نشریه جامعه شناسی آموزش و پرورش
سال دهم شماره 2 (پیاپی 22، پاییز و زمستان 1403)

Transforming a school into a learning organization gradually leads society towards development and lifelong learning. Therefore, today, turning schools into learning organizations is a significant issue, and to achieve this, it is necessary to have a correct understanding and insight into some related concepts and issues. Hence, the present study aimed to develop and fit a model of factors related to the development of public learning schools. 

The research approach is both qualitative and quantitative. Through purposeful sampling, semi-structured interviews were conducted with 22 experts from the Ministry of Education and schools in Tehran until theoretical saturation was achieved. Based on the results of the qualitative section, a questionnaire was designed and distributed among the experts. To develop the model for learning school development, data analysis was performed using grounded theory and MaxQDA software. Additionally, the fitting of the corresponding model was determined through structural equations using SmartPLS software. 

After conducting qualitative interviews and coding, general categories, subcategories, and concepts were identified, and causal, contextual, intervening factors, strategies, and consequences of developing learning schools were specified. Ultimately, the model for developing learning schools was designed with 6 main dimensions, 17 subcategories, and 221 indicators. Furthermore, the fitting of the extracted model was confirmed. 

The Iranian education system must simultaneously facilitate the formation of learning schools with the transformation of educational approaches worldwide. In these schools, learning processes should be strengthened, and an integrated interactive environment should be provided to enhance students' key skills so that all stakeholders can benefit from the advantages of developing learning schools.

Understanding how various factors interact to influence academic motivation is crucial, as it leads to interventions that can enhance student productivity and academic success. The present study was conducted with the aim of investigating the relationships between academic motivation, use of social networks and experimental avoidance among university students.

Methods and Materials:

 The descriptive-correlation research method was predictive. The statistical population included all undergraduate students of the Faculty of Literature and Humanities of Shahid Bahonar University of Kerman in the academic year of 2023-2024 in the number of 4000 people, of which 350 people were selected as a sample based on the Morgan and Karjesi table. Data were collected using the Academic Motivation Scale (AMS) of Wallerand (1992), the Social Media Use Integration Scale (SMUIS) of Jenkins-Guarnieri et al. (2013) and the Acceptance and Action Questionnaire (AAQ-II) of Bond et al. (2011) Experimental avoidance was collected. To analyze the data, Pearson's correlation test and multiple regression were used in SPSS software version 27 at a significance level of 0.05.

Regression analysis results indicated significant negative relationships between academic motivation and both social media use (β = -0.21, p = 0.0002) and experiential avoidance (β = -0.47, p = 0.0001). The regression analysis showed that these variables collectively explained 35% of the variance in academic motivation (R² = 0.35).

The findings suggest that higher use of social media and greater experiential avoidance are significantly associated with lower academic motivation among university students. This study highlights the need for educational strategies that address both the benefits and challenges posed by social media use and psychological coping mechanisms, such as experiential avoidance, to improve academic outcomes.

The objective of this study was to design and validate a contextual curriculum model emphasizing connectivity for teaching social studies in the first year of secondary school. This model aims to integrate real-world connections and create a cohesive learning environment to enhance student engagement and critical thinking skills. 

This research employed a foundational-applied and qualitative design. The study's qualitative component involved a comprehensive review of relevant books, articles, and studies selected purposefully. Additionally, semi-structured interviews were conducted with 20 experts in the field of human resources and education, including educational assistants, student affairs assistants, and faculty members. Data were analyzed using the Delphi technique in three stages: open coding, axial coding, and selective coding. 

The study identified five main dimensions with sixteen components essential for the contextual curriculum model: logic and objectives, content and learning activities, teacher's role and materials/resources, grouping and evaluation, and time and place. Key components included knowledge and learning, participation and engagement, social skills, self-directed learning, and academic enthusiasm. 

The findings support the development of a comprehensive and cohesive curriculum model that enhances educational experiences and outcomes for first-year secondary school students. The identified dimensions and components align with existing literature and underscore the importance of inclusive, context-sensitive, and ethically grounded curricula. This study provides a robust framework for educators and policymakers to improve social studies education through innovative curriculum design.

This study aimed to determine the effectiveness and compare Rational Emotive Behavior Therapy (REBT) and Sensory Integration Therapy (SIT) on decision-making styles and social skills in children with Sluggish Cognitive Tempo (SCT). 

The research employed a quasi-experimental design with a pretest-posttest control group. The sample consisted of 15 children aged 11 to 14 from District 2 of Qom Province in 2022, diagnosed with SCT. Participants were randomly assigned into three groups: REBT (n=5), SIT (n=5), and control (n=5). The study utilized the Sluggish Cognitive Tempo Scale by Penny et al. (2009), the Decision-Making Styles Questionnaire by Scott and Bruce (1995), and the Matson Evaluation of Social Skills with Youngsters (1986). The interventions comprised 9 sessions of REBT and 12 sessions of SIT. Data were analyzed using covariance analysis with SPSS 24. 

The results indicated significant improvements in rational decision-making (F(2, 12) = 13.05, p = .002, η² = .72), spontaneous decision-making (F(2, 12) = 15.01, p = .001, η² = .75), avoidant decision-making (F(2, 12) = 11.12, p = .003, η² = .69), and social skills (F(2, 12) = 24.36, p = .000, η² = .83) in the REBT and SIT groups compared to the control group. Post hoc tests revealed that REBT was more effective than SIT in reducing spontaneous and avoidant decision-making styles and enhancing social skills. 

Both REBT and SIT are effective in improving rational decision-making and social skills in children with SCT. However, REBT is more effective than SIT in reducing spontaneous and avoidant decision-making styles and increasing social skills.

This study aimed to investigate the effectiveness of the Maher Fluid Intelligence Psychoeducational Intervention Package on executive functions in children with Attention Deficit Hyperactivity Disorder (ADHD).

The study employed a quasi-experimental design with a pre-test and post-test control group. The statistical population included all children with ADHD attending psychological clinics in District 1 of Tehran. From this population, 30 children were selected using multi-stage cluster sampling and randomly assigned to experimental and control groups. Data collection tools included standardized scales for assessing executive functions and structured clinical interviews. The Maher Fluid Intelligence Psychoeducational Intervention was conducted in 10 sessions, each lasting 45 minutes, for the experimental group. After completing the interventions, the executive functions of both groups were reassessed.

