their self-presentation strategies on online spaces are of a high priority for educational psychologists and planners.

The objective of this article is to propose a model for the professional competencies of managers based on the Fundamental Reform Document of Education (FRDE). The research employed an applied mixed method study (qualitative-quantitative) with an exploratory approach. Qualitative stage participants consisted of faculty members of the Islamic Azad University of Tehran, staff specialists of the Ministry of Education, and senior organization managers. The quantitative stage target population comprised all middle school educational managers in Tehran city, from which 335 individuals were selected using the cluster sampling method and Morgan's table. A researcher-designed questionnaire was used to collect data, and structural equation modeling was utilized to analyze the data. The results revealed that six areas were identified concerning the professional competence of the managers of the country's education system. These six areas include personal competence, moral competence, technical competence, administrative competence, organizational competence, and communication competence, each of which had sub-components suitable for the country's school management system's needs and requirements.

The COVID-19 may result in unhealthy family relationships due to stress, making it crucial to consider ways to improve this situation. This study aimed to present a model of the role of Coronavirus stress in shaping unhealthy relationships with a spouse and child, mediated by religious coping strategies. The research method used was descriptive and path analysis. The statistical population included all married individuals in Iran in 2021, and 608 people were selected using voluntary sampling. The data was gathered using the Corona Stress Scale (CSS-18), Religious Coping Scale (RCOPE), Marital Conflict Questionnaire (MCQ), and Parent-Child Relationship Scale (PCRS). Data analysis was conducted using Pearson correlation and path analysis, as well as SPSS-26, AMOS-23, and the Hayes' PROCESS macro. The results showed that Covid-19 stress and religious coping strategies can explain the quality of interaction with a spouse and the quality of parent-child interaction. Furthermore, Covid-19 stress can predict religious coping strategies. The indirect effects showed that Covid-19 stress, through negative religious coping strategies, has an effect of 6.9% on the quality of interaction with a spouse and 7.7% on the quality of parent-child interaction. Additionally, Covid-19 stress, through positive religious coping strategies, has an effect of 12.6% on the quality of interaction with a spouse and 6.1% on the quality of parent-child interaction. According to the findings of this study, Covid-19 stress can lead to the formation of unhealthy relationships with a spouse and children, but the use of religious coping strategies can mitigate the effect of Covid-19 stress.

The objective of this study was to identify the effective teaching components of the first-grade primary Persian book to empower primary school teachers. The research population consisted of experts, educational supervisors, and teachers in Hormozgan province in 2022. In this qualitative study, 26 participants, including experts, educational supervisors, and first-grade teachers, were interviewed using an inductive coding system. The results indicated that in the area of teaching methods, concrete and visual methods, group and participatory methods, stories and poems, exploratory methods, visual and hands-on methods should be employed. The use of supplementary textbooks alongside textbooks, boards and picture cards, relevant images and clips, animations, and modern educational software should be emphasized. Teaching based on students' common experiences and their cognitive development should be utilized, with maximum student participation as a key principle in educational practices. Additionally, teaching methods for first-grade students should be clear and explicit to avoid confusing students and giving them activities beyond their comprehension.

In the present era, considering the power of digital technology and the expansion of information, higher education is on the verge of a revolution. Therefore, this research aims to present a model for developing electronic education in the Iranian higher education system. Educational systems at various levels around the world are striving to provide equal and effective educational opportunities for all using information and communication technology. In today's world, electronic education and learning stand out as crucial applications of information and communication technology, and are rapidly gaining prominence as a dominant technology in the field of education. Therefore, this research utilizes structural equation modeling and data collected from a researcher-designed questionnaire to examine the essential infrastructure required for the development of electronic education. The results demonstrated that the indicators of the development model in higher education are a multidimensional concept that includes organizational, technological, support, educational content, and participant characteristics. The findings indicate that support and technological variables play the most significant role in the model of electronic education development. The results provide practical implications for designing electronic education development programs in universities and higher education institutions.

The aim of this study was to compare the effectiveness of game-based therapy and game-based therapy integrated with cognitive rehabilitation techniques on the math performance and attitude of students with mathematical learning disabilities (MLD). A pre-test post-test quasi-experimental design was utilized to investigate the impact of independent variables on the dependent variable, with the use of a control group. The statistical population of the study consisted of male students with MLD in third to sixth grades from a school in Khomeynishahr, Iran, in 2020. A purposive sampling method was used to select 36 students with MLD, who were randomly assigned to three groups, including an experimental group receiving game-based therapy, an experimental group receiving game-based therapy integrated with cognitive rehabilitation techniques, and a control group receiving no intervention. Shalev arithmetic disorder scale and Aiken's mathematics attitude scale were used to collect data. MANCOVA was used to test the hypotheses. The findings revealed that game-based therapy and game-based therapy integrated with cognitive rehabilitation techniques significantly improved the math performance and attitude of the students (p < 0.05). Additionally, game-based therapy integrated with cognitive rehabilitation techniques was found to be more effective in improving math performance compared to game-based therapy alone (p < 0.05), while no significant difference was observed between the two interventions in improving attitude (p = 0.792). Therefore, it can be concluded that integrating game-based therapy with cognitive rehabilitation techniques can be more effective than other interventions in improving the math performance of students with MLD.

