Iranian Journal of Educational Research
Volume:3 Issue: 4, Autumn 2024

This study explores educational professionals’ perceptions of inclusive practices in New South Wales (NSW), Australia, with a focus on specialized roles such as learning support coordinators, teachers, and school learning support officers.

Using surveys and interviews, the research investigates how inclusion is conceptualized, implemented, and its perceived impact on students.

Findings highlight significant inconsistencies in understanding inclusion, with some participants associating it exclusively with students with additional needs, while others embrace a broader philosophy. Despite general support for inclusive practices, challenges persist, including limited resources, insufficient professional development, and variability in leadership support. Comparisons with international research underscore shared challenges in operationalizing inclusive education globally.

This paper proposes a framework for reconceptualizing inclusion as a universal pedagogical philosophy and offers actionable recommendations for bridging the gap between policy and practice. Implications for teacher training and professional development are also discussed.

Games serve as an apt instrument for promoting innovative pedagogical approaches. The objective of the current investigation is to examine the influence of educational games on creativity through a methodical exploration.

The present study was executed utilizing a systematic review methodology. To this end, during the timeframe from 2013 to 2014, a comprehensive search was conducted for all articles pertinent to the effects of educational games on creativity within Persian databases, which include the National Journals Database, the Academic Jihad Scientific Information Center Database, the Noor Specialized Journals Database, and the Iranian Institute of Information Science and Technology Research, in addition to Google Scholar, employing keywords such as educational games, creativity, game-based learning, and educational group games. Following a rigorous screening process based on predefined inclusion and exclusion criteria, 21 relevant articles were chosen for the composition of this manuscript.

The study's outcomes revealed that scholars have predominantly concentrated their inquiries on the ramifications of educational games concerning critical thinking and problem-solving, the correlation between educational games and motivational aspects of learning, the effects of both digital and physical gaming environments on creativity, the significance of social interactions within educational gaming contexts, the influence of educational games on cognitive and social-cognitive competencies, and frameworks for evaluating creativity within educational games.

In summary, these thematic findings suggest that educational games constitute a potent instrument for augmenting creativity among students, contingent upon their thoughtful design and execution.

This conceptual paper seeks to explore the challenges newly appointed female principals encounter in executing instructional leadership within the context of rural primary schools. The main question for the study is: What are the key obstacles that newly appointed female principals face in implementing effective instructional leadership in rural educational settings?

This paper adopts a qualitative approach, with data collection rooted in an extensive review of scholarly studies, recent books and peer-reviewed articles. The data is analyzed within the interpretive paradigm which generates a deeper understanding of the intricate challenges faced by these female leaders.

Findings suggest that newly appointed female principals in rural schools often grapple with issues such as gender bias, limited access to professional development, community resistance to female leadership and inadequate resources. Practical implications include the need for targeted leadership training programs, mentorship opportunities and community engagement strategies to support newly appointed female principals in these challenging environments.

By mitigating these challenges, the study provides valuable insights for policymakers, teachers and stakeholders with the aim to enhance the effectiveness of instructional leadership in rural primary schools thereby quality education.

Activity Based Learning (ABL) is a method where students continuously engage in tasks and think about them, helping them understand the teacher's desired outcomes. Classroom management is crucial for creating a conducive learning environment, allowing teachers to control the learning style and direction, preventing disruptions and discomfort. The study aimed to develop an Activity-based learning (ABL) tool related classroom management for teachers in West Bengal, India. It also aimed to determine their views on classroom management scale.

The study used convenience sampling from larger populations to estimate the number of teachers in various cities. The study involved 100 teachers who were given a self-administered version of a 28-item Activity-based learning (ABL) scale.

After item analysis, the scale had 25 items remaining, covering six broad dimensions: Time Management, Content Complete, Student Interest, Class Control, Child Psychology, Preparation. Secondly The data analysis process included 306 teachers' responses in a second data set for Cronbach alpha. A high degree of statistically significant correlation was found in the scale's final iteration, with Cronbach alpha values of 0.724.