The results of the statistical analyses, using Analysis of Covariance (ANCOVA), showed that the Maher Fluid Intelligence Psychoeducational Intervention significantly improved the executive functions of children with ADHD. The mean scores of executive functions and their components in the experimental group significantly decreased in the post-test phase. These findings indicate the high effectiveness of the intervention on components such as time management, self-organization/problem-solving, self-restraint, self-motivation, and emotional self-regulation in these children.

Based on the results, the Maher Fluid Intelligence Psychoeducational Intervention Package can be considered an effective approach to improving the executive functions of children with ADHD. This intervention not only helps reduce executive function deficits in these children but also potentially enhances their academic and social outcomes. It is recommended that this intervention be included in educational and therapeutic programs related to ADHD.

This study aimed to design and present an optimal curriculum model for innate social education in elementary school.

This research was conducted using a qualitative approach, employing content analysis and document analysis methods. The study's population included teachers and experts in Tehran, selected purposefully. Data were collected through semi-structured interviews, and analysis continued until theoretical saturation was achieved.

The findings revealed that the goals of innate social education include elements such as thinking and reasoning, honesty and integrity, responsibility, cooperation, and building self-confidence. Additionally, the use of diverse teaching methods, such as interactive learning and learning through games and projects, along with diverse assessment methods like continuous assessment and self-evaluation, were identified as key components in improving students' social education.

The results of this study suggest that to enhance social education in elementary students, curricula should be designed to not only strengthen cognitive skills but also develop social, emotional, and ethical skills. It is recommended that educational policymakers and curriculum designers give greater attention to integrating social and ethical values into elementary school curricula.

This research aimed to identify the components and indicators of a rhizomatic knowledge-based curriculum in elementary school. 

The research method was a synthesis study. The theoretical foundation was based on Miller's curriculum model. The statistical population included 26 Persian and English articles from 2012 to 2021. The sampling method was purposive, and the tool was a researcher-made form whose validity was assessed using the Lawshe coefficient and reliability using the Kappa index. Data analysis was performed based on Roberts' model and open and axial coding. 

The results showed that in a rhizomatic knowledge-based curriculum in elementary school, there are 14 components (becoming thinking, questioning and criticism, creating an open rhizomatic learning space, power of imagination and intellectual independence, interactive, nonlinear, facilitating, realistic, flexible and diverse, rhizomatic teaching (creative and autonomous), teaching in virtual space, design thinking, self-assessment approach, pragmatic approach) and 39 indicators involved. 

The findings indicate that the rhizomatic knowledge-based curriculum in elementary education emphasizes creativity, critical thinking, flexible learning environments, and independent thinking. Implementing this curriculum can enhance student engagement and foster a deeper, more meaningful learning experience.

The objective of this study was to identify the key dimensions and components of the metaverse in middle school science education. The research explored the role of the metaverse as an innovative technology in improving the quality of education and enhancing student engagement in learning scientific concepts.

This study employed a qualitative approach utilizing content analysis methods. The research population included two sections: scientific documents and educational experts. The scientific documents consisted of articles, journals, and theses related to the research topic, published between 1390 to 1403 in Persian and 2000 to 2024 in English. The second section involved semi-structured interviews with 12 educational experts with a minimum of 5 years of managerial and executive experience in schools. The interview data were coded and analyzed using MaxQDA software.

The findings revealed that the metaverse can enhance the quality of science education in schools through factors such as media literacy, technological maturity, technological infrastructure, and supportive policies. Additionally, issues related to privacy and data security were identified as significant challenges. The proposed strategies included the development of interactive and personalized learning, improvement of technological infrastructure, and teacher training in the effective use of the metaverse.

The results of this study indicate that the metaverse can serve as an innovative tool for improving the quality of science education in middle schools. However, successful implementation of this technology requires attention to factors such as media literacy, technological infrastructure, and supportive policies. Moreover, addressing security and privacy concerns is essential.

The objective of this study was to design and validate a model of supportive actions that effectively enhance the academic achievement of social workers' clients. Given the importance of academic progress in improving the quality of life for these individuals, this study aimed to develop a comprehensive model to support better educational outcomes. 

This study employed a qualitative research design, conducted in two phases: design and validation. In the design phase, grounded theory was used, with 20 experts selected through snowball sampling from among professors in Educational Sciences and senior managers in the educational system. In the validation phase, 22 experts from the Department of Education and the Welfare Organization of Golestan Province were purposively sampled. Data were analyzed using open, axial, and selective coding, and the proposed model was validated through the Delphi method in three stages using SPSS software. 

The findings revealed a paradigmatic model comprising 10 main categories and 24 subcategories, organized into five domains: causal conditions, contextual conditions, intervening conditions, strategies, and outcomes. The model identified factors such as social responsibility, religious beliefs, prevailing societal culture, and government support as key influences on the academic achievement of social workers' clients. 

This study presents a comprehensive model of supportive actions that can serve as a practical framework for improving the quality of social work services and enhancing the academic outcomes of social workers' clients. By considering the multifaceted and complex factors that affect academic progress, this model assists social workers and educational institutions in developing and implementing more effective supportive programs.

The objective of this study was to validate a model for diagnosing neglected curriculum aspects in the secondary education system of Tehran.

This applied research utilized a descriptive-survey methodology. The study population included all secondary school teachers in Tehran, from which a random sample of 370 teachers was selected. Data were collected using a researcher-designed questionnaire that assessed eight dimensions of literacy with reliability coefficients ranging from α = 0.93 to α = 0.96. Confirmatory factor analysis, covariance analysis, and structural equation modeling were employed to analyze the data.

The findings revealed significant correlations between causal, contextual, strategic, intervening, and consequential conditions and the neglected curriculum pathology model. These results indicate that the current secondary education curricula in Tehran require revisions and enhancements to comprehensively address the educational and developmental needs of students.

This study emphasizes the importance of revising and improving the secondary education curriculum. The results highlight the need for greater focus on neglected literacy dimensions, which can contribute to the overall quality of education and student development. It is recommended that educational policymakers use these findings to enhance current curricula and adopt innovative strategies to increase their effectiveness

Education along with finding ideas and creativity fostering in schools, especially in conservatories is of particular importance. Therefore, the current research was conducted with the aim of presenting a model of education along with production based on idea finding and creativity fostering in the conservatories of Golestan province.