Oppositional defiant disorder (ODD) can have negative consequences in personal, social, family, and academic dimensions. Thus, it is crucial to find appropriate solutions to improve symptoms and reduce the consequences of this disorder. This study aimed to examine the effect of short-term intensive psychotherapy on clinical symptoms and academic performance in adolescents with ODD using a quasi-experimental pretest-posttest design with a control group. The statistical population included all ODD adolescents in high schools within district 4 of Tehran, from which 30 individuals were purposefully selected and randomly assigned to the experimental and control groups. Short-term intensive psychotherapy was administered to the experimental group, while the control group received no intervention. Data were collected using the Oppositional Defiant Disorder Rating Scale (ODDRS) and the Student Academic Performance Questionnaire (SAPQ), and one way analysis of covariance was used to analyze the data in SPSS-19. The results showed that short-term intensive psychotherapy was effective in improving clinical symptoms and academic performance in adolescents with ODD (p<0.05). Therefore, it can be concluded that short-term intensive psychotherapy can improve clinical symptoms and academic performance in male adolescents with ODD. To empower and improve the mental health of individuals with ODD, it is recommended to conduct an educational program based on this treatment in counseling and psychotherapy centers.

Life review therapy, as part of a comprehensive therapy plan, helps people resolve their past conflicts, reconstruct their life stories, and accept their current situations. The present study was conducted to investigate the effectiveness of life review therapy in improving the psychological well-being and decreasing anxiety of teenage girls from divorced families in Gonbad-e Kavous (Iran). This study used a semi-experimental method with a pre-test, post-test, and control group. To this end, 20 teenage girls from divorced families covered by the Imam Khomeini Relief Committee in Gonbad-e Kavous were selected by purposive sampling. Then, 10 girls were assigned to each group, and they were asked to respond to the psychological well-being scale designed by Ryff (1995) and Ketel’s (1970) anxiety scale. The mean of psychological well-being subscales, including self-acceptance (P < 0.003), having positive relationships with others (P < 0.006), and autonomy (P < 0.01) as well as overt and covert anxiety subscales (P < 0.001) was significant in the two experimental and control groups in the post-test phase. In other words, the results of covariance analysis indicated that the therapy improved psychological well-being and its components and decreased anxiety and its components in the experiment group compared to the control group (P<0.05). Accordingly, it is suggested that all institutions supporting teenagers and their guardians use this cost-effective and practical method in the form of group interventions.

Education not only plays a fundamental role in the development and progress of societies, but it also crucially improves the quality of life for individuals and develops their potential. The lack of education is considered a significant threat to a person's inherent dignity, and as such, access to education is widely regarded as a human right by scholars. National documents around the world reflect the importance of education, and in Iran, the government is obligated to provide free education at all levels and facilitate and expand higher education for all, according to the third clause of the third principle and the thirtieth principle of the Constitution. The results of this study demonstrate that the existence of laws is a crucial factor in guaranteeing rights, and public order is one of the tools that restrict individual freedoms. This study applies a descriptive-analytical method based on library studies that collected and analyzed data to investigate the conditions for implementing the right to education, the restrictions and supports of governments in responding to questions such as: What are the conditions for implementing the right to education? What are the limitations in realizing the right to education? And how will the government support the right to education? Effective solutions for removing obstacles and realizing the right to education for all segments of society have been proposed based on the results of this study, including special attention to primary education, development of schools in rural areas to prevent dropouts due to lack of higher education opportunities, enactment of necessary laws regarding individuals who prevent children from attending school, and adaptation of educational content to the needs of society.

The aim of this study was to determine the effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) on emotional cognitive regulation and mental health in employees experiencing burnout at Isfahan Gas Company. The method used was a quasi-experimental design with pre-test-post-test and a control group waiting for treatment. The statistical population of this research comprised the employees of Isfahan Gas Company in 2019. Using the burnout questionnaire (MBI), 30 individuals with burnout were selected based on inclusion and exclusion criteria. They were then randomly assigned into control and experimental groups (15 people in each group). The experimental group received 8 sessions of mindfulness-based cognitive therapy training, while the control group did not participate in these sessions. The research instruments used included the Mental Health Questionnaire (GHQ), the Job Burnout Questionnaire (MBI), and the Cognitive Emotional Regulation Questionnaire (CERS). The data were analyzed using SPSS-24 software and analysis of covariance. The results showed that the intervention (MBCT) improved mental health and emotional cognitive regulation in the experimental group compared to the control group. Therefore, Mindfulness-Based Cognitive Therapy (MBCT) proved to be effective in enhancing emotional cognitive regulation and mental health among employees experiencing burnout. It is recommended to use this intervention to improve the mental health and related components of employees in industrial companies.

