Journal of Research in Educational Systems

Abstract Objective: Academic boredom, a complex and pervasive emotional phenomenon, is increasingly recognized as a key inhibitory factor in learning processes and academic achievement, particularly in cognitively challenging domains such as Mathematics. The present study aimed to investigate the causal model of Mathematics academic boredom based on cognitive strategies and academic goal orientations, mediated by academic hope, among second-grade high school students.
Method: The present study was descriptive and conducted using a path analysis approach. The statistical population comprised all female students in the second period of public high schools in Tehran during the 2024-2025 academic year. A sample of 400 students was selected using multi-stage cluster sampling. Data were collected using the Academic Boredom Questionnaire (Pekrun et al., 2002), the Self-Regulated Learning Questionnaire (Bouffard et al., 1995), the Academic Goal Orientation Questionnaire (Bouffard et al., 1998), and the Academic Hope Questionnaire (Pekrun et al., 2002). The data were analyzed using path analysis in SPSS-24 and AMOS-2024 software.
Results: The results indicated that the proposed research model demonstrated a good fit with the data. Furthermore, the findings revealed that cognitive strategies (β=-0/13) and mastery goal orientation (β=0/39), performance goal orientation (β=-0/15), and avoidance goal orientation (β=-0/15) had direct effects on Mathematics academic boredom. Moreover, academic hope played a mediating role in the relationship between mastery goal orientation and cognitive strategies with Mathematics academic boredom.
Conclusions: Based on these findings, focusing on the strengthening of academic hope and the instruction of effective learning strategies can be utilized as an efficient .....

Abstract this study was done to determine the effectiveness of executive function based parenting education program on cognitive flexibility and inhibitory control of preschool children. The research was a quasi–experimental study with a pretest–posttest–follow–up and a control group design. The statistical population consisted of approximately 8400 mothers with sons aged 4-6 years who had registered their children in the preschool centers of one of the twenty-two districts of Tehran in the academic year of 2021-2022. Cluster Multi-stage sampling was done and according to the entry and exit criteria of the study, 32 people were selected and randomly divided into two experimental and control groups of 16. To collect data, The Parenting Styles and Dimensions Questionnaire (PSDQ) (Robinson et al., 1995) and the Behavior Rating Inventory of Executive Function Preschool Version (BRIEF-P)(Gioia et al., 2003) were used. The executive function based parenting package(Ghasemi et al., 1401) for the experimental group was implemented in eight 70-minute sessions. The obtained data were analyzed using descriptive statistics, as well as inferential statistics, such as repeated–measures Analysis of Variance (ANOVA) and Bonferroni post–hoc test using SPSS₁₈. The results showed that there is a significant difference between the average score of the child's cognitive flexibility and inhibitory control in the pre-test stage with the post-test (p<0.01) and the pre-test stage with the follow-up (p<0.01). Also, the results of the Benferroni test for grades in three stages of measurement showed that there is stability in the results. Therefore, if parents are exposed to this parenting intervention, it is expected that their children's cognitive flexibility and inhibitory control will improve.