This study was conducted with a qualitative approach. The statistical population of the present study were experts familiar with the field of research, which according to the principle of theoretical saturation number of 20 people of them were selected as a sample with using the purposeful sampling method. The tool of this study was a semi-structured interview, which the validity was calculated by the content method 0.76 and the reliability was calculated by the agreement coefficient between two coders method 0.89. The data of the present study were analyzed by coding method in MAXQDA software.

The findings showed that the model of education along with production based on idea finding and creativity fostering in the conservatories of Golestan province had 56 components and 11 dimensions. The dimensions of the mentioned model were included content and organization (with 5 components), curriculum goals (with 14 components), teaching and learning strategies (with 7 components), connection with the labor market (with 3 components), participation in curriculum production (with 2 components), training and consulting (with 4 components), principles of compilation (with 3 components), evaluation (with 7 components), location activation and production facilitation (with 5 components), continuous interaction with scientific centers (with 3 components) and curriculum features (with 3 components).

Specialists and planners of the educational system, especially the education system of conservatories according to the identified dimensions and components can provide the basis for improving education along with production based on idea finding and creativity fostering in the conservatories.

This study aimed to provide a scaffolding model to enhance educational quality with the mediation of time management and self-directed learning.

The study was conducted using an exploratory mixed-method approach. The statistical population included academic and organizational experts and middle school students in Qaemshahr during the 2021-2022 academic year. In the qualitative section, 20 individuals were selected by purposive non-random sampling, and in the quantitative section, 372 individuals were selected by stratified random sampling. Data were collected through the Delphi technique and a researcher-made questionnaire and analyzed using SPSS and Smart PLS software.

The findings indicated that "scaffolding" comprises six components, "time management" comprises six components, "self-directed learning" comprises eight components, and "educational quality" comprises nine components. The results showed that scaffolding, time management, and self-directed learning significantly impact educational quality.

The results indicated that scaffolding, time management, and self-directed learning significantly impact educational quality. These techniques are recommended as effective strategies to improve the teaching-learning process. Proper planning and implementation of these elements can lead to enhanced educational quality.

This study aimed to design a competency model for faculty members of Farhangian University in Tehran Province. The primary objective was to identify and assess the required competencies of faculty members to enhance the quality of teaching and research in universities.

The research is applied in nature and employs an exploratory mixed-methods approach (qualitative-quantitative). The study population includes educational management experts in the qualitative section and all faculty members of Farhangian University in Tehran Province in the quantitative section. Data collection tools included semi-structured interviews in the qualitative section and questionnaires in the quantitative section. Data were analyzed using theoretical coding and confirmatory factor analysis.

The results showed that the competency model for faculty members consists of four main dimensions: ethical, scientific, communicative, and information technology competencies. Each of these dimensions includes several components and indicators that can help improve the quality of teaching and research at Farhangian University. For instance, ethical competencies encompass components such as decisiveness in performing duties and ensuring justice in the classroom.

The developed competency model can serve as a practical tool for assessing and improving the competencies of faculty members at Farhangian University. This model can help identify the strengths and weaknesses of faculty members and provide appropriate educational and developmental programs to enhance their performance.

Curriculum has an effective role in the success of educational systems and a curriculum based on entrepreneurship education can help in this field. Therefore, this study was conducted with the aim of identifying the dimensions and components of the curriculum based on entrepreneurship education in secondary school.

This study in terms of purpose was applied and in terms of implementation method was qualitative. The present study population was experts and specialists familiar with the research field, which according to the principle of theoretical saturation number of 10 people of them were selected as a sample with using the purposeful sampling method. The research tool was a semi-structured interview with experts and specialists, which whose validity was confirmed calculated by the triangulation method and its reliability was calculated by the intra-subject agreement coefficient 83.33 percent and the agreement coefficient between two coders 72.22 percent. The data were analyzed by the coding method based on the grounded theory in MAXQDA software

The findings of this study indicated that the curriculum based on entrepreneurship education in secondary school had 36 concepts, 9 components and 6 dimensions; So that the causal factors were include one dimension of recognition of entrepreneurial opportunities with two components of connection with the labor market and entrepreneurial policies and goals, the central phenomenon were include one dimension of central processes of curriculum design with one component of curriculum design, the contextual factors were include one dimension of operational knowledge with two components of gaining experiences real in the form of practical activities and business management, the intervening factors were include one dimension of obstacles to entrepreneurship with one component of executive interventions of the entrepreneurship education curriculum, the strategies were include one dimension of learning activities with two components of starting a business and developing skills and the outcomes were include one dimension of occurrence of decision-making results with one component of success of entrepreneurship education curriculum. In the end, the coding pattern based on the grounded theory of dimensions and components of the curriculum based on entrepreneurship education in secondary school was designed.

Based on the dimensions and components of the curriculum based on entrepreneurship education in secondary school, specialists and planners can take an effective step to improve the curriculum design.

Preservation of citizenship rights in the education system requires the creation of a context for people's participation in policies related to this field. Therefore, the aim of the current research is to providing a model for Participation in Cognition of issue in Policymaking of the educational system in the field of protection of citizens' rights.

This study in terms of purpose is applied, in terms of the nature of the research, it is an exploratory from type of qualitative research, and in terms of data collection and implementation, is a survey-type descriptive research. The statistical population of this study in the first stage was scientific documents, based on the criteria for entering the research and using the purposive sampling technique, 17 researches were selected as a sample. In the second stage included academic and organizational experts, which accordin to the principle of theoretical saturation and purposive sampling technique, 24 people were selected as a sample. The tool of data collection in the first stage was a systematic review of scientific documents and documents through the meta-synthesis method and in the second stage, a semi-structured interview with experts through thematic analysis. In the systematic review, the validity through the PRISMA and reliability was obtained with the Cohen's coefficient 0.58. The validity and reliability of the interview tool was also examined based on the criteria of accuracy, validity, reliability, transferability and verifiability, which was finally confirmed. Data were analyzed by thematic analysis method in MAXQDA software.