The purpose of this study was to compare marital incompatibility, coping strategies and emotional schemas in applicants for divorce with and without marital infidelity history in Tehran. The research is an applied causal-comparative study. The statistical population of the research included all applicants for divorce with and without marital infidelity history in the city of Tehran who visited counseling centers in different areas of Tehran during the last three months of 2021. Participants were 60 people selected by accessible sampling method. The selected people were divided and matched into two groups of 30 people (15 women and 15 men) with a history of infidelity and 30 people (15 women and 15 men) without a history of infidelity. Research data were collected by Leahy Emotional Schema Questionnaire, Lazarus and Folkman coping strategies questionnaire and Beier-Sternberg Discord Questionnaire (DQ). The results showed that there is a difference between the two groups with and without a history of marital infidelity in emotional schema, coping strategies and marital incompatibility. The findings have useful implications for psychologists and family counselors in counseling cases of marital infidelity.

Considering the current changes and conditions, greater attention should be given to promoting the spirit of cooperation among human resources working in schools in order to achieve organizational goals. With this in mind, the present study aimed to validate a model for improving group cooperation among school teachers. The research employed a descriptive-correlational design. The statistical population consisted of managers and teachers in the field of educational sciences in Qom City in 2021. A sample of 129 participants was selected through accessible sampling method and Cochran's formula. Data was collected using a researcher-made questionnaire consisting of 39 statements. To validate the proposed model, structural equation modeling was performed using PLS software. The findings indicated that the tool designed to test the proposed model had adequate validity and reliability. Additionally, the overall fit of the research model was appropriate and approved. The validation of the identified components showed that all paths had a critical value higher than the critical value (1.96) at the 95% confidence level, indicating the significance of the paths, the appropriateness of the structural model, and the confirmation of all the identified components. In conclusion, the proposed model was approved, and the designed questionnaire can be used to measure the spirit of group cooperation among school teachers.

Personality traits play an important role in financial motivation and profit management as they can influence an individual's attitudes and behaviors with regards to money.  In this study, profit management decisions are examined with three behavioral approaches, and the role of financial motivation in profit management decisions with an emphasis on the personality characteristics of financial managers is investigated in a sample of 65 financial managers of listed companies in Stock Exchange. This study is applied descriptive-correlation research. Financial motivation is considered as an independent variable, profit management decisions as a dependent variable, and personal characteristics (emotional intelligence, narcissism, and non-adherence to ethics) as a moderating variable. A purposive sampling method was used for sample selection and multiple regression was used to test the hypothesis. The results indicated a significant positive relationship between financial motivation and profit management decisions. However, there is no significant relationship between financial motivation and profit management decisions with two approaches of adherence and non-adherence to accounting standards. Moreover, the moderating variables of personal characteristics have no significant effect on profit management decisions. Therefore, in Iran, since financial managers are selected by the company's CEOs, CEOs have a significant impact on their performance in order to achieve their goals. Hence, maintaining job security and organizational position and promoting organizational interests may cause personality characteristics of financial managers and accounting standards to have no effect on profit management decisions.

The current research was conducted with the aim of designing a model for evaluating the competence of primary education principals. The current research is applied in terms of objective and qualitative in terms of data collection method, which was done with grounded theory method. Research data was collected by studying scientific documents and specialized books (36 articles, 24 master's and doctoral theses, and 14 books) and interviewing experts in the field of educational sciences. The interview process reached theoretical saturation after interviewing 18 people. Snowball sampling method was used to select experts. The results showed that the evaluation model of primary schools principals' competency includes 6 main dimensions: 1- Intellectual and mental competency 2- Operational competency 3- Interpersonal competency 4- Personality competency 5- Leadership competency 6- Moral competency and 13 components of decision-making and problem-solving skills ; social-communication skill; awareness skills; resource management; executive management; teamwork skills; knowledge skills; professional behavior; valuable features; personality characteristics; management skills; moral characteristics and perceptive skills. Findings can help senior managers in the selection process of school principals.

The present study aimed to predict academic performance based on self-regulated learning strategies with the mediating role of high-level motivational and cognitive strategies. The research method was descriptive-correlation using structural equation modeling. The statistical population included all first grade high school students in Marvdasht (Iran) in 2020. Participants were 319 people whom selected via multi-stage cluster sampling method. Academic performance measured by Academic Performance Questionnaire (Pham & Taylor, 1999), self-regulated learning strategies assessed by Pintrich and de Groot (1990) Motivated Strategies for Learning Questionnaire (MSLQ), and high-level motivational and cognitive strategies evaluated by MSLQ and Biggs et al. (2001) Revised two-factor Study Process Questionnaire. The structural equation analysis has been used to evaluate the hypothetical model. The results indicated the model benefited from the appropriate fit indices. Therefore, it can be concluded that self-regulated learning strategies indirectly and with the mediating role of high-level motivational and cognitive strategies, predict academic performance. The findings can be useful in the academic counseling and teachers' classroom affairs.