The comprehensive analysis revealed that the Activity-Based Learning (ABL) instrument serves as an effective tool for evaluating classroom management among teachers in the West Bengal region of India.

This study examines the function of middle leaders in fostering parental engagement and overseeing student discipline in middle schools located in Gauteng Province. Middle leaders, often department heads or senior educators, are essential in connecting school leadership with classroom implementation.

The study examines the methods by which these leaders include parents in fostering their children's educational and behavioral growth, as well as their execution and supervision of disciplinary rules.

It also analyses the difficulties they encounter in reconciling these obligations and their impact on fostering a positive school culture. The study seeks to elucidate successful leadership techniques that promote collaboration between educational institutions and parents, while preserving a disciplined learning atmosphere.

Comprehending the function of middle leaders is crucial for enhancing learner behavior and parental involvement, hence boosting educational achievements in Gauteng middle schools.

Female students consider physics a difficult subject and like physics less than chemistry and biology. Cooperative learning is considered as an effective student-centered teaching methodology. The jigsaw technique of cooperative learning is successfully used to improve students' academic achievement, knowledge retention, and students’ attitudes. The present study was conducted to compare the effectiveness of the jigsaw technique of cooperative learning with the traditional lecture-based teaching method for pre-medical female students.

It was an experimental study in which Pretest-Posttest true experimental design was used.  Fifty-six female pre-medical students of Federal Government Degree College for Women Bannu were divided into control and experimental groups.  The experimental group was taught with the jigsaw technique of cooperative learning whereas the control group was taught with the traditional lecture method. Research tools to assess students' academic performance, retention of the knowledge, and attitude toward learning physics were developed and validated.

After three months of treatment, the performance of both groups was analyzed using an independent sample t-test.  A statistically significant difference was noted between the post-test scores of the two groups.

The jigsaw learning technique was found to be an effective technique and recommended as a proper method for teaching physics.

One of the burgeoning areas of interest within the realm of education pertains to student engagement, a central component of positive psychology (PP). Another fundamental concept in the PP literature is school connectedness, which underscores the belief students hold regarding the care shown by adults and peers in the educational environment towards their academic progress and personal welfare. Additionally, mindfulness, a pivotal term in the field of PP, offers noteworthy advantages such as enhancing working memory and reducing stress levels, consequently fostering academic involvement. Given the significance of school connectedness and mindfulness in academic engagement, the present study endeavors to examine the association between school connectedness and academic engagement in high school students, with mindfulness serving as a mediator.

A total of 300 high school students from Bandar Abbas participated in the study, responding to scales measuring mindfulness, school connectedness, and academic engagement. Subsequently, structural equation modeling was employed to illuminate potential relationships.

The results indicated a significant correlation between school connectedness and academic engagement. Furthermore, the findings demonstrated that both school connectedness and mindfulness serve as positive and significant predictors of academic engagement. Moreover, the results substantiated the mediating role of mindfulness.

These findings offer valuable insights for educators in enhancing classroom practices.

In the present investigation, the discernment and aggregation of stress-inducing environmental variables within the geographical locales of Kohmareh and Tasht Bakhtegan have been meticulously examined.

To achieve this objective, data has been acquired through the utilization of structured interviews and comprehensive questionnaires. Consequently, through the application of interviews, the stress-inducing environmental variables were initially recognized in both Kohmareh and Tasht Bakhtegan, followed by an in-depth exploration of these variables via a questionnaire. The instrument employed for this research is grounded in the Likert scaling methodology. In this context, the questionnaire was disseminated among the designated statistical sample. Subsequent to the collection of the questionnaires, the resultant data was systematically inputted into SPSS23 software for analysis.

