Journal of adolescent and youth psychological studies
Volume:4 Issue: 10, 2023

Nowadays, education and learning are the most basic activities of life in progressive societies, and the survival and durability of any society depends on acquiring information and applying it in life. The purpose of this research was to compare the effectiveness of self-efficacy education and education based on acceptance and commitment on test anxiety and belonging to school in second secondary school boys in Birjand city.

The current research was a quasi-experimental type that was implemented with a pre-test-post-test design and a 3-month follow-up. Among the second secondary schools in Birjand city, one school was randomly selected and using G Power software, a sample size of 78 students was considered and the students were randomly divided into three groups (26 students in each group) Self-efficacy test, 26 people were included in the ACT intervention group and 26 people were in the control group. The data were analyzed with repeated measures analysis of variance.

The findings of the present study showed that self-efficacy training and training based on acceptance and commitment reduce test anxiety and increase the level of belonging to the school of students compared to the control group (p<0.001). The results of the Bonferroni test showed that there was no significant difference between the influence of self-efficacy training compared to training based on acceptance and commitment on test anxiety and belonging to school (p<0.05).

Considering the influence of self-efficacy training and education based on acceptance and commitment on test anxiety and belonging to school in students, counselors and therapists can use these approaches to reduce test anxiety and also increase the level of belonging to school.

The changes brought about by globalization, technological advancements, and the dynamics of the job market in the 21st century have impacted education. Educational systems in various countries are seeking the best methods to educate children and adolescents in their daily and professional lives, considering the requirements of the 21st century. The purpose of this research was to identify the characteristics of entrepreneurship-based curriculum content in the secondary education system in Iran.

The research was applied in nature and qualitative in methodology. To this end, interviews were conducted with 25 experts who were well-versed in the research topic, using purposeful sampling of a judgmental type, until theoretical saturation was achieved. For the analysis of the qualitative part, the three coding processes of open, axial, and selective coding by Strauss and Corbin were employed.

The results of the data analysis showed that the characteristics of entrepreneurship-based curriculum content in the secondary educational system in Iran include: designing diverse and active curriculum content (1- inspiring curriculum, 2- practicality of curriculum content, 3- quality curriculum content). Developing curriculum content aimed at educating entrepreneurial citizens (1- learning about oneself, 2- entrepreneurial knowledge, 3- skill-focused curriculum content, 4- learning about the environment and entrepreneurial networks). The third is aligning curriculum content with societal needs and scientific developments (1- ethics of entrepreneurship, 2- adapting curriculum content to changes, 3- preparing students for the business world with awareness). Emphasizing student activity in the curriculum through practical exercises and creating personal experiences (1- student competency in time management, 2- the presence of practical exercises, 3- student ability to think about starting a business).

Educating entrepreneurial citizens is an urgent need in today's society as today's student is expected to have a professional life in the future and step into the world of work. Therefore, it is necessary for the curriculum content to align with global changes and transformations, equipping students to be competent and skill-focused individuals.

Education is one of the most important institutions of a society that can provide the all-round development of people. In general, the development of individual talents and the consolidation of the foundations of collective life and the creation of understanding between human beings are done in the shadow of education. Therefore, the purpose of this research was to investigate the effectiveness of successful intelligence training on academic motivation and academic performance of boys in the second year of high school.

In terms of purpose, the current research was of applied type and the method of conducting it was quasi-experimental with a pre-test and post-test design with an experimental group and a control group and a three-month follow-up period. Therefore, the statistical population of the research included all the male students of the second year of high school who had referred to a private counseling center in the 7th district of Tehran due to academic problems. 30 people were selected by available sampling and randomly assigned to an experimental group (15 people) and a control group (15 people). Then, Sternberg's (2007) successful intelligence training approach was implemented on the test group. In order to collect data, research tools included Harter's performance questionnaire and academic motivation questionnaire (1981). The subjects of both groups completed the questionnaires at the beginning of the research and then the experimental group was trained according to successful intelligence training, while the control group did not receive any intervention. In the descriptive part, frequency distribution tables were used, and in the inferential part of data analysis, mixed variance analysis with repeated measurements and Bonferroni’s post hoc test and SPSS software version 26 were used.