The findings showed that for Participation in Cognition of issue in Policymaking of the educational system in the field of protection of citizens' rights, were identified 76 minor categories, 17 sub categories and 6 main categories. In this study, the main categories were include the Informing dimension (with 3 sub categories of the Awareness, citizens' knowledge and information processing), Consultation and Survey dimension (with 2 sub categories of the Superficial and Effective Consultation and Survey), Partnership dimension (with 3 sub categories of the social mobilization, citizens Responsibility and citizens Participation), support dimension (with 3 sub categories of the legal, administrative and economical support), Empowerment dimension (with 3 sub categories of the political, economical and social empowerment), Citizenship Control (Power) dimension (with 3 sub categories of the showing partial views, critical and objection and public oversight). Finally, according to the identified dimensions, components and indicators, the final model of the research was presented, which had a suitable validity.

According to the results of the present research, it is possible to prepare the ground for the realization of the identified categories for citizens' participation in the cognition of issue in policymaking of the educational system in the field of protection of citizenship rights.

Mentoring in educational environments including schools can improve educational performance. As a result, the present research was conducted with the aim of designing a mentoring pattern for school principals in Tehran province. 

The present research in terms of purpose and implementation method was applied and cross-sectional from type of quantitative, respectively. The research population was school principals in Tehran province in the academic years of 2021-2, which according to the structural equation modeling method, the sample size was considered 320 people. The samples were selected by multi-stage cluster random sampling method and answered the 81questions of research-made questionnaire of mentoring for school principals. The data obtained from the implementation of the researcher-made questionnaire of mentoring for school principals were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS version 23 and Lisrel version 8.8. 

In this study a number of 4 questionnaires were left out due to defects and analyzes were done for 316 people. The findings of exploratory factor analysis showed that mentoring for school principals in Tehran province had 81 items in the 16 components and 2 dimensions. The dimensions were included of mentoring for school principals (with 9 components of knowledge, attitude, skills, participation-oriented, focus, organization, support, educational leadership and educational communication) and the consequences of mentoring (with 7 components of developing intrinsic skills, developing technical skills, developing communication skills, developing environmental skills, innovative performance, competitive performance and educational performance). Also, the factor loading of the components of mentoring for school principals was higher than 0.40 and their reliability with the combined method was calculated higher than 0.80. The results of structural equation modeling showed that mentoring pattern for school principals in Tehran province had a good fit and mentoring for school principals had a direct and significant impact on all 7 mentoring outcomes, including the developing intrinsic skills, developing technical skills, developing communication skills, developing environmental skills, innovative performance, competitive performance and educational performance (P<0.05). 

The mentoring pattern of the present study for school principals in Tehran province has many practical Implications for the officials and involved in the education system, and they based on the mentioned model can take important and effective steps through the identified dimensions and components to improve the mentoring of school principals.

Academic buoyancy is crucial for students' performance and capability in university environments. This study aimed to determine the relationship between career aspirations and academic buoyancy, considering the mediating role of academic satisfaction among students at Wasit University in Iraq.

The research method was correlational, and the statistical population included all students enrolled at Wasit University, Iraq, during the spring and summer of 2024. From the mentioned population, 250 students were selected through convenience sampling and responded to three questionnaires: Career Aspirations (Danziger et al., 2008), Academic Buoyancy (Hosseinchari & Dehghanizadeh, 2012), and Academic Satisfaction (Ahmadi, 2009). The research data were analyzed using Pearson's correlation coefficient and structural equation modeling (SEM) through SPSS version 26 and AMOS version 25 software.

The results indicated that career aspirations have a significant relationship with both academic buoyancy and academic satisfaction (p < 0.05 and p < 0.01). Structural equation modeling results demonstrated that academic satisfaction is a full mediating variable in the relationship between career aspirations and academic buoyancy.

Based on the findings of the present study, policymakers in Iraq's higher education system should focus on the role of career aspirations and academic satisfaction in empowering students for greater academic buoyancy.

This study aims to design a transformational leadership model to improve the quality of work life for faculty members at Kabul University. 

The study employed a thematic analysis approach using semi-structured interviews with 15 faculty members from Kabul University. A purposive sampling method was used, and participants were selected via snowball sampling. The data were analyzed using a thematic network approach, categorizing the themes into four overarching areas related to transformational leadership and quality of work life: knowledge development actions, inspirational motivational actions, supportive actions, and strategic and managerial actions. 

The results identified four key areas where transformational leadership positively impacts the quality of work life for faculty members. First, knowledge development actions, including professional development, research initiatives, and training, significantly contribute to job satisfaction. Second, inspirational motivational actions, such as fair treatment, work-life balance support, and financial incentives, were reported to increase motivation and reduce work-related stress. Third, supportive actions from leaders, both on individual and organizational levels, helped foster a sense of belonging and organizational commitment. Lastly, strategic and managerial actions, including international collaborations, recruitment practices, and strategic planning, were seen as essential for creating a dynamic and supportive academic environment. 

Transformational leadership has a profound impact on the quality of work life for faculty members, particularly in terms of professional development, motivation, organizational support, and strategic management. The findings align with previous studies highlighting the importance of transformational leadership in fostering a positive organizational culture and enhancing job satisfaction. Implementing this leadership model in universities can lead to better faculty engagement, satisfaction, and work-life balance, contributing to overall institutional success. Future research should explore the applicability of this model in other educational and organizational contexts.

The purpose of this research is to investigate the relationship between transformational teaching and critical thinking with the mediating role of students' academic engagement.

This research is applied in terms of its objective and descriptive-correlational in terms of its methodology, utilizing structural equation modeling (SEM). The statistical population included all high school students in the second phase of Islamabad-e-Gharb County during the 2022-2023 academic year, totaling 1,650 students. The sample size, based on stratified random sampling and using the Krejcie and Morgan table, was estimated at 304 participants. The research instruments included the Transformational Teaching Questionnaire by Boujamp et al. (2010), the Academic Engagement Questionnaire by Schaufeli et al. (2005), and the Critical Thinking Questionnaire by Facione et al. (1989–1990). The reliability of the questionnaires was determined through Cronbach's alpha, with values of 0.928 for transformational teaching, 0.923 for academic engagement, and 0.938 for critical thinking. To analyze the data and test the research hypotheses, inferential statistical tests (path analysis and SEM) were conducted using SPSS and SMART PLS software.

The results showed a significant relationship between transformational teaching and critical thinking with academic engagement, and academic engagement has a mediating effect on the relationship between transformational teaching and academic performance. Furthermore, the model fit indices indicated that the proposed model has an appropriate fit.

Based on the findings, it can be concluded that transformational teaching and enhancing students' academic engagement can strengthen their critical thinking.

