Iranian Journal of Educational Research
Volume:1 Issue: 1, Winter 2022

Encouragement is an important concept of Adlerian psychology and refers to the expression of confirmation through language or other symbolic illustration to instill courage in a person within the context of addressing a challenging situation or recognizing a potential. Receiving encouragement would enhance social connectedness, academic performance, motivation and self-efficacy in students. The present study was conducted with the aim of determining the effect of mindfulness-based therapy on compassion and response to stress of special needs school teachers. The study was a pretest-posttest control group quasi-experimental design. Statistical population included all special needs school teachers of Bandar Abbas (Iran) in 2022. Participants were 30 special needs school teachers were selected by accessible sampling and randomly assigned to in experimental and control groups (15 people in each group). Participants responded to Stress Response Inventory (SRI) and Compassion of Others' Lives (COOL) Scale. The experimental group received eight two-hour sessions of mindfulness training and the control group did not receive any training. Data were analyzed by univariate and multivariate analysis of covariance. The results indicated that intervention decreased the response to stress and increased compassion in teachers (p<.01). Therefore, providing this training is considered useful strategy for improving the health outcomes in teachers.

The purpose of this study was to diagnose the process of religious identity formation in the first secondary schools of Hormozgan. Qualitative research method and data analysis method was inductive with coding system. The research community included 785 religious teachers in Hormozgan province and the research sample included 15 religious teachers. The findings of the research show that 13 key categories include the low level of efficiency and lack of practical commitment of those in charge of teaching religious concepts to comply with religious guidelines, inattention to those in charge of religious education, anti-religious propaganda in society, prioritizing material issues and the low level of media literacy in society. Inattention to religious issues, lack of supervision and content in religious education, inconsistency in matters related to religious education, budget problems and the lack of suitable religious models and financial problems of students' families are the causes of damage to the process of religious identity formation Also, 14 key categories include the development of media literacy and the development and production of high quality religious content, improving the atmosphere of religious education, coordinating the trustees and practitioners of religious education, paying attention to the role model and practical commitment, improving the supervisory system and empowering and using efficient educators, developing religious knowledge and Practical and theoretical guidance of learners, involving parents and students in teaching religious concepts, using new methods and solving budget problems and developing incentive factors are the solutions to improve the process of religious identity formation. The level of knowledge and awareness of religious education teachers and trainers, as well as students' families, holding workshops and webinars and preparing appropriate educational content fundamentally and based on the needs and doubts of the day, should be strengthened, so that they can find the ability to persuade and resolve the doubts of students.

Today, one of the most profound issues in the classroom is engaging students with assignments, practices, and written study materials; an issue that, if not successful, has sometimes led to dropout or failure of students in all grades. Looking at the current situation (the spread of the Corona virus all over the world) and taking into account that virtual education has a special value during global epidemics and students generally pursue education at home, achieving students' academic engagement with materials of a lesson in a positive and constructive way seems necessary. Solving personality conflicts, improving the interaction between the person and the environment through research achievements in personality psychology, simultaneously addressing the roles of self-determination and attitude to electronic learning, controlling and applying an optimal level of academic excitement, raising cognitive ability, raising social status - economic, raising academic enthusiasm, raising expectations of success, strengthening the disciplinary atmosphere and optimizing the relationship between teacher and student, frequent presentation of targeted and short assignments are useful ways to achieve the desired level of academic engagement. Teachers, coaches, parents, administrators, counselors and all those who are in some way related to the issue of education should use all their power to engage the student in the desired way with school materials and subjects.

The aim of this study was to determine the effectiveness of group motivational interview method on increasing the academic achievement of female students in the second year of high school in Isfahan (Iran). Sampling was available by method. The academic achievement status of 60 students was assessed based on their GPAs and then 32 students with poor (GPA 16-14) and very poor (GPA 10-10) students were selected and assigned to experimental group (16 people) and control group (16 people) randomly. In this study, the experimental group was exposed to motivational counseling but the control group did not receive any intervention. Analysis of covariance was used to analyze the data. Results indicated that motivational interviewing increased academic achievement in post-test (P <0.05). According to the results, school counselors are recommended for improving the academic achievement in high school students through motivational interview.

The aim of this study was to investigate the relationship between time management behaviors and academic self-efficacy with academic performance a sample of master students in Bandar Lengeh (Iran). Participants were 180 students were selected by the convenience sampling method. The Time Management Behavior Scale and General Academic Self-Efficacy Scale (GASE) were used for data collection. The academic performance was the grade point average(s) (GPA) of the first semester of 2021. Regression analysis was used to determine which variables were associated with academic performance in e-learning environment. It was found that students’ time management and self-efficacy were correlated significantly with grade point average. Totally, time management behaviors and self-efficacy are the key factors that predict the good academic performance in e-learning environment. The findings have useful implications for the design of e-learning courses in higher education

Academic life quality of university students and academic self-efficacy are among the important variables that affect the academic engagement in college students. The current study aimed to develop a model to reveal the direct and indirect relationships between academic life quality, academic self-efficacy, and the academic engagement in college students. The research sample comprised 380 male and female students from the Faculty of Humanities at University of Hormozgan. Academic life quality, academic self-efficacy and academic engagement questionnaires were used for data collection. The results indicated that the proposed structural model benefited from a satisfactory goodness-of-fit level with the study data. According the results, the research variables had direct and indirect relationships. The findings also confirmed that self-efficacy mediated the relationship between academic quality of life and academic engagement. Implications and research recommendations are provided for future studies as well.