The F value and the significance level of the obtained value were calculated in the variables of academic performance (F = 6.44 and P = 0.002) and academic motivation (F = 7.78 and P = 0.002). Therefore, it can be concluded that the intervention used in this research, i.e. successful intelligence training as an independent variable, significantly caused changes in the dependent variables (academic performance and academic motivation). This means that the changes made in the dependent variables were due to the implementation of successful intelligence training.

Based on the available findings, it can be concluded that successful intelligence training can be used to improve the academic status of students.

Education in elementary school is very sensitive. In this context, today, those involved in the educational system are trying to provide the desired form of education for learners through the curriculum in the form of a consolidated curriculum. Based on this, the main goal of the current research was to design an integrated curriculum model in sixth grade science education.

The current research method was of a qualitative type in the qualitative content analysis method and of an inductive type. The participants included experts in educational sciences, curriculum planning and science education, (professors of Farhangian University, State University, Azadopiam Noor) and teachers, who were selected using non-random sampling method based on criteria and semi-structured interviews with 18 people.

The findings showed that 9 main categories based on Klein's curriculum elements (goals, content, teaching learning strategies, learning activities, place, time, tools, grouping of learners and evaluation of learning) and 151 subcategories were extracted and a suitable model was designed. Validation results based on the opinions of 13 experts according to CVI-CVR indicators showed that the designed model has the required validity.

It can be concluded that the model identified in the current research can be implemented in the sixth-grade science course and it leads to the improvement of the quality of education.

Virtual education is one of the types of education that has shown its role in recent years, especially during the Corona period. Therefore, the aim of the current research was to provide a model of electronic content production training for preparing teachers to teach in the virtual environment of elementary schools in Bushehr province.

The current research method was mixed (qualitative-quantitative) and practical in terms of execution method. The qualitative research community included university experts of Bushehr in the academic year of 2020-2021-, of which 40 people were selected based on the rule of theoretical saturation and with the purposeful sampling method. The statistical population of the quantitative part included 552 university professors in Bushehr city in the academic year of 2020-2021, and the sample size was determined based on Cochran's formula of 225 and selected by random sampling. The tools of the qualitative part of the interview and the quantitative part of the questionnaire were made by the researcher. The validity of the qualitative part of the tool was done with face validity, and the reliability was 0.82 with the agreement coefficient between the coders. Also, in the quantitative part of the research, formal validity and reliability were obtained with Cronbach's alpha of 0.85. Qualitative part analysis was done by coding method in MAXQDA3 software and quantitative part was done by partial least squares method in Pls smart3 software.

In the qualitative section, 5 components (content, evaluation, technical infrastructure, planning and learning environment) and 41 indicators were identified for the e-learning model. Based on the results of the quantitative part, the factor load, which is the correlation coefficient between the implicit variable (e-learning) and the obvious variables in a model, is related to planning (0.74), content compilation (0.63), evaluation (0.58), technical infrastructure (0.51) and learning environment (0.5), respectively. Also, according to the results of structural equation modeling, the planning component with a coefficient of 0.42, content compilation with a coefficient of 0.21, evaluation with a coefficient of 0.18, technical infrastructure and learning environment with a coefficient of 0.14 respectively had the greatest effect on e-learning. E-learning is the necessity of the educational system in the future.

It can be concluded that the first step is to ask professors and experts to identify and solve the challenges of e-learning and plan for the implementation of this system in the education system according to the components of content, evaluation, technical infrastructure, planning and learning environment.

Considering the fundamental role of education and development of executive functions in enhancing academic, educational, and social capabilities, and the challenges faced by students with learning disorders due to weaknesses in executive function components, the current research aimed to compare the effectiveness of brain-based learning and self-regulatory training on the executive functions of students.

This study, in line with its objectives, was an applied research employing a quasi-experimental design, using a pre-test, immediate post-test, and delayed post-test (follow-up) with a control group. The population consisted of all female students in district two of Kerman city, totaling 6,515 individuals. The sample included 60 ten-year-old female students selected through multi-stage cluster sampling. Within each cluster, individuals were chosen using simple random sampling. Each group - the control group, the brain-based learning group, and the self-regulatory training group - consisted of 20 students and received 16 sessions of 45 minutes each, focusing on executive functions. At the end of the training, an immediate test and a follow-up test two months later were conducted to assess the sustainability of the intervention. The measurement tools of this research included the fourth-grade reading book, Stroop Test (2006), Wisconsin Card Sorting Test (1948), Continuous Performance Test (1956), and N-Back Test. The data were analyzed using repeated measures test within the framework of multivariate analysis of covariance (MANCOVA) using SPSS-V.24 software.

