Journal of Research in Educational Systems

Abstract Objective: The present study aimed to investigate the psychometric properties of the Student Parental Self-Regulation Scale.
Method: The present research method was descriptive and psychometric. The statistical population of the research was all parents of elementary school students in District 1 of Ardabil city in the academic year 2025-2026, from which a sample of 220 people was selected by random sampling method and they responded to the Parental Self-Regulation Scale (Sanders et al., 2017), Parenting Self-Efficacy Scale (Dumka et al., 1996), and Parental Burnout Questionnaire (Roskam et al., 2018). Internal consistency, concurrent validity, and confirmatory factor analysis were used to analyze the data. The data were analyzed using SPSS26 and Amos24 software.
Results: The results of the internal consistency coefficient showed that this scale has adequate reliability (α=0.91). The results of the correlation coefficient showed that the significant positive relationship between the two variables of parental self-regulation and parenting self-efficacy (r=0.54, P<0.01) indicates appropriate convergent validity and the significant negative correlation coefficient between the two variables of parental self-regulation and parental burnout (r=-0.42, P<0.01) indicates appropriate divergent validity. The fit indices of the confirmatory factor analysis model also confirmed the final model of this scale (P<0.001).
Conclusions: The results of this study showed that the Persian version of the Student Parent Self-Regulation Scale has adequate validity and reliability in Iranian parents and is a suitable scale for clinical and research situations.

Abstract Objective: The purpose of this study was to examine the effect of the HOPS (Homework, Organization and Planning Skills) educational program on academic procrastination of procrastinating students.
Method: The method of the current research was semi-experimental including pretest and posttest designs with a control group. All female students of secondary education of Ardabil city in the academic year of 2025-2026 comprised the population of this research. 40 procrastinating students were recruited through randomized cluster sampling which were randomly assigned to experimental group (n=20) and control group (n=20). The participants of the experimental group, received 12 sessions of the HOPS educational program while the control group sticked to their normal routine. The Solomon and Ruth Bloom's Academic Procrastination Scale (1984) were taken to collect data. The data were analyzed using statistical method of covariance in SPSS software.
Results: The results demonstrated that the academic procrastination of procrastinating students in posttests of the experimental group were significantly lower that the control group and the research hypothesis based on the effect of the HOPS educational program on academic procrastination of procrastinating students was approved.
Conclusions: Thus, it can be concluded that the HOPS educational program is indeed effective on academic procrastination of procrastinating students; therefore, applying this program for decreasing student's academic procrastination in schools is suggested.

Abstract Objective: The present study aimed to investigate the effectiveness of psychological empowerment on academic self-concept of students with low academic performance.
Method: The research method was a quasi-experimental pre-test-post-test with a control group. The statistical population of this study included all female students with low academic performance in the second high school in Ardabil in the academic year 2024-2025. For this purpose, 30 female students with low academic performance were selected using purposive sampling according to the study entry criteria and randomly assigned to two experimental groups (15 people) and control group (15 people). After pre-testing with the Liu and Wang (2005) Academic Self-Concept Questionnaire the experimental group received 8 sessions (2 sessions per week) of 60 minutes of the Thomas and Velthouse (1990) psychological empowerment training program, and the control group continued with their normal routine. The data were analyzed using the univariate analysis of covariance (ANCOVA) method in SPSS.26 software.
Results: The findings showed that there was a significant difference between the mean academic self-concept (P<0.05, F=4.84, ηp2=0.152) of the experimental and control groups in the post-test. Thus, after implementing psychological empowerment training, the mean scores of students with low academic performance in the experimental group increased significantly compared to the control group.
Conclusions: As a result, by training psychological empowerment in students, the level of academic self-concept can be increased in them. With the help of psychological empowerment strategies, students can re-examine and review their numerous failures, and ultimately, the academic performance of students improves.

Abstract The current research was conducted with the aim of determining the effectiveness of flipped instruction method on disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research was made up of all the female students of the ninth grade of the first period of high school in the academic year of 2020-2021. To select the sample, first, using the available sampling method, two schools were selected from among the first secondary schools. Then, a 9th grade class was selected from each school and using random sampling method, the students of one of the classes were determined as the experimental group and the students of the other class as the control group. The students of the experimental group were taught using the flipped instruction method. Ricketts' (2003) critical thinking disposition questionnaire was used to collect data. The data were analyzed using the statistical method of analysis of covariance. The findings showed that the flipped instruction method was effective on disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students and increased the disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students in experimental group. Therefore, the research hypothesis was confirmed (p<0.01). According to the results of this research, it can be concluded that the use of the flipped instruction method by teachers can be effective in increasing the disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students, and as a result, it can lead to better performance of students. In fact, the reverse education method is an effective way of teaching and learning in the world, which should become part of the comprehensive lifelong learning system in schools.