The teachers' interactive styles can play an important role in improving the academic and non-academic status of students. Therefore, the aim of this study was structural equation modeling of teachers' interactive styles based on the social adjustment and psychological hardiness with the mediation of mental health in students.

The study in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlation. The present research population was all eighth grade female students in Kangavar city in the academic years of 2022-2023 with number of 2417 people, which based on the Krejcie and Morgan table 379 people of them were selected as a sample by multi-stage cluster random sampling method. The data collection tools were included the questionnaires of teachers' interactive styles (Wubbels, 1993), social adjustment (Sinha and Singh, 1993), psychological hardiness (Kiamersi, 1997) and mental health (Goldberg and Hillier, 1979), and the data obtained from its implementation were analyzed by Pearson correlation coefficient and structural equation modeling methods in Amos software.

The findings of this study showed that the variables of social adjustment and psychological hardiness on the mental health and the variables of social adjustment, psychological hardiness and mental health on the teachers' interactive styles had a direct and significant effect. In addition, the variables of social adjustment and psychological hardiness with the mediation of mental health on the teachers' interactive styles had an indirect and significant effect (P<0.05).

According to the mentioned results, to improve the teachers' interactive styles, it is possible to provide the basis for improving the social adaptation, psychological hardiness and mental health of students.

The primary objective of this study was to investigate the effectiveness of concept map-based teaching methods on implicit beliefs about intelligence and problem-solving skills among high school students in Zahedan. This research aimed to determine whether the use of concept maps could significantly enhance students' cognitive and analytical abilities

This study utilized a randomized controlled trial design, involving 30 high school students from Zahedan, who were randomly assigned to either an experimental group (n=15) or a control group (n=15). The experimental group received instruction using concept maps, while the control group continued with traditional teaching methods. Data were collected using the Implicit Beliefs about Intelligence (IBI) questionnaire and the Problem-Solving Skills (PSS) questionnaire. The study spanned five months, and data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests with SPSS-27 software.

Descriptive statistics revealed that the experimental group showed a significant increase in both implicit beliefs about intelligence and problem-solving skills from pre-test to post-test, with mean scores improving from 3.45 to 4.12 and 3.68 to 4.33, respectively. In contrast, the control group showed minimal changes. The repeated measures ANOVA indicated significant differences between groups and over time (p < 0.05), with post-hoc tests confirming that the improvements were statistically significant in the experimental group.

The findings suggest that concept map-based teaching methods are effective in enhancing implicit beliefs about intelligence and problem-solving skills among high school students. This instructional approach not only facilitates a deeper understanding of concepts but also promotes critical thinking and analytical skills. The study highlights the potential benefits of integrating concept maps into educational curricula to foster cognitive development.

This study aims to examine the factors influencing the development of creative skills in art education teachers in Iraq.

From a goal perspective, this research is an applied-developmental study, and in terms of data collection, it is a non-experimental (descriptive) study. The statistical population includes all art education teachers in Iraq. The sample size was calculated using Cohen's (1992) power analysis rule and the G*Power software. At a 95% confidence level, with an effect size of 0.15 and a power of 80%, the sample size was estimated to be 163 participants. The analysis of the collected data was performed using SPSS and Smart PLS statistical software.

The results showed that the strategy for developing creative skills had an impact on student creativity, teacher creativity, and fostering creative thinking. Furthermore, the educational system's culture was found to influence the strategy for developing creative skills.

The findings also revealed that ethical and professional skills, as well as problem-solving skills, significantly influenced creative skills. Ultimately, creative skills, cognitive competencies, and emotional competencies were found to impact the strategy for developing creative skills.

The objective of this study was to predict the tendency toward substance use based on mindfulness skills, cognitive flexibility, and mental vitality in adolescents.

This study is applied in its objective and descriptive-correlational (predictive) in its methodology. The population consisted of all adolescents in the city of Tehran, and a sample of 150 individuals was selected through convenience sampling. The tools used included the Substance Use Tendency Questionnaire by Bochner, MacKinnon, and Ben-Porat (1992), the Cognitive Flexibility Scale by Dennis and Vander Wal (2010), the Kentucky Inventory of Mindfulness Skills by Baer, Smith, and Allen (2004), and the Mental Vitality Scale by Ryan and Frederick (1997). The data were analyzed using multiple regression and Pearson correlation in SPSS23, after statistical assumptions were confirmed.

The results showed that mindfulness skills, cognitive flexibility, and mental vitality together predicted 95.4% of the tendency toward substance use in adolescents. Cognitive flexibility (β = -0.104), mindfulness (β = -0.220), and mental vitality (β = -0.713) were significantly related to substance use tendency. Additionally, components such as observing, non-judgmental description, acting with awareness, acceptance without judgment, alternatives, and control were significantly correlated with substance use tendency.

The findings suggest that mindfulness skills, cognitive flexibility, and mental vitality play a significant role in reducing the tendency toward substance use in adolescents.

Research about the personality traits in different groups, including non-clinical samples and investigate the concurrent validity of existing tools in this field are very important, which in this research, the Shedler-Westen assessment method and the fourth version of Millon's clinical multiaxial inventory are examined in the non-clinical sample. Therefore, the present study was conducted with the aim of determining the concurrent validity of "Shedler-Westen assessment method" and "fourth version of Millon's clinical multiaxial inventory" in the non-clinical sample of Iran's oil industry.

This study was a descriptive from type of correlation. The statistical population of this study was all employees of the oil industry applying for managerial positions in 2023 year, which 500 people of them were selected as a sample with using the purposeful sampling method. The research tools were included the Shedler-Westen assessment method (SWAP-200) and the fourth version of Millon's clinical multiaxial inventory (MCMI-4). In this study, the data were analyzed by Pearson correlation coefficient method in SPSS software.

The findings of this study showed that the clinical scales in the Shedler-Westen assessment method had a positive and significant correlation with scales of clinical personality patterns, severe personality pathology, clinical syndromes and severe clinical syndromes in the fourth version of Millon's clinical multiaxial inventory (P<0.05).

The results of this study showed that there was a concurrent validity between the Shedler-Westen assessment method and the fourth version of Millon's clinical multiaxial inventory in the non-clinical sample of Iran's oil industry.

The primary objective of this article is to explore the impact of sociological factors on permanent singlehood among women aged 40-50. 