The results indicated a difference in the effectiveness of brain-based learning and self-regulatory training on executive functions of students with reading learning disorders. Specifically, the improvement in the brain-based learning group was more significant than that in the self-regulatory training group (P < 0.05).

Therefore, it can be concluded that educational interventions, especially brain-based learning, can be effective and efficient strategies to enhance the performance and skills of students, particularly those with reading disorders.

One of the most important skills needed by today's society is the skill of questioning. Therefore, it is necessary to study this issue by designing a suitable model in the field of teaching questioning skills. Accordingly, the aim of the current research is to design a model for the development of communication skills in students based on the school context.

The current research was a mixed (quantitative-qualitative) study that was conducted in the qualitative part of the database theory and MaxQDA software was used for data analysis. The statistical population of the qualitative part included professors and experts in the fields of education management, questioning education, and children's education. The sampling method is of a targeted type, which reached saturation by conducting a total of 10 interviews with professors and experts in the fields of education management, questioning education, and children's education. After this stage, the little stage started. Descriptive research method was used in this section. The statistical population of the research in this section were education teachers of Neishabur city. Therefore, 413 questionnaires were selected based on available sampling method and Cochran's formula. Quantitative data analysis was performed using Pearson correlation and structural equation modeling. Confirmatory factor analysis and path analysis tests were used in PLS software.

In the qualitative section, nine main categories were identified as effective strategies, these strategies had 49 open codes. The validity of the questionnaire was evaluated using content validity and construct validity as well as questionnaire validity. Its reliability was also confirmed with Cronbach's alpha, homogenous reliability and composite reliability. The results indicated the confirmation of the extractive model and qualitative components extracted in the previous step. Based on this, the effect of causal conditions and compulsive buying phenomenon was equal to 0.27, the effect of questioning skill phenomenon on strategies was equal to 0.324, and the effect of background components on strategies was equal to 0.258. The influence of strategies on outcomes is equal to 0.584. The influence of the interventionists on the results was equal to 0.113. The influence of interventionist control components on strategies was equal to 0.113. Also, the moderating rate of interventionist control variable in the relationship between strategies and outcomes was equal to -0.089. All relationships were significant according to their significance level.

It can be concluded that the questioning skills development model in the present study has good validity and reliability and it is suggested to be implemented as a trial and pilot.

Virtual education is necessary and necessary for education, like face-to-face education. As the Corona crisis showed how virtual education becomes important in reality when face-to-face education faces a challenge. On the other hand, virtual education may receive more attention in the future. Based on this, it is necessary to pay attention to the empowerment of teachers; Therefore, the purpose of this research was to identify the effective factors on the virtual learning empowerment of primary school teachers in Sabzevar city.

The present research method was combined (qualitative-quantitative) and practical in terms of purpose. The population studied in the qualitative stage included Sabzevar education experts, and the researcher reached theoretical saturation after selecting 15 people, and the purposeful sampling method was used. Also, the statistical population of the research in the quantitative part included male and female teachers of primary schools in Sabzevar city in the academic year of 2013-2014, and 934 people were selected as the sample size by simple random sampling method. The research tool was semi-structured interviews in the qualitative part and researcher-made questionnaire in the quantitative part. Validity and reliability in both parts were examined by experts.

The factors affecting the empowerment of virtual education of primary teachers had 61 concepts, 22 factors and 10 categories. Categories and factors include: organizational support (organizational factors - structural requirements for teachers) organizational culture (structural factors - provision of individual needs by the organization) effective training in virtual networks (learning needs - learning effects) individual-social conditions (organizational process - individual and collective characteristics) Facilitating learning (comprehensive management - skill enhancement), mental-practical dimension (mental dimension - skill dimensions), obstacles to empowerment (middle-level problems - micro-level problems), internal-external factors (superior factors or outside the individual's control - exclusive factors) Problem solving (regular training for teachers - strategic changes - social development) has negative and destructive consequences (individual consequences - transpersonal consequences). There is a significant difference between the average of all factors and the average of the population. Also, the quantitative results showed that there is a significant difference between all factors (P<0.05).