The findings indicate that the p-value for the stress-inducing environmental variables in the regions of Kohmareh and Tasht Bakhtegan exceeds 5%, thereby suggesting the absence of a statistically significant disparity between the stress-inducing environmental variables in these two regions; however, based on the outcomes derived from the one sample T test, the significance of 18 stress-inducing environmental variables was substantiated.

Overall, the results substantiated the significance of these variables while delineating the stressful environmental determinants within the two geographic locales of Kohmareh and Tasht Bakhtegan.

A perfect human being is a definitive representation and a reflection of the entirety of God's essence, and attaining this esteemed status is achieved under the auspices of education. The aim of this investigation is to scrutinize the framework of model education founded upon the components derived from the Quran.

This study is qualitative in nature concerning its type, and practical with respect to its objectives, as it endeavors to formulate a paradigm for discerning the elements of an ideal human being as articulated within the verses of the Qur'an. Methodologically, it adopts a descriptive-analytical and inferential approach of a comparative nature. Following extensive theoretical and bibliographic research, coupled with the examination of Quranic exegeses and profound contemplation on the interpretation of the Quran, as well as the categorization of data pertinent to the exemplary human being, a comparative conclusion has been drawn.

The outcomes of the research encompass seven distinct attributes, namely: divine description, caliphate, Imam, knowledge, power, servitude, and sincerity, culminating in the identification of ten exemplary attributes that contribute to the formation of a model, which include: Alim, Rahim, Rauf, Sabour, Halim, Sattar, Ghafar, Shakur, Aziz, and Hamid.

The insights derived from this investigation possess the potential to enhance the pedagogical literacy of educators engaged in exemplary education.

The present study aimed to investigate the relationships between social responsibility, social security, perceived crime reduction, and education among residents of the Persian Gulf Special Economic Zone.

This research is a quantitative and descriptive-exploratory study carried out with the aim of practical application and based on data collection methods. The target population of the study consisted of residents of local and border areas within the Persian Gulf Special Economic Zone in 1400. A sample of 500 people was selected using an accessible sampling method and they answered questionnaires. Cronbach's alpha was used to calculate the reliability coefficient. The data were analyzed using Path Coefficient and Amos22 software.

The results of the study showed that social responsibility has a positive and significant relationship with feelings of social and economic security and education. Social responsibility had a positive and significant impact on reducing perceived crime rates. Furthermore, the mediating role of social security and education in the relationship between social responsibility and perceived crime rate has been confirmed.

Based on the findings, it can be concluded that through the use of social security and the mediating role of social security and education, efforts can be made to reduce social crime in Persian Gulf Special Economic Zone.

Taking into account the critical significance of generating innovative concepts and the necessity for universities to embrace fresh ideas and inventive theories, it is anticipated that academic institutions and research environments will transcend conventional frameworks and adjust to the evolving demands of society, thereby establishing an appropriate foundation for the generation of knowledge. The objective of the present study is to formulate a knowledge creation model employing an open innovation paradigm within the Islamic Azad Universities of North Khorasan.

This investigation employs a qualitative methodology. The targeted demographic for this study comprised scholarly experts who possessed insights in the domains of executive management and human resources, had attained a university education, and were selected through purposive sampling techniques.

The results of the study revealed that the proposed knowledge creation model is comprised of seven dimensions, which include socialization, externalization, content factors, composition, structural factors, internalization, and cognitive aspects.

Overall, the knowledge creation model featuring redefined innovation presented in this research demonstrates substantial validity and can effectively inform the policies and strategies pertaining to knowledge generation within universities and institutions of higher education.

E-learning is one of the most important developments in the information systems industry and radical change, the use of which as a pedagogical tool in education is rapidly expanding. In this research, the process of e-learning in the University of Tehran has been studied and the advantages and disadvantages of the current system have been investigated by the theme analysis method.

The population of this study included all (students-experts) of Farabi Campus of the University of Tehran who were directly and indirectly involved in e-learning. This research was conducted using a qualitative method by conducting semi-structured interviews with 8 randomly selected virtual students of the University of Tehran. In order to analyze the data obtained from the interviews, the content analysis method was used.