This research adopts an applied research approach for its purpose and uses a survey method. The study population includes all single women in districts 3, 10, and 19 of Tehran. Sampling methods in this research consist of quota sampling and snowball sampling. This approach begins with familiar and accessible samples, where each respondent leads to the introduction of additional hidden and unfamiliar respondents, thereby gradually expanding the sample size. 

The research findings indicate that sociological factors and societal changes, particularly in social and economic dimensions, have influenced women’s singlehood. Key sociological reasons influencing permanent singlehood among women aged 40-50 include higher education, employment and financial independence, shifts in values and attitudes toward marriage, women’s distrust toward people, especially men, and societal attitudes toward women’s higher education. 

The results demonstrated that sociological factors and societal transformations, particularly in social and economic dimensions, are consistent with the theoretical frameworks proposed by Giddens and Castells (for social factors) and Cross and Pieterse (for economic factors), aligning with the study’s findings.

The workplace curriculum based on learning can play different roles and tasks in different organizations. As a result, the aim of this study was designing a pattern of characteristics and effective factors in designing and compiling the workplace curriculum based on learning management.

This study in terms of purpose was applied and in terms of implementation method was qualitative. The current research population was the managers and employees of the Ports and Maritime Organization and faculty members in the curriculum field in 2021 year, which number of 20 people of them according to the principle of theoretical saturation were selected as a sample with using the purposeful sampling method. In this research, to collect data was used a semi-structured interview, which its validity by the opinion of experts was confirmed, and its reliability by the method of agreement coefficient between two coders was obtained 0.71, and the data obtained from the interview were analyzed by thematic analysis method in MAXQDA software.

The findings of this study showed that the characteristics in designing and compiling the workplace curriculum based on learning management have 14 sub-themes in 3 main themes of nature characteristics (with 5 themes), learning characteristics (with 5 themes) and environmental characteristics (with 4 themes) and the effective factors in designing and compiling the workplace curriculum based on learning management have 26 sub-themes in 4 main themes of managerial factors (with 5 themes), organizational factors (with 4 themes), individual factors (with 7 themes) and educational factors (with 10 themes).

According to the results of this study, in order to designing and compiling the workplace curriculum based on learning management should be known its characteristics and should be provided background for the realization of the effective factors.

The present study aims to evaluate the challenges in Iran’s higher education system after the revolution in the process of scientific and executive policy-making and decision-making.

The research is applied in terms of its objective and employs a mixed exploratory approach in terms of data collection methods. The research population includes documents, written sources, and academic experts who have sufficient knowledge on the subject under investigation. The research instruments comprised: 1) note-taking forms, 2) semi-structured interviews, and 3) a researcher-developed questionnaire. To analyze the qualitative data, the coding method was used, while exploratory factor analysis, confirmatory factor analysis, and structural equation modeling tests were employed for the quantitative section. Data analysis was conducted using PLS software.

According to the qualitative results, the challenges of the higher education system of the Islamic Republic of Iran in the scientific and executive domains were categorized into 19 components. The quantitative findings indicated that out of the 19 components identified in the qualitative section, components such as (focus on quantitative expansion of higher education [dominance of the quantitative paradigm], neglect of quality in the overall higher education policies, lack of attention to regional planning in higher education, inadequacy of educational standards and facilities at the global level, and issues related to the privatization of universities) were not confirmed as post-revolution challenges. However, 14 other components were confirmed.

Based on the research findings, it can be concluded that the evaluation of Iran’s higher education system post-revolution highlights numerous challenges that were discussed and reviewed.

purpose: 

The knowledge management plays an important role in improving the quality of various organizations, especially educational organizations. Therefore, the aim of this study was to presenting an appropriate knowledge management model of high school principals of Tehran city.

This study was a cross-sectional from type of correlation. The research population was high school principals of Tehran city in the 2020-2021 academic years with number 2843 people, and the sample size based on the Krejcie & Morgan table was determine 341 people, who were selected by stratified random sampling method. The research tools were included the demographic information form and researcher-made questionnaire of knowledge management of high school principals (100 items). Data were analyzed with the exploratory factor analysis and structural equation modeling methods in SPSS-27 and Smart PLS-3 software.

The findings showed that 4 items were removed due to the factor loading of less than 0.40 and 96 items were placed in 16 dimensions of human resource management, knowledge management processes, learning and innovation, technological capabilities, strategy and goal, modeling, productivity and efficiency, support of senior principals, technological infrastructure, organizational infrastructure, organizational culture, knowledge-motivating stimuli, knowledge-based, empowerment, team work and architecture knowledge. Also, the dimensions had a factor load and average variance extracted of higher than 0.50 and Cronbach's and combined reliability of higher than 0.80. In addition, the appropriate knowledge management model of high school principals of Tehran city had a good fit and the said model had a direct and significant effect on all 16 dimensions (P<0.05).

According to the results of this study and since knowledge management plays an important role in improving the conditions of various organizations, including educational organizations, the officials and planners of the educational system can take an effective step towards improving knowledge management.

Succession is a process which in it talented people are selected and trained to hold managerial jobs and important and key positions in the organization. One of the problems of many organizations today is the lack of effort and investment to succession of managers. Therefore, the aim of this study was to identifying the succession components of primary school principals with the method of grounded theory. 

The current research was practical and from type of qualitative. The research population was universal experts and specialists in the field of human resources management and educational management of familiar with the research area of Tehran city in 2021 year. The sample size according to the principle of theoretical saturation was calculated 25 people, which these people were selected by purposive sampling method. The tool of the current research was a semi-structured interview, which the validity was confirmed by the triangulation method and the reliability was obtained by the coefficient of agreement between two coders at 0.79. The data of this study were analyzed by the coding method based on the grounded theory method in MAXQDA software. 

The results of the findings showed that the succession of primary school principals had 100 indicators and 26 components in 6 factors of grounded theory. The central phenomenon were included one component of succession, the causal conditions were included six components of talent pool, efficient promotion system, human resource management, organizational thinking, organization's support of individual efforts and professionalism, the background conditions were included four components of organizational structure, organizational culture and atmosphere, management stability and resistance to change, the intervening conditions were included five components of political environment, peripheral environment, socio-cultural environment, international environment and policy and legal environment, the strategies were included seven components of familiarization of managers, participation, organizational learning, trust building, foresight, independence of education and system insight and the consequences were included three components of individual consequences, unit consequences and organization consequences. Finally, the pattern of the succession components of primary school principals with the method of grounded theory was drawn. 