Education experts and officials can design and implement programs for empowering the virtual education of elementary teachers according to the identified factors and categories and the introduced model.

Educational justice is the foundation of thought and culture in a society, forming a part of cultural justice, and facilitates individuals’ access to equal educational opportunities. The absence of educational justice slows the progress and development of human civilization and leads to the spread of class conflict, educational poverty, and school dropout. Therefore, this research compiles statistics on school dropouts and presents strategies to reduce poverty and dropout rates while maintaining educational justice.

This research adopts a descriptive methodology and documentary analysis approach. Data have been collected by card-indexing from documentary sources such as articles, books, and credible domestic and international websites, as well as high-level documents including the Fundamental Transformation Document of Education and Training.

One of the essential indicators of justice-oriented policies is ensuring the opportunity for educational growth and equity for all people, regardless of gender, race, class, ethnicity, or color.

The necessity of providing free and quality education and training for all individuals of school age is a fundamental concern referred to as educational justice. The existence of various challenges and obstacles in achieving this goal has led to inequalities and injustices.

In today's world, it is believed that one should have global thinking, but implement these global thoughts locally. This can also be considered as the localization of global thoughts and ideas. The purpose of this research was to compare the effectiveness of critical thinking training and social cognitive training on the emotional creativity of female students of the first secondary school.

The current research method was quasi-experimental with a pre-test-post-test design with a control group and a one-month follow-up, which was conducted in Sabzevar high schools in 2021-22. The statistical population was made up of all the students of the first secondary school age range, who were selected as available and according to the sample size of 98 female high school students. The tools for collecting information were library studies, questionnaires and documents. In the collection of information, a questionnaire measuring emotional creativity was used as a tool. The sampling method in the present study was available by sampling method. The sample size included 66 people, that is, 33 people were considered for each group. In this research, the components and the total score of emotional creativity were the dependent variables, and the information related to them was collected in the three stages of pre-test, post-test and follow-up from the participants of the experimental and control groups, and to test the effectiveness of the implementation of the independent variable on the dependent variable of the method Analysis of variance with repeated measures was used. The software used is SPSS version 26.

The difference in the average scores of the components and the total score of emotional creativity in the pre-test-post-test and pre-test-follow-up stages was statistically significant, but the difference in the average scores in the post-test-follow-up stages was not significant. The difference in the mean of the components and the total score of emotional creativity in the two groups of critical thinking and control is statistically significant. The difference in the effect of two methods of social cognitive education and critical thinking on the components of readiness, innovation, effectiveness and the total score of emotional creativity was significant.

According to the results of the research, critical thinking and social cognitive training has increased the emotional readiness of female students in the first year of high school. Critical thinking training created a significant difference between the control and experimental groups in terms of the variable of emotional creativity. And critical thinking and social cognitive training has improved innovation in female students of the first year of high school. Teaching critical thinking and social cognition has not had a significant impact on students.

The present research was done with the aim to compare the effectiveness of study methods and time management training, on the academic self-Efficacy, academic self-regulation and performance in biology course of female and male students of twelfth grade in experimental science major.

The research method was quasi-experimental with a pretest and posttest design in addition to the control group. The statistical society consisted of all female and male students in twelfth grade of experimental sciences major in Tabriz city during 2021-2022; among them 52 students were selected in one step cluster sampling method as the sample case and categorized in two groups of experimental group (26 students) and the control group (26 students). In order to estimate students’ academic self-efficacy, the standard questionnaire of Jinks and Morgan (1999) was applied. Savari and Arabzadeh (2013) questionnaire was used to analyze their academic self-regulation; and to evaluate students’ performance, their current and previous academic year’s final scores in biology course was utilized. The validity of research instruments was confirmed by the approval of specialists and the reliability was estimated and approved by calculating Cronbach alpha coefficient (α> 0.7). Prior to the study, pre-test of academic self-efficacy and academic self-regulation was implemented in both groups. The experimental group had received study methods and time management trainings through a package in 8 sessions with 60 minutes training, but the control group had not received any training therapy. After the training course in the post-test stage, both of the groups answered to the research instruments of the pre-test stage. Students’ final scores in biology lesson of previous and current academic year was also gained. The research data was analyzed with analysis of covariance using SPSS.  