According to the analysis of the answers provided, the benefits of this training for students in 5 categories (removal of historical-geographical limitations, cost savings, Improving the learning-learning process, high interactivity and finally individual differences). The advantage of this type of training for the educational organization in 4 categories (executive benefits, human resources, economic and educational-developmental) And the problems of this education were summarized by students in 3 general categories (learning problems, security and technology).

Finally, it is recommended that officials and managers, by better understanding of the existing problems in the field of e-learning and solving them, can bring this type of education to their desired position in education in terms of quality and quantity.

Education staff professional development is a comprehensive, focused and supportive approach designed to promote education staff for growth. The aim of the present study was to identify the support of human resource specialists in facilitating the learning of education workers in Hormozgan province.

The research method was qualitative and the studied population was education workers of Hormozgan province, 14 of them were selected as a sample by snowball sampling. An interview was used to collect data, and its validity was confirmed by experts. Strauss and Corbin coding method was used to analyze the data obtained from the interviews.

The findings showed that the results of the analysis of the interviews showed that human resource specialists, as representatives of the organization in the training unit, play the role of facilitating and supporting people's learning. These professionals can provide six types of support needed for learning, including providing information resources, funding, job promotion, financial and non-financial incentives, executive support, and networking.

The findings generally showed that human resource professionals can use the necessary learning supports provide the basis for more effective learning to be implemented in the organization.

The present study was undertaken with the objective of developing a theoretical framework predicated upon the determinants influencing the decentralization of education in Iran.

In the course of this investigation, both internal and external determinants pertinent to the decentralization of educational systems were delineated. This study employed a qualitative methodological approach, specifically utilizing inductive content analysis. The qualitative segment of the study encompassed a statistical population comprised of experts specializing in educational management, as well as education administrators from the provinces of East Azerbaijan and West Azerbaijan. From this cohort, a selection of 20 knowledgeable experts with substantial experience in educational management was made through purposeful sampling. These individuals engaged in research interviews that were conducted in a semi-structured format. The dependability of the interviews was substantiated by soliciting evaluations from professionals in the domain of educational management. The data obtained from the interviews were meticulously analyzed and systematically coded.

The outcomes of the final conceptual framework revealed that the factors identified within the qualitative component encompassed both internal and external variables influencing the decentralization of education in Iran. Out of the 858 identified indicators, 28 primary components were discerned, and these dimensions and components were subsequently designated in accordance with the prevailing literature, context, and theoretical frameworks.

By leveraging the insights garnered from these findings, a model was articulated, emphasizing the critical factors underlying the decentralization of education in Iran.

This study aimed to examine the validity and reliability of the Persian version of the Academic Grit Scale in Iranian students using a correlational-descriptive and psychometric research design.

The participants were a total of 440 male and female senior high school students in Masjed Soleyman in the academic year 2022-2023 who were selected through multi-cluster sampling. The data were collected using the Academic Grit Scale (2019), the General Grit Scale (2009), the Procrastination Assessment Scale -Students (1984), and the Multidimensional Students’ Life Satisfaction Scale (2001). The collected data were analyzed through the Pearson correlation test, Cronbach’s alpha, and factor analysis with AMOS-24 and SPSS-22 software.

The confirmatory factor analysis revealed the single-factor structure of the Persian version of the academic grit scale. Overall, the Persian version of the scale has acceptable and relatively strong psychometric properties in terms of content validity (CVI < 0.79 & CVR < 0.62), convergent validity with overall grit (r = 0.446; P<0.1) and life satisfaction (r=0.524; p˂0.01), divergent validity with academic procrastination (r=-0.586; p˂0.01) and internal consistency (Cronbach's alpha (α) = 0.905).

The data from this study suggested that the Persian version of the Academic Grit Scale is an appropriate tool for evaluating academic grit in Iranian students, which can be used in research and clinical settings. The present study also provided some implications to enhance the practice of school counselors, teachers, and other professionals who try to positively influence the performance of children and adolescents.