The results of this study have many practical implications for the education organization and according to the pattern of succession of primary school principals, senior managers and officials of the education organization can take an effective step towards the succession of primary school principals.

The overall objective of this study was to validate the primary e-learning model in Iraq.

This study was conducted using a descriptive survey method. The statistical population included all primary school teachers and administrators in Iraq, of whom 381 were selected through a quota sampling method to participate in the study. The research tool was the e-learning model questionnaire with 152 items on a five-point Likert scale. The data were analyzed using confirmatory factor analysis and structural equation modeling.

The e-learning model included 15 main categories and 31 subcategories, all of which had a favorable fit. Key factors included moving towards change in educational services, changing needs of the target community, and the digitalization of the world were identified as causal conditions. Also, changes in the nature of knowledge, social justice discourse, and unpredictability were identified as intervening factors, and infrastructure and support systems were identified as contextual factors. System development strategies and learning space management were also introduced as effective strategies. Individual, organizational, and social outcomes were the results of implementing e-learning.

The research findings showed that the e-learning model for primary education in Iraq has good validity and fit. This model can be used as an effective framework for improving the education process in the Iraqi education system and has significant positive effects on individual, organizational, and social performance. Improving infrastructure, increasing digital literacy, and adapting to technological changes are essential for the successful implementation of e-learning.

pseudo-psychologicy refers to a way of presenting false, improper or misleading psychological information that lacks scientific and professional evidence or credibility and often includes misinterpretations of behavior, baseless ideas, and seductive and simplistic explanations of complex psychological phenomena and harms and injuries. It creates risk in emotional, financial, moral levels, unprincipled intervention and stigma for clients. The current study sought to answer the question, why is pseudo-psychology and pseudo-psychologists trusted? In other words, efforts have been made to investigate the factors related to people's tendency towards pseudo-psychology, to achieve a deep understanding of this phenomenon and to prevent the occurrence and severity of the consequences.

In this study, the phenomenological redearch method was employed. Semi-structured, interviews were conducted with 24 participants selected purposively based on their direct experience with pseduo-psychology and The data were analyzed using the Colaizzi (1978) analysis method.

Through data analysis, 132 significant statements were identified, which were categorized into 21 sub-themes. These sub-themes were further classified into three main themes: "Attractiveness of psuedo-Psychological Services," "Accessibility," and "Weak Performance of the Psychology Community and Related Organizations." These themes were revealed as basic components contributing to the growing public preference for psuedo-psychology.

The result of this study shows that when the psychology community and related organizations are weak in providing scientific and effective psychological services, as well as dealing with and preventing the spread and increasing influence of pseudo-psychology, people fall into the trap of pseudo-psychology in order to meet their need for psychological services. And pseudo-psychologists fall. The consequences of this lack of attention to accurate and comprehensive information to the people and insufficient supervision and laws and non-deterrent actions have created the basis for the emergence and escalation of risks for the society and damage to the clients and the culture of referring to specialists

The aim of this research is to present an advanced model of competency-based succession planning in education-oriented organizations. This research is applied-developmental in terms of its purpose, descriptive in terms of data collection and cross-sectional survey method. The statistical population of the research includes 8000 staff and administrative staff of five national and free universities, of which 366 were selected using the Cochran formula using cluster random sampling method. A questionnaire was used to collect research data. Data analysis was performed using SPSS and AMOS statistical software. This research has 7 components (key competencies and abilities, determining succession policy, value-based foundation, organizational support and support, strategic planning in the field of succession planning, talent identification and formation of talent pool, training and improvement of talents). The results showed that the research model has a good fit, in other words, the general indicators confirm that the data well supports the patterns.

This research was conducted with the aim of investigating the lived experiences of associate, technical and professional art students during the covid-19 pandemic and providing a suitable model for education in this period.

This research was conducted qualitatively and based on phenomenology. The statistical population included art students of technical and vocational schools in Tabriz and specialists in the field of educational sciences. Semi-structured interviews and library studies were used to collect data. Data analysis was done according to the method of Claizi (1978).

The results showed that students and teachers were facing many challenges in the field of digital infrastructure, curricula, learning environments, and assessment. Also, the need to pay more attention to the mental health and well-being of students was clearly observed in this course. In addition, the findings showed that creating interactive and flexible learning environments and adapting curricula to new conditions can help improve the quality of education.

The current research showed that to improve the quality of technical and professional education during the Covid-19 pandemic, more attention should be paid to the development of digital infrastructure, curriculum flexibility, and psychological and social support. Also, creating a learning culture that emphasizes students' self-improvement and well-being can help improve the learning experience in critical situations.

The present study aims to analyze the content of the fourth-grade Persian textbook based on spiritual and successful intelligence to develop an educational package and evaluate its effectiveness on students' academic performance.

This mixed-method research utilized qualitative content analysis (thematic analysis using deductive approach) and quasi-experimental methods (pre-test – post-test), fuzzy Delphi, and Shannon entropy in the quantitative section. The qualitative part involved semi-structured interviews with 10 experts in psychology and curriculum planning. In the quantitative part, 120 fourth-grade students were randomly assigned to control and experimental groups. The developed educational package was implemented and its impact assessed using covariance analysis.

The content analysis revealed that the textbook incorporates elements of spiritual and successful intelligence, with the highest weights for elements such as respect and kindness, transcendental understanding, giving meaning to life, and self-motivation. The implementation of the educational package showed a significant positive effect on students' academic performance.

Integrating spiritual and successful intelligence into the curriculum can significantly improve academic performance. The study suggests that educational strategies incorporating these elements can be beneficial for students.

This study aimed to investigate the mediating role of basic psychological needs and happiness in the relationship between teacher-student interaction styles and the social competence of female middle school students in Lahijan.

The research method was descriptive-correlational and applied in terms of its purpose. The statistical population consisted of 1885 female middle school students in Lahijan during the 2023-2024 academic year. A total of 203 students were randomly selected using cluster sampling. Data collection was conducted using standard questionnaires: the Teacher-Student Interaction Questionnaire by Murray and Zuzak (2011), the Happiness Questionnaire by Argyle and Lu (1989), the Basic Psychological Needs Questionnaire by Guardia, Deci, and Ryan (2000), and the Social Competence Questionnaire by Parandin (2006). The validity of the instruments was confirmed by experts, and their reliability was verified using Cronbach's alpha. Data analysis was performed using structural equation modeling and statistical software Smart PLS and SPSS.