Based on the obtained results, the study methods and time management training had the same effectiveness on female and male students’ academic self-efficacy, academic self-regulation and performance in biology course.

According to the results of the research, critical thinking and social cognitive training has increased the emotional readiness of female students in the first year of high school. Critical thinking training created a significant difference between the control and experimental groups in terms of the variable of emotional creativity. Also, critical thinking and social cognitive training has improved innovation in female students of the first year of high school. Teaching critical thinking and social cognition has not had a significant impact on students.

Using online games has many negative emotional and social consequences. Therefore, the present research was conducted with the aim of determining the effectiveness of play therapy on improving emotion regulation and social adjustment of students addicted to online games.

This study in terms of purpose was applied and in terms of implementation method was quasi-experimental with a pre-test, post-test and follow-up design with a control group. The research population was the fifth grade students of district 2 of Sari city in the 2021-22 academic years. The sample size based on G Power software for each group was determined 15 people, who this number was selected by purposive sampling method and by random method replaced into two experimental and control groups. The experimental group 8 sessions of 90 minute underwent the play therapy, and during this time the control group did not receive any education. The data were collected with addiction to online games questionnaire (Wang & Chang, 2002), emotion regulation questionnaire for children and adolescents (Gullone and Taffe, 2012) and children's social adjustment scale (Dokhanchi, 1998) and were analyzed by methods of variance analysis by repeated measurement and Bonferroni post hoc test in SPSS-26 software.

The findings showed that the play therapy improved the emotion regulation (reappraisal and suppression) and social adjustment of students addicted to online games, and the results remained in the follow-up phase (P<0.001).

The results indicated the effectiveness of play therapy and its durability on improving emotion regulation and social adjustment of students addicted to online games. Therefore, specialists and therapists can use play therapy along with other treatment methods to improve psychological characteristics, especially to improve emotion regulation and social adjustment.

Professional learning community is an extensive or moderate learning process to strengthen cooperation between job-related tasks in the work environment and has a significant effect on improving the performance of human resources. This research was conducted with the aim of designing a professional learning community model for primary school teachers.

A phenomenological qualitative method based on the Claizian stage analysis approach was used. The participants of the research are 26 people, including professors and faculty members of universities in the field of educational management, principals, assistant professors and successful teachers in elementary schools, and doctoral students or graduates of the field of educational management working in education, who through sampling A targeted opinion was selected. In order to collect data, in-depth interviews with research participants were used. In order to evaluate the validity, the methods of review by members, triangulation (three-way perspective) of data sources, review by colleagues and review by supervisors are used to increase the validity of the research. Also, to check the reliability, the strategies of reliability, assurance and trustworthiness, confirmation are used. or verifiability and transferability were exploited.

After analyzing the data, the final model of the research includes 2 major dimensions of the antecedents of teachers' professional learning community, including 4 components of educational leadership, organizational culture, collaborative learning, and organizational structure, and finally, the consequences of teachers' professional learning community, including 3 major dimensions of quality development performance, belonging to work and school, and job and professional satisfaction were depicted.

In order to realize the professional learning community of teachers, it is necessary and necessary to pay attention to cultural elements and dimensions. The task of teachers' professional learning community is to stimulate things such as mission, vision, collective commitment and common goals, and value creativity, risk-taking, initiative and innovation, and the existence of an atmosphere based on mutual respect as an important part of teachers' professional learning community.

In the field of education, one of the most important, influential and at the same time, most difficult topics is the moral and ethical development of children. Therefore, dealing with issues related to ethics and, as a result, moral development has a high status. The present study was conducted with the aim of investigating the relationship between parents' Islamic lifestyle and moral development and psychological well-being of male students in the east of Tehran.

The present research method was descriptive-correlation. The statistical population included all male students in the eastern region of Tehran and their parents in 2022. The statistical sample included 250 people and was done by multi-stage cluster random sampling method. The research tools included the Islamic lifestyle test (short form) by Kaviani (2013), the scale of moral development of children, adolescents and young people by Lotfabadi (2010) and the psychological well-being of Ryff (1989). Data were analysed by SPSS and with regression analysis and Pearson correlation methods.