Metaverse has gained increasing interest in education, with much of literature focusing on its great potential to enhance both individual and social aspects of learning. This study aimed to design a technological learning model focused on emerging metaverse technology for schools in Iran in 2024.

The research was conducted using a mixed methods approach (qualitative-quantitative), with the target group consisting of experts in educational sciences and information technology. In the qualitative part, data was collected through in-depth interviews based on focus groups and analyzed using thematic analysis and grounded theory. In the quantitative part, the interpretative structural model was used.

The qualitative findings included a systematic theoretical model that identifies causal, strategic, contextual, intervening and consequential factors. In the quantitative part, a structural interpretation model was categorized into three levels. All factors included in the model were statistically significant, with p-values ranging from <0.001 to 0.04, confirming the validity and reliability of the hierarchical structure. The driving factors at the first level included the creation of interactive and technological educational environments and the development and strengthening of skills. The enabling factors at the second level included assessing and improving educational progress, the digital revolution in education and learning, and optimizing teachers and administration. The outcome factors identified at the third level were skills development and teacher training, innovation and progress in management and education, process improvement and optimization, educational development and empowerment, and transformation in education and learning.

Therefore, it can be concluded that the implementation of a technology-enhanced learning model focused on emerging technologies can contribute to the advancement and development of the national education system.  It is recommended that the model proposed in this study be piloted and, if proven effective and efficient, be implemented more broadly.

The present study has tackled to assess the interaction between lexical-syntactic and prosodic cues of irony, and the fact that how the cues are represented during the production of irony and sarcasm (as one of highly functional irony subtypes) in spontaneous discourse through an auditory modality.

For this purpose, spontaneously produced ironic and non-ironic (baseline) utterances via pairs of friends in conversational dyads during and after watching video stimuli were elicited and analyzed for pragmatic, prosodic contrasts. Thereupon any pragmatic strategies (irony subtypes), the observed lexical-syntactic cues accompanied by the prosodic features of the target utterances coded considering TOBI system and using Praat software, were annotated manually in different ELAN tiers.

The statistic results showed higher values of auditory characteristics in ironic utterances versus baseline utterances. The ultimate probing indicated that the prosodic cues, in production task of Persian irony, operate together as a single system and contribute to intelligibility and detection of an ironic speech even in the absence of verbal markers. Furthermore, there were no correlated patterns between certain types of irony and certain pitch patterns and intonational contours.

The results of the present research can be used in Persian language classes in schools and universities.

In the present study the relationship between knowledge Sharing and innovative tendencies and job performance   among high school principals in Bandar Abbas.

A descriptive survey was used for the study. For this purpose, 93 high school principals participated in this study. Participants filled explicit knowledge questionnaire, implicit knowledge questionnaire, innovative tendencies questionnaire and job performance questionnaire. Structural equation modeling was used for data analysis using SMART PLS.

Findings indicated that innovative tendencies, explicit knowledge and implicit knowledge had a positive significant effect on job performance. Explicit knowledge and implicit knowledge had a positive significant effect on innovative tendencies. In conclusion, findings emphasized the role of knowledge sharing and innovative tendencies on job performance of High School Principals.

The results of this study indicated that the relationship between knowledge Sharing and innovative tendencies and job performance among high school principals could provide valuable guidance for increasing motivation and actualizing their potential powers. As an important predicator of knowledge Sharing and innovative tendencies and job performance played a significant role in As an important predictor of knowledge sharing and innovative tendencies, job performance played a significant role in driving organizational success and fostering a culture of continuous improvement within the educational environment.

This study aimed to develop and test a model of anxiety in elementary school students based on executive functions and the parent-child relationship, considering the mediating role of emotion regulation.

