Journal of Research in Educational Systems

Abstract The present study aimed to develop and test a causal model to explain wisdom in first-cycle high school students, based on the role of metacognition, resilience, and academic well-being with the mediation of emotional intelligence. Methods: This study was descriptive-correlational and based on structural equation modeling. The statistical population consisted of all first-cycle high school students in Tehran during the 2025-2026 academic year. Using multi-stage cluster sampling, 408 students were selected as the sample. Data were collected using standardized questionnaires of wisdom, emotional intelligence, metacognition, resilience, and academic well-being and analyzed with SPSS and AMOS software using path analysis and the bootstrap method. Results: The findings indicated that the proposed model had a desirable fit. All direct paths from metacognition, resilience, and academic well-being to emotional intelligence and wisdom were significant. The strongest direct effect on wisdom was related to resilience (β=0.29), followed by academic well-being (β=0.21) and metacognition (β=0.16). Furthermore, bootstrap analysis confirmed the full mediating role of emotional intelligence in the relationship between all three independent variables (metacognition, resilience, academic well-being) and the dependent variable (wisdom). Conclusion: Consequently, the findings confirm that adolescents' wisdom in the school context results from the dynamic interaction of higher-order cognitive factors (metacognition), positive adaptive capacities (resilience), and emotional-cognitive perceptions of the learning environment (academic well-being). Emotional intelligence plays a pivotal role as a vital processing mechanism in converting these resources into wise judgment and insight. These results practically emphasize the necessity of designing and implementing integrated educational programs in middle schools.

Abstract The aim of this study was to determine the mediating Role of Perceived Social Support in Relationship between Academic Satisfaction, Emotional Intelligence, Self-Regulation and Assertiveness. The research method was correlation of the type path analysis. The statistical population included all high school students in Kermanshah, from which 384 people were selected as a statistical sample. The sampling method was Multistage sampling. In order to collect Data the Academic Satisfaction Questionnaire (ASQ), Schutte Self-Assessment Questionnaire, (SRI), Gambrill, Richey Assertion Inventory(AI), Multidimensional Perception Social Support Scale (MSPSS) and Bouffard self-regulatory questionnaire(BSF) were used. Data analysis was performed using path analysis statistical method and by the SPSS-24, and AMOS-22 software. Findings showed that emotional intelligence, self-regulation and assertiveness through perceived social support have an indirect and significant effect on academic satisfaction and the causal model of academic satisfaction is based on the The mentioned variables is significant. Due to the important role of satisfaction in academic success and achievement, it is suggested to families, teachers and educational institutions that more research be done to identify the factors affecting this variable to provide the necessary conditions to increase academic satisfaction.

Abstract The purpose of this study was to identify the characteristics of teachers and students for the development of emotional intelligence in preschool. The research method was synthesis study. The statistical population of the research consisted of all documents, articles, scientific books, dissertations, scientific sources and scientific databases related to determining the required attributes of teachers and students for pre-school emotional education. 79 sources were selected using purposive sampling method. Data were analyzed in three ways: open coding, axial coding, and selective coding. The findings showed that the characteristics of preschool children for emotional intelligence development are: interaction with the environment, interactivity, affectivity of emotions, selection, gender recognition, perception of differences and similarities, emotionality, etc. The characteristics of coaches / teachers for emotional intelligence are: From: Emotional Expression, Planner and Concept Carrier, Questioning, Acting, Child Recognition, Artist, Process-Oriented, Child Play Recognition, etc ... In terms of subject matter, there are also integrated preschool courses based on these themes: content integration, Skill integration, Process integration, Learning environment integration, Tel Discern something, combined courses, combining and integrating role activity.

Abstract The purpose of this study was to examine the relationship between self-efficacy, emotional intelligence and anxiety in distance education students. This research was conducted in a descriptive-correlative way in the academic year 2016-2017. The research sample consisted of 196Payamnoor university students who passed electronically some of their courses in a distance education. They were selected through convenient sampling and responded to emotional intelligence Shring (1992), academic self-efficacy Jenkins& Morgan (1999) and anxiety Beck (1998) questionnaires. Data were analyzed using regression analysis. The results of this study showed that there are an inverse and significant relationship between the components of emotional intelligence and academic self-efficacy and anxiety variable, which means that by increasing the level of the components of emotional intelligence and academic self-efficacy, anxiety levels are reduced. Also, Furthermore, the components of self-awareness and social skills of emotional intelligence, and talents and components of academic self-efficacy had the highest potential for predicting anxiety, respectively. According to the results of this study and considering that the promotion of emotional intelligence and academic self-efficacy are related to the reduction of anxiety and anxiety is one of the reasons for mental health disorder and reduction of students' learning ability, these areas should be strengthened.

Abstract The general aim of the present research was to develop a model for predicting academic performance based on emotional intelligence, problem-solving skills and achievement motivation with the Mediation of Learning Strategies (Cognitive and Metacognitive) in students of smart and ordinary schools. The research method was correlational with a prediction type. The population in the current research included all the secondary school students of Tehran, among which 583 students were selected for the study sample through multi-stage cluster sampling method. For gathering the data, Hermans achievement motivation questionnaire (1970), Social Problem Solving Inventory-Revised Short Form (SPS-R: SF), Learning Strategies Questionnaire (Karami et al, 2002), Bar-On Emotional Quotient Inventory (2000) and Academic Performance Questionnaire of Dortaj (2004) were used. Findings suggested that the direct and indirect effect of emotional intelligence and achievement motivation on academic performance of students of smart schools is significantly higher than its effect on the academic performance of students of ordinary schools. No significant difference was observed between the direct and indirect effect of problem solving skills on academic performance of students of smart and ordinary schools. Findings of the present research had useful implications for policy makers in the education area.