Journal of Research in Educational Systems

Abstract Objective: The purpose of this study was to investigate the effectiveness of the positive psychology intervention program based on culture, on the Self-Handicapping and Academic Risk-Taking in Students with low academic performance.
Method: This research employed a quasi-experimental design with pre-test and post-test and a control group. The statistical population consisted of high school students with low academic performance in Tabriz in 2024–2025.The study sample consisted of 30 students who had high scores in academic self-handicapping and low scores in academic risk-taking. They were randomly assigned to experimental and control groups (15 participants each). All participants completed the Academic Self-Handicapping Scale developed by Midgley et al. (2000) and the Academic Risk-Taking Assessment Tool developed by Kilgus et al. (2015). The experimental group received 12 sessions of culturally adapted positive psychology interventions.
Results: Data were analyzed using SPSS24statistical software. The results showed a significant effect of the positive psychology intervention program based on culture, on the Self-Handicapping and Academic Risk-Taking in experimental group (P≤ 0/01).
Conclusions: Based on the findings, it is recommended that school counselors and relevant authorities utilize the current intervention program, if necessary, in both clinical and educational contexts.

Abstract Objective: Risky behaviors in students represent one of the primary challenges in the educational system, threatening academic performance and mental health. This research aimed to design and validate a dialogue-based intervention package grounded in William Glasser's Choice Theory for 14-18-year-old students exhibiting risky behaviors.
Method:This applied qualitative study employed the Delphi method and content analysis. Theoretical foundations were extracted from Glasser's book Choice Theory (2013). The package was developed across 11 stages (from innovation search to pilot implementation) and consists of 12 sessions, each lasting 90 minutes. Content validation was assessed by a panel of 8 educational psychology experts (with at least 10 years of experience) using quantitative indices: the Content Validity Ratio (CVR) and the Content Validity Index (CVI).
Findings:The results indicated that all sessions in the designed package are essential, and the content of all sessions is fully aligned with the intended objectives. Specifically, CVR = 1.0 for session necessity and CVI = 0.94 for relevance to objectives, confirming desirable validity. A pilot implementation with 2 high-risk students also demonstrated the package's feasibility.
Conclusion:The proposed package exhibits high content validity and can serve as a preventive tool in school counseling centers to reduce risky behaviors and enhance human capital. This indigenous approach addresses gaps in prior studies on group-based dialogue interventions and aligns with cognitive-social models.

Abstract Objective: A high sense of belonging to the school and a low level of procrastination can protect against the risk of bullying and victimization. In this way, this research was conducted to investigate the effectiveness of the combined mindset change-motivational program on the sense of belonging to the school and academic procrastination of bullied female students.
Methods: The research method was semi-experimental with a pre-test-post-test design and a follow-up period with a control group. The research community was formed by female secondary school students in Isfahan in 2022. From the mentioned society, 30 students were selected purposefully and randomly assigned to two experimental and control groups. The pre-test was done through the Brew et al sense of belonging to school questionnaire (2004) and Solomon and Rothblum academic procrastination questionnaire (1984). The experimental group received 8 90-minute sessions of the combined mindset change-motivational program. Finally, the post-test and a three-month follow-up were implemented. Data analysis was done using variance analysis with repeated measurements.
Results: There is a significant difference between the sense of belonging and academic procrastination in the two groups in the post-test and follow-up stages, that is, the integrated program of mindset change-motivational has been able to cause a lasting improvement in the sense of belonging and academic procrastination of the bully girl.
Conclusion: Based on the results, this program can be used as an effective intervention to help bullied female students and improve their sense of belonging and academic procrastination.

Abstract The current study's objective was to examine and assess emotion-based preventive programs in the setting of schools using a systematic review methodology. By conducting a systematic assessment of the literature and searching specialist databases using the terms "school-oriented social-emotional learning," "prevention-oriented programs," "emotion-based programs," and "emotion-based preventative programs." To accomplish the research's objective, data from PubMed, Springer, Scopus, ProQuest, Elsevier, Science Direct, and Google Scholar from 1990 to 2022 were evaluated. After examining the databases, a number of reputable journals were manually searched to find and review more published publications (Hand Searching). The variables of emotion-based preventative programs were examined in the setting of the school in the research results connected to the Prisma model. Co-occurrence network clusters were created once the recovered data were entered into the analysis program for the software. Following identification, a number of papers were disqualified from further consideration after receiving their titles and abstracts reviewed. In the end, a handful of papers were selected as the final population of research based on their applicability to the study's subject. Programs for social and emotional learning have been applied as preventive treatments at the whole-school level in all studies. Based on the findings of this analysis, school-based emotional learning programs give kids the tools they need to deal with emotional dysregulation and develop effective coping mechanisms while also teaching children specific skills. As a result, it has been suggested that excitement-focused programs be used in elementary schools.

Abstract