The research employed a correlational descriptive method. The sample size consisted of 336 participants selected through multi-stage cluster random sampling, and they completed standard questionnaires including the Spence Children's Anxiety Scale (2003), Barkley's Deficits in Executive Functioning Scale for Children and Adolescents (2012), Fine and colleagues' Parent-Child Relationship Scale (1983), and the Emotion Regulation Checklist for Children and Adolescents (2003). Data analysis was conducted using structural equation modeling in the AMOS software.

The findings indicated that the research structural model fit the collected data. Executive functions were positively and significantly related to anxiety (p = 0.001, β = 0.284). The parent-child relationship was negatively and significantly associated with anxiety (p = 0.001, β = -0.414), teacher-student interaction was positively and significantly related to anxiety (p = 0.001, β = 0.371), and the factor of emotion regulation reappraisal had a negative relationship, while the factor of emotion regulation suppression had a positive and significant relationship with elementary school students' anxiety. Moreover, the factors of suppression and reappraisal of emotion regulation mediated the relationship between executive functions and anxiety (p = 0.001, β = 0.112), mediated the negative and significant relationship between the parent-child relationship and anxiety (p = 0.001, β = -0.140), and mediated the positive and significant relationship between teacher-student interaction and anxiety (p = 0.001, β = 0.122) in elementary school students.

Based on the findings of the current study, it has been determined that both executive functions and the parent-child relationship have a direct and indirect impact on children's anxiety levels through emotion regulation.

The purpose of the present study was to investigate the predictive role of subjective well-being and cognitive function in girls' suicidal thoughts.

The present research method was descriptive-correlation type. The study sample of this research was determined based on the statistical population of high school students; Thus, a sample of 150 people was selected through targeted sampling. In this way, all the students who were diagnosed with psychological disorder in the education counseling center were selected as a sample and studied. Data collection was done based on Molvi et al.'s active well-being questionnaire (2009) and Nejati's cognitive ability questionnaire (2009).

The findings of the research indicated that vitality and determination exert a negative predictive influence, while neuroticism and stress-depression exert a positive and significant predictive influence on the suicidal ideations of adolescent girls. Additionally, other findings demonstrated that cognitive performance negatively and significantly predicts the suicidal thoughts of adolescent females referred to counseling centers.

These findings may assist psychologists and counselors in the formulation and execution of interventions aimed at suicide prevention.

This study investigated the effects of dynamic assessment (DA) on Iranian ESP university students' reading comprehension strategies and motivation. Furthermore, the views of Iranian ESP university students concerning DA were examined.

This study employed a quasi-experimental methodology to recruit 80 Ph.D. students as the sample. The participants were separated into two groups: control (CG) and experimental (EG). Then, two questionnaires about metacognitive strategies and reading motivation (RM) were delivered to them. Following that, the sandwich style of DA was used to educate the EG to read psychological materials while the CG was trained in the traditional manner. After teaching 13 texts to the groups, the aforesaid questionnaires were administered again, together with the attitude questionnaire, to determine the impact of the intervention and to better comprehend the participants’ opinions regarding the use of DA.

The findings of the ANCOVA test showed that the EG outperformed the CG on the two post-tests of reading comprehension techniques and motivation. Furthermore, the findings of the one-sample t-test demonstrated that Iranian ESP university students had positive attitudes regarding DA.

The study highlights that dynamic assessment (DA) effectively improves reading comprehension strategies and motivation among Iranian ESP students, with the experimental group outperforming the control group. Participants also expressed positive attitudes toward DA, emphasizing its potential as a valuable instructional method.

The effects of interventionist and interactionist dynamic assessment (DA) on reading motivation (RM) and Reading comprehension (RC) of Iranian EFL learners were inspected in this study.