Abstract The purpose of this study was to prediction of academic buoyancy based on academic support and academic self-concept in students. The method of study was correlational. Statistical population of this study comprised of all Ardebil high school students, that among them by using cluster random sampling, 240 samples were selected and finally 235 questionnaires were analyzed. For data collection the Hosein Chary and Dehghanzade Academic Buoyancy Questionnaire, Sands and Plunkett Academic Support Questionnaire and Yesen-chen Academic Self-Concept Questionnaire were used. Data were analyzed by using Pearson’s correlation coefficient and regression analysis. Findings showed that there exist significant positive relationship between academic support and its components and academic self-concept and its components with academic buoyancy of students. Also regression analysis revealed that %30 of the total variance of academic buoyancy can be explained by academic support and academic self-concept. Therefore, it can be concluded that the academic support and academic self-concept are important and related variables to academic buoyancy of students.

Abstract School bonding is one of the factors that cause the students to feel dependent or connected with the school, in which various factors play a role. Therefore, the present study aimed to determine the role of perceived classroom environment, academic optimism and academic emotions in predicting the female students’ school bonding. The research method is a descriptive correlation. The statistical population of the study consisted of all female students of the second secondary school in Rasht in the academic year of 2019-2020, among whom 170 people were selected as the sample using the cluster random sampling method. Finally, 150 healthy questionnaires were analyzed. To collect data from Rezaei-Sharif, et al school bonding questionnaire (2014), Gentry, et al perceived classroom environment questionnaire (2002), the Schannen-Moran, et al academic optimism questionnaire (2013). And Pekran, et al academic emotions questionnaire (2002) were used. Pearson correlation coefficient and regression analysis tests were used to analyze the data. The findings showed that there was a significant positive relationship between perceived classroom environment, academic optimism and positive academic emotions associated with female students’ school bonding and a significant negative relationship between negative academic emotions and transplantation with female students’ school bonding (0/01). Also, the results of regression analysis revealed that 73% of the variance of the female students’ school bonding is based on the Perceived classroom, academic optimism and predictable academic emotions. Therefore, it can be concluded that perceived classroom environment, academic optimism and academic emotions are among the variables related to the students' school bonding.

Abstract The purpose of this study was to the prediction of entrepreneurial intention university students based on psychological capital and career adaptability. The method of this study is correlational. The statistical population of this study comprised all of Mohaghegh Ardebili university student in 2018 academic year, that among this population, by using cluster random sampling, 243 samples were select. For data collection luthans, youssef, avolio psychological capital questionnaire, savickas career path adaptability questionnaire and liñán, rodríguez, rueda-cantuche entrepreneurial intention questionnaire were used. Data were analyzed using Pearson’s correlation coefficient and regression analysis. The result showed that there exists a significant positive relationship between psychological capital and its components (self-efficiency, hope, optimism, resiliency) and career adaptability and its components (concern, control, curiosity, confidence) with entrepreneurial intention. Also, the results of the regression analysis revealed that the %20 of the variance of entrepreneurial intention can be explained by psychological capital and career adaptability. Therefore, it can be concluded that the psychological capital and career adaptability may be taken into account as one of the important factors leading entrepreneurial intention, which requires planning and attention.

Abstract The purpose of this study was to investigate the effect of life skills training on self-concept of students with academic failure. The research method was semi-experimental with pretest-posttest design with control group. The statistical population of the study consisted of all high school boy students in Namin city in the academic year of 2012-2012. Among them, 30 students with randomized cluster failure were selected and randomly assigned to the experimental group 15) and control group (15 people). 10 sessions of life skills were taught to the experimental group. A California self-concept questionnaire was used to collect data. The results of covariance analysis showed that there is a significant difference between the test and control groups in the post-test stage in terms of self-concept and the self-concept scores of the students in the experimental group were higher than the control group; therefore, it can be said that skill training Of life have increased self-concept in the students of the experimental group and life skills training can be used to increase student self-concept.

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