The results of Pearson's correlation test and multivariate regression showed that there is a positive and significant correlation between the two variables of parents' Islamic lifestyle with the moral development and psychological well-being of their sons. between the Islamic lifestyle of parents and the components of their child's moral development; Environmental ethics, personal ethics, ethics in family relationships, social ethics and human ethics have not been observed significant correlation. However, there is a positive and meaningful connection and correlation between the Islamic lifestyle of parents and the superior morals of male children; This means that with the increase in the level and level of the Islamic lifestyle of the parents, the level and level of moral excellence in their sons increases and improves. Also, between the parents' Islamic lifestyle and their child's psychological well-being; Positive relationships with others, autonomy or independence, purposeful life and personal growth, no significant correlation was observed. However, there is a positive and significant correlation between the Islamic lifestyle of parents with self-acceptance and mastering the environment of male children.

This means that with the increase in the level and level of Islamic lifestyle of parents, the level and level of two components of psychological well-being; Self-acceptance and mastery of the environment increases and improves in their male children

Higher education, as a system tasked with training thoughtful and creative human resources, plays a significant role in development, advancement, and the production of new knowledge. The current study aimed to investigate the effectiveness of teaching cognitive and metacognitive strategies on academic identity among students of Tehran University of Applied Sciences, conducted in the 2020-2021 academic year.

This research, in terms of purpose, was applied and of a quasi-experimental design with a pre-test, post-test, and follow-up with a control group. The population included all students of the University of Applied Sciences in the 2020-2021 academic year, utilizing convenience sampling due to the need for a therapeutic protocol training method. The sample size comprised 30 individuals, randomly assigned with 10 in the cognitive experiment group, 10 in the metacognitive experiment group, and 10 in the control group. The data collection tool was the Wass and Isaacson (2008) Academic Identity Questionnaire. Both experimental groups underwent training in cognitive and metacognitive strategies for 8 sessions. Data were analyzed using two-way repeated measures analysis of variance (mixed between-within subjects-design).

The results of the effectiveness of cognitive and metacognitive strategy training showed that it only significantly impacted follow-through academic identity (F=3.91, P=0.032) and this effect was sustained in the follow-up phase.

Overall, considering the impact of self-regulated learning skills on students' academic identity, it can be concluded that as students' success in academics and academic challenges is crucial; therefore, enhancing self-regulation can lead to an improvement in the process of academic identity formation

With the rise of digital tools, education has moved away from its traditional form and is advancing towards non-physical learning modalities. Distance learning leads to flexibility and easy access through digital media. Thus, the purpose of this study was to understand the lived experiences of students, teachers, and professors regarding the effectiveness of assessment in distance education.

This qualitative research was conducted using a phenomenological approach. The method of data collection involved semi-structured interviews. For this purpose, data were collected through interviews with 30 students, teachers, and professors and analyzed using the method of Streubert and Carpenter (2003).

The analysis of the interviews revealed four main themes including support and backing components, content, infrastructure and ethical, and 22 subthemes such as technical support, enhancing the motivation of teachers and students, continuous training of teachers and students, improving computer literacy of students and teachers, overcoming teachers' resistance to virtual assessment methods, using interactive methods, focusing on learners' depth of thinking, timely and rapid feedback, attention to individual differences, familiarity with virtual assessment methods in teachers, adapting to virtual assessment methods in teachers, availability of electronic infrastructure, ensuring security of assessment in the virtual space, providing high-speed internet, quick and easy access to mobile or computer for students, digitalization of the entire assessment process, promoting the culture of virtual assessment among teachers and students, avoiding cheating due to anonymity, providing agreed-upon criteria and standards in assessment, considering students' backgrounds in virtual assessment, perceiving the student as the core of assessment, and connecting assessment to the student's environment.

Given the above results, it is clear that performance assessment in non-physical education requires adherence to specific principles and components. Neglecting them can lead to the sterilization of this type of assessment.

As the first and most important educational institution of the country, the school plays a decisive role in teaching ecological literacy along with other organizations and educational tools. The purpose of this research was to design an interpretative structural model of the challenges of developing ecological literacy in secondary schools.

