Iranian Journal of Educational Research
Volume:1 Issue: 3, Summer 2022

This study aimed to predict the motivation for academic achievement in female second-year high school students in Bandar Abbas, Iran, based on the psycho-social climate of the class and the quality of school life. Using a descriptive and correlational research design, data were collected from 189 female students using the Hermans Achievement Motivation Questionnaire, the Psychosocial Class Climate Questionnaire, and the Quality of School Life Questionnaire. Results showed that home, school, and classroom environments play a significant role in motivating progress and hard work towards achieving goals. Enhancing the quality of these environments can improve students' motivation. The study also found that 20% of students' achievement motivation can be explained by the class psychosocial climate and the quality of school life. The study concludes that improving the classroom and school environment can strengthen students' desire to learn and achieve academic success. This research can inform effective interventions and policies to improve the quality of education and enhance students' motivation for academic achievement.

This study examined the relationship between perceived school kindness, academic hope, and academic engagement among a sample of students. Structural equation modeling was used to analyze the data, and the results indicated that perceived school kindness was significantly and positively associated with academic engagement and academic hope. Academic hope was also significantly and positively associated with academic engagement. Furthermore, academic hope partially mediated the relationship between perceived school kindness and academic engagement. These findings suggest that students who perceive their school as kind are more likely to feel engaged in their academic work and have hope for their academic future. The results of this study have important implications for educators and policymakers who seek to promote positive outcomes among students. Future research could investigate effective interventions that promote both hope and engagement and examine the mechanisms through which these constructs influence each other.

The aim of this study was to predict life expectancy based on emotional intelligence mediated by self-efficacy in Covid-19 patients. The present study is applied in terms of purpose and correlational in terms of method. The study population consisted of all patients with Covid-19 in Lamerd city in July and August 2021, from which 60 people were selected as a sample. The instruments of this study included Emotional Quotient Questionnaire, Sherer General Self-Efficacy Scale, and Miller Hope Questionnaire. The method of analysis of this research is path analysis by which the causal relationships of research variables were investigated. The research findings showed that emotional intelligence predicts life expectancy among patients with covid-19 through the self-efficacy. Based on it, by using their emotional intelligence and increasing self-efficacy, people affected by Coronavirus can increase their life expectancy and avoid the psychological risks of this disease.

The present research aimed to provide a model for designing teaching-learning space based on brain-centered approach in physical dimension for primary schools using a qualitative synthesis method. The research area included all the articles and researches published in the field of teaching-learning space based on the brain-centered approach. In this regard, the design of the teaching-learning environment of primary school based on the brain-centered approach in the physical dimension and its validity were investigated and among 100 Persian articles from 2019-2021, 28 articles and from 50 English articles from 1994-2021, 25 articles selected via purposive sampling. Data collection was provided with the library method and note-taking method. To analyze the data, the roberts research synthesis steps were used. According to the findings, spatial dimension (including 12 categories), appearance characteristics dimension of the environment (4 categories) and arrengment dimension (12 categories) were identified. Also, the findings showed that the designed model has the appropriate validity.

The aim of this study was to investigate the mediating role of identity status in the relationship between attachment styles and addiction to social media in high school students in Meybod (Iran). The study method was descriptive-correlational and the statistical population was 1610 male and female high school students of Meybod in 2021. Participants were 310 students whom selected by random cluster sampling (197 girls and 113 boys). Data were collected using Collins and Read Revised Adult Attachment Scale, Waltz etal. Social Media Addiction Questionnaire and Berzonsky Identity Styles Questionnaire. The model was analyzed by structural equation modeling. Results indicated that secure attachment style had a direct and negative effect on addiction to social media (p <0.01), and confused identity had a direct and positive effect on addiction to social media (p <0.01). Also, secure attachment style had an indirect effect on addiction to social media by affecting confused identity (p <0.01). Based on the findings, it can be concluded that confused identity has a significant mediating role in the relationship between secure attachment style and addiction to social media; In other words, secure attachment reduces addiction to social media through confused identity in high school students.

The aim of this study was to investigate the effect of brain-based learning training on improving the math performance in unsuccessful female students with emphasis on environmental components. In this study, quasi-experimental methods with pre-test and post-test with control group was used. Participants were 30 female students whom selected from the statistical population of second and third grade students of Urmia public primary schools according to the mathematics scores in the second and third grade of elementary school and also the teacher-made test. Due to the descriptive nature of the assessment system, which uses qualitative terms [such as need for more effort, acceptable, good, very good, excellent] instead of grading students, 30 students at the level of need for effort were randomly selected and randomly assigned to experimental and control groups. The parents of the experimental group were trained in brain-based learning during a two-hour session. The learning environment was changed based on the environmental components affecting the brain (light, nutrition, oxygen, color, music, water). The teacher then taught his lessons based on the principles of brain-based learning in 10 sessions. For both groups (experimental and control), KEY-MATH Test of Mathematics were excited in pre-test and post-test. The results showed that brain-based learning training had a significant effect on improving students' mathematical performance in unsuccessful female students.