The results showed a positive and significant relationship between teacher-student interaction styles and students' basic psychological needs (path coefficient 0.799), happiness (path coefficient 0.599), and social competence (path coefficient 0.451). Additionally, there was a positive and significant relationship between basic psychological needs and happiness with students' social competence, with path coefficients of 0.195 and 0.425, respectively. Further analysis revealed that basic psychological needs and happiness mediate the relationship between teacher-student interaction styles and social competence.

The findings indicate that teacher-student interaction styles significantly impact students' basic psychological needs and happiness, which in turn influence their social competence. Therefore, it is recommended that educational policymakers focus on enhancing teacher-student interactions, identifying and fulfilling students' psychological needs, and promoting their happiness. Additionally, conducting training sessions for teachers to improve their communication and teaching skills can play a crucial role in enhancing students' social competence.

Philosophy education for children is one of the insightful methods of rational upbringing. In this article, we sought to determine whether teaching philosophy to children can lead to reasoning and logical thinking in preschool children.

The research method of this study was qualitative with a grounded theory approach, and the collected data were from the responses of 15 university professors and experts in the field of education and the philosophy for children education program. Additionally, the data were analyzed in three stages using MAXQDA software: "open coding," "axial coding," and "selective coding," and the final model was inferred.

The data from the interviews indicate that based on this model, the philosophy education program for children is a successful method in teaching logical thinking, which influences responsibility, the ability to respond effectively, and appropriate decision-making in various conditions and situations.

The results of this research showed that implementing philosophy education in the classroom can positively affect the development of reasoning and logical thinking skills in students.

The university academic period is stressful due to the presence of numerous factors, and since the prevalence of academic burnout in educational centers is increasing, attention to the factors influencing academic burnout is of particular importance. This study aimed to investigate the mediating role of psychological well-being in the relationship between psychological capital and academic burnout among psychology students at Islamic Azad Universities in Tehran during the 2023-2024 academic year.

This descriptive-correlational study's statistical population included all psychology students at Islamic Azad Universities in Tehran during the 2023-2024 academic year. The sample size was 220 students, selected through convenience sampling. The primary data of this study were obtained using the Ryff Psychological Well-Being Questionnaire (1989), the Luthans and Avolio Psychological Capital Questionnaire (2007), and the Bresó et al. Academic Burnout Questionnaire (1997). Descriptive statistics and inferential statistics (structural equation modeling) were used to analyze the data.

The results showed a significant negative relationship between psychological capital and academic burnout among psychology students at Islamic Azad Universities in Tehran. Additionally, the results indicated that psychological well-being plays a mediating role in the relationship between psychological capital and academic burnout.

The findings of this study underscore the importance of psychological well-being as a mediating factor in the relationship between psychological capital and academic burnout. This suggests that enhancing psychological well-being could potentially mitigate academic burnout among students.

The aim of this study was to explore the attitudes towards life among adolescent girls in Tehran. The study aimed to identify the factors influencing their attitudes and provide appropriate strategies to improve their quality of life.

This qualitative study utilized semi-structured interviews. Participants were purposively selected from adolescent girls residing in Tehran. Data collection continued until theoretical saturation was achieved and was analyzed using NVivo software.

The results indicated that the attitudes towards life in adolescent girls were influenced by factors such as self-confidence, body image, gender roles, stress management, personal values, family relationships, friendships, interaction with teachers, social acceptance, group activities, educational and career goals, future worries and hopes, media and technology influence, attitudes towards marriage and family in the future, and environmental and social issues.

This study revealed that the attitudes towards life in adolescent girls are influenced by multiple individual, familial, social, and cultural factors. Understanding these attitudes can help improve programs and policies related to the physical and mental health of adolescent girls and provide appropriate strategies to enhance their quality of life.

The objective of this study was to evaluate the effectiveness of a time management training program on enhancing academic engagement and creative thinking among high school students.

This study employed a randomized controlled trial design with two groups: an experimental group and a control group, each consisting of 30 participants. Data were collected at three time points: before the intervention, immediately after, and three months post-intervention. We utilized the Analysis of Variance (ANOVA) with repeated measurements to analyze the data, followed by Bonferroni post-hoc tests to examine specific group differences. Statistical analysis was conducted using SPSS-27.

The findings showed that the intervention significantly improved academic engagement and creative thinking in the experimental group compared to the control group. At post-test, the experimental group showed a significant increase in academic engagement scores from a mean of 68.20 (SD = 7.45) to 76.34 (SD = 8.15), and in creative thinking from 70.11 (SD = 8.90) to 75.28 (SD = 9.30). In contrast, the control group exhibited only slight improvements. The ANOVA results indicated significant group effects (F(1, 58) = 13.84, p < 0.001) for both variables.

Therefore, the time management training program effectively enhanced both academic engagement and creative thinking among high school students. The findings suggest that structured time management training can be a valuable addition to educational strategies aimed at improving student outcomes in academic and creative domains.

This study aimed to identify and evaluate the components of spiritual education based on the Fundamental Reform Document of Education.

This research was applied in terms of purpose and exploratory mixed (qualitative-quantitative) in terms of data. In the qualitative section, the statistical population included all relevant resources (books, articles, and theses) as well as experts in education and school administrators, with 20 individuals selected through purposive non-random sampling. In the quantitative section, the statistical population included 357 teachers from a total of 5100 secondary school teachers in Kurdistan, selected using stratified random sampling. Data were collected through interviews and researcher-made and standardized questionnaires, and data analysis was performed using descriptive and inferential statistical methods.

The results revealed that the identified components of spiritual education included cognitive, emotional, and behavioral education, while the factors affecting spiritual education included the values and ethical norms of society, policy-making and planning in the educational system, teachers, and the curriculum. Statistical analyses showed that these components and factors were of appropriate validity.

Based on the results, spiritual education based on the Fundamental Reform Document of Education is significantly influenced by various components, including cognitive, emotional, and behavioral education, as well as factors such as the values and ethical norms of society, policy-making, and the roles of teachers and the curriculum. All these factors can contribute to improving the process of spiritual education in the educational system.