The current research is of mixed type (qualitative and quantitative). In the first phase, a qualitative research method was conducted using thematic analysis, and in the second phase, a quantitative method was conducted based on interpretive structural modeling. The statistical community in both qualitative and quantitative sections, due to the expert-centeredness of the interpretive structural modeling approach, formed experts, which included school principals, teachers, environmental education experts, environmental education professors, and environmental elites. They were selected purposefully and until theoretical saturation was reached (22 people). Sampling method in the quantitative part, due to the expert-oriented approach of interpretive structural modeling, the experts were in the qualitative part (N=20). The measurement tool in the qualitative part was a semi-structured interview and in the quantitative part, a questionnaire. Validity and reliability of the data were confirmed. Two methods of thematic analysis (Max QDI software) and Interpretive Structural Modeling (ISM) (Excel software) were used to analyze the data.

6 main themes of ecological literacy development challenges in secondary schools have been identified, which include human, infrastructure, economic, attitudinal, curriculum and political challenges.

Human challenge and curriculum are in the independent cluster, that is, it has a great influence on other factors and other factors have little influence on it; The themes of infrastructure and curriculum are placed in the dependent cluster, that is, they are affected by other factors and have little effect on other factors; Economic and attitudinal themes are placed in the linked cluster, that is, they both influence other factors and are influenced by other factors.

Undoubtedly, in the formal education system of any country, all levels of education are considered the most important and fundamental. The impact of this level on the academic success of students is significant throughout their lives and educational period. The purpose of the current research was to investigate the causal conditions of the Persian curriculum model centered on storytelling.  

The research method was qualitative, using content analysis. The population consisted of all pre-school teachers in the city of Kerman, totaling 1400 individuals. Sampling was done purposively until theoretical saturation of data (involving 21 participants). The research instrument in the qualitative part was deep and unstructured interviews. For data analysis in the qualitative section, open, axial, and selective coding methods were used.  

Results indicated that the dimensions and components of the causal conditions of the Persian curriculum model centered on storytelling included 8 selective codes: emotional stimulation, strengthening perceptual power, enhancing critical thinking, academic effort, fluid learning, moral development, semantic perception, and identity strengthening.

It is suggested that visualization techniques be used to facilitate the understanding of learning objectives in the storytelling process for children. In such a scenario, the comprehension of concepts for them becomes easier. It is recommended that educators endeavor to establish a connection with children during the storytelling process and consistently seek their opinions on the topics presented in the story.

The impact of teaching methods on educational quality has been proven in many research studies. The purpose of this research was to determine and rank the components of a quality educational scaffolding model in the Iranian secondary education system.

The research method was qualitative-quantitative. The qualitative section's population included experts and specialists in the fields of learning-teaching, teaching methods, and educational scaffolding, as well as related written documents including articles, scientific research, and relevant authored books. The priority-setting section included top and middle managers from education department deputy offices. In the qualitative part, deep interviews were conducted with 13 experts using snowball sampling until theoretical saturation was reached, and 18 documents (texts) were examined using a purposive method. In the priority-setting part, 35 individuals were selected through purposive sampling and responded to a matrix questionnaire. The validity and reliability in the qualitative phase were ensured through necessary reviews including acceptability (expert review) and confirmability (re-review by experts), and in the priority-setting phase, the content of the matrix questionnaire was verified for understandability and clarity by five academic and organizational experts, and reliability was calculated with inconsistency rates between 0.01 to 0.06. Qualitative data were analyzed through theoretical coding, and priority-setting data were analyzed using the Analytic Hierarchy Process (AHP) technique in Expert Choice software.  

The results of the qualitative part indicated that the quality educational scaffolding model in the Iranian secondary education system consists of 10 categories (development of human and non-human resources, improvement and development of the educational system, teaching-learning methods, culture building and communications, supportive laws and behaviors, performance monitoring, strategies based on cognition and metacognition, motivation-based strategies, mental development, and scientific advancement), 21 subcategories (human resource development, student empowerment, development of hardware and software facilities, participatory and interactive teaching, task simplification, virtual learning, teaching based on scientific theories, culture building among parents and teachers, effective communication, supportive behaviors, internal and external organizational strategies and guidelines, mental and academic engagement, continuous assessment, metacognitive strategies, cognitive strategies, cognitive and metacognitive strategies, motivational strategies, psychological well-being, actualization of potential talents, improvement of learning process and academic progress), and 134 indicators which were categorized under causal, contextual, interventional, strategies, and outcomes in the research's paradigmatic model.