Ninety-nine volunteers were originally chosen for the study, and they were then divided into three equal groups of thirty students each—two experimental groups (EGs) and one control group (CG). Second, each of the three groups' participants received an administration of the RC and RM pre-tests. Third, one EG was taught 10 reading passages via interventionist DA. The interventionist DA method was used to evaluate this group. Interactionist DA was used to treat the second EG. Interactionist DA processes were used to assess the group's respondents and provide the necessary assistance. In this class, assistance and intervention were provided through student-assessor interactions. Without any DA, a traditional instruction was used to teach the CG. Following the instruction of all texts to all groups, the aforementioned post-tests were given to them in order to assess how the treatment affected their performance.

There were substantial differences between the EGs' and the CG's post-test performances, with the EGs doing better, according to the findings of the one-way ANOVA test and the Post-hoc Scheffe test.

Overall, the results showed that both DA models improved the RC and RM of Iranian EFL learners in an equivalent way. Lastly, an explanation of the study's implications and results was given.

The identification of the determinants and variables influencing academic performance has consistently represented a focal point of inquiry for professionals within the realms of education and training; consequently, the current investigation was undertaken to examine the influence of academic persistence and academic flow in forecasting students' academic success.

This research was characterized as descriptive-correlational, with the study population consisting of all sixth-grade female students residing in District 2 of Tehran in the year 2023, from which 100 eligible participants were selected through convenience sampling methods. The participants responded to the Howard and Crayne Multidimensional Persistence Scale, the Martin and Jackson Academic Flow Scale, and the Dortaj Academic Achievement Questionnaire. Data analysis was conducted employing the Pearson correlation coefficient test and multiple regression techniques.

The findings indicated a positive and statistically significant correlation between academic persistence and academic flow concerning academic achievement, with academic persistence and academic engagement accounting for approximately 0.57 of the variances observed in academic success (P<0.01).

The implications of this study underscore the critical significance of academic persistence and academic flow in enhancing students' academic performance.

The objective of this research was to examine the impact of Barkley's parenting training on the social adjustment and academic achievement of children diagnosed with specific learning disabilities.

The employed research methodology was semi-experimental, encompassing a pre-test, post-test, and follow-up design that included both an experimental group and a control group. The statistical population consisted of all mothers of students exhibiting specific learning disabilities in the city of Abadeh. A sample of 30 mothers of students with special learning disorders was selected, with 15 mothers being randomly allocated to the experimental group (receiving Barkley's Parenting Skills Training Program) and 15 to the control group. The implementation of Barkley's Parenting Skills Training Program (PSTP) occurred over the course of 8 sessions, each lasting 90 minutes. The instruments for measurement comprised Bell's Adjustment Inventory and Pham and Taylor (1999) Academic Performance Scale. For data analysis, the statistical techniques employed included multivariate analysis of variance and repeated measures analysis of variance.

In terms of social adjustment, the effect size was calculated at 0.12, while for academic performance, it was 0.41, reflecting the differences in scores between the experimental and control groups attributable to PSTP, with these changes in the experimental group being both stable and statistically significant.

The findings indicated that PSTP exerts a significant influence on the enhancement of social adjustment and academic performance in children with specific learning disorders.

The current investigation was undertaken with the objective of forecasting identity formation among adolescents, predicated upon the variables of emotional capital and moral disengagement.

The methodology utilized in this inquiry is both descriptive and correlational in nature. The statistical population comprised all adolescents residing in Tehran during the year 2023, and a sample of 300 individuals was drawn utilizing a convenience sampling technique. Participants engaged with the research instruments provided. To facilitate data analysis, multiple linear regression analysis and Pearson's correlation coefficient test were employed through the application of SPSS version 26.

The results indicated that the constructs of emotional capital and moral disengagement possess the capacity to predict identity formation in adolescents. Specifically, the components of emotional capital, which include positive emotions, feelings of vitality, and happiness, were found to significantly and positively predict identity formation among adolescents. Furthermore, the factors associated with moral disengagement also demonstrated the capacity to inversely and significantly predict identity formation in this demographic.

These findings, while affirming the critical influence of emotional capital and moral disengagement on the identity formation processes of adolescents, warrant consideration by stakeholders involved in the education and development of young individuals.