The aim of this research was to investigate the degree of attention given to skill development in the elementary school curriculum. This study was a descriptive survey conducted to explore and assess the current status of skill development in the elementary school curriculum. The statistical population consisted of elementary school teachers in government schools in Tehran, who were selected using a random sampling method, and the sample size was determined to be 196 individuals based on Cochran's formula. A researcher-made questionnaire consisting of 104 questions was used to collect data. The hypotheses were tested using a one-sample t-test. The results showed that the level of attention given to skill development in the elementary school curriculum was inadequate for the following skill components: self-awareness, courage, emotional and behavioral control, empathy, peer relationships, cooperation, speaking skills, effective listening, honesty, trustworthiness, non-jealousy, creative thinking, critical thinking, problem-solving, time management, hardware and software, global internet network, environmental awareness, optimal energy consumption, waste management, entrepreneurship, financial management, healthy eating, appropriate clothing, and disease awareness. Based on these findings, practical suggestions were provided to enhance the development of these skills in the elementary school curriculum.

The aim of this research was to develop a model for the professional development of pre-school principals in the education. The study used a qualitative approach with a grounded theory approach. A group of experts, including senior education managers, university professors in the field of educational management, and prominent human resources consultants, were selected using the snowball sampling method. The selection of experts and interviews with them continued until theoretical saturation was reached, which occurred after the eleventh interview. The method of data collection was semi-structured interviews. Based on open, axial, and selective coding of the data, the research model was developed. In the developed model, the professional development of pre-school principals was identified as the core central concept. Causal conditions included the internal motivation of pre-school principals for professional development, their job commitment, ethical behavior, and their level of education and qualifications. The research results also showed that psychological and technical empowerment of education principals, satisfaction of pre-school education staff, parents, and students were identified as strategies and outcomes, respectively. In the developed model, parental concerns about the quality of pre-school educational management and competition between pre-school centers were identified as contextual variables, while standardization and updating of the conditions for the appointment of pre-school principals and the requirements of higher-level organizations for the professional development of pre-school principals were identified as intervention factors. The findings provide practical implications for the designing the professional development programs for pre-school principals.

The aim of the present study was to validate the model of connecting schools and society in Iran. The research method used was a quantitative survey. The statistical population consisted of professors and experts in the fields of sociology of education, educational managers, and school principals with a minimum of 12 years of experience in Tehran in 2022. Among them, 40 professors and experts were selected using a purposive sampling method. The data collection tools included two researcher-made questionnaires, which were assessed for reliability and validity in the present study. To analyze the data, a t-test was used in the SPSS-22 software. The results indicated that the mentioned model has desirable credibility from the perspective of professors and experts in the fields of 1) conformity with global design principles, 2) acceptability, 3) credibility and compliance with documents, 4) usability, 5) comprehensiveness, 6) credibility, 7) attention to the pragmatism approach, and 8) attention to one of the challenges of education. Additionally, the results revealed that the mentioned model provides an accurate description and explanation of the status of the relationship between schools and society, and provides appropriate strategies for connecting schools and society. Therefore, given the deficiency of models in this area, it is suggested that educational planners pay attention to this model for connecting schools with society and designing goals and content in this regard. This model can be useful as a guide for designing educational goals, content, teaching and presentation methods, and ultimately evaluating program and learners' status.

The aim of the present study was to compare the effectiveness of brain-based learning and cognitive rehabilitation interventions on the inhibition and attention shifting functions in 10-12 year-old children with attention deficit hyperactivity disorder. The research employed an experimental method with a pre-test-post-test design, with a control group. Participants were selected by random sampling and assigned to two experimental groups and one control group (with 15 members in each group) using the random assignment method. Data was collected using the Behavior Rating Inventory of Executive Function (BRIEF). Brain-based learning and cognitive rehabilitation interventions were carried out in the experimental groups, while no intervention was performed in the control group. The data was analyzed using SPSS software version 26. The MANCOVA analysis for the scores of inhibition and attention shifting functions showed there was a significant difference between groups (p<0.05). The results indicated a significant difference between the effectiveness of brain-based learning and cognitive rehabilitation interventions in terms of inhibition and attention shifting. Therefore, it was found that the effectiveness of brain-based learning was significantly greater than cognitive rehabilitation intervention. Based on these findings, it is suggested to prioritize brain-based learning intervention in order to increase the functions of inhibition and attention shifting.