The results of the priority-setting part also indicated the greater importance of "outcomes" and the component of "academic progress".

Academic buoyancy is an important variable for high school students succession. The present study was conducted with the aim of comparing the effectiveness of cognitive-behavioral training and educational perfectionism schema-based strategies training on academic buoyancy of high school female students.

The study method was quasi-experimental with pre-test-post-test and control group with two-month follow-up. The statistical population of the research includes female high school students in Jiroft province during Fall of year 2021. In the first stage, 48 female high school students were selected as the statistical sample of the study based on the convenience sampling method, and in the next stage, they were divided into three groups through a simple random sampling method (16 students in each group). For data collection, Hosseinchari & Dehghanizadeh 's academic buoyancy (2012) were completed in three stages: pre-test, post-test and follow up. Cognitive-behavioral training and educational perfectionism schema-based strategies training was performed in 8 sessions (one session per week) for 90 minutes. To analyze the data, repeated measure analysis of variance and Bonferroni post-hoc test was used by SPSS.26.

The results of the research indicated that there was a significant difference between cognitive-behavioral training and educational perfectionism schema-based strategies training with control group in academic buoyancy (p<0/001, F=26.11). There is no significant difference between cognitive-behavioral training and educational perfectionism schema-based strategies training in academic buoyancy.

It can be concluded that, cognitive-behavioral training and educational perfectionism schema-based strategies training were effective in increasing the academic buoyancy, therefor these training can be used for high school female students.

Students with academic well-being are more successful than their peers in overcoming adversities and academic stress due to having a balance of emotional and academic functions. Therefore, the aim of the current research was to predict academic well-being based on school atmosphere and identity, family communication patterns, and social-emotional competence of secondary school students in Sari city.

The present study was a descriptive and correlational study. The statistical population of the present study consists of all the students of the second secondary level of Sari city in the academic year 2020-21. After explaining the objectives of the research and getting the participation and cooperation of the subjects, the questionnaires were distributed among the students, and by discarding the distorted data, 369 people remained and were examined as the research sample. The research tools include Tominen-Sweeney et al.'s academic well-being questionnaire (2012), Lee et al.'s school climate and identity questionnaire (2017), Ritchie and Fitzpatrick's family communication pattern questionnaire (1990), and Zhu and Ji's emotional and social competence questionnaire (2012).

The findings show that there is a significant relationship between academic well-being with school atmosphere and identity (r=0.72), family communication patterns, dialogue orientation (r=0.43) and social emotional competence of students (r=0.69). According to the results of the regression analysis, 39% of the variance of academic well-being It can be explained by the predictor variables of school atmosphere and identity, emotional competence of students, and orientation of dialogue and listening, that atmosphere and identity contributes 43% in predicting academic well-being and is the best predictor of academic well-being in students.

Holding psycho-social empowerment workshops for secondary school students, considering that they are going through the challenging period of adolescence, can lead to the improvement of social-emotional competence in students and finally higher academic performance.

From a psychological point of view, students' educational and learning activities in educational situations can lead to burnout as a task. These activities can create characteristics such as fatigue caused by the requirements related to study, growth, and a sense of pessimistic and insensitive attitude towards course materials, as well as a feeling of poor personal progress in coursework and education in students. Therefore, the purpose of this research was to investigate the effect of cognitive-behavioral group counseling on students' academic burnout.

This research is quasi-experimental, pre-test-post-test, with the selection of two groups, including the control group and the test group, and the statistical population of this research consists of 10th grade students in the 12th district of Tehran in the academic year 2022-2023. The sample size has been considered by simple random sampling method, including 40 students (20 in the experimental group and 20 in the control group). In order to collect data, the academic burnout questionnaire of Salemla-Aru (2009) was used.

The results of covariance analysis show that group counseling training in a cognitive-behavioral way significantly reduced students' academic burnout in the post-test phase: Excessive fatigue components (F=9.63 and p<0.003); pessimism (F=13.33 and p<0.001); Feeling of incompetence (F=18.43 and p<0.001).

Therefore, it is suggested to implement extracurricular classes as much as possible to prevent academic burnout for students.