Journal of Research in Educational Systems

Abstract Objective:The present study aimed to model the academic vitality of critical thinking mediated by academic self-efficacy of gifted students of gifted schools.
Methods:The study employed a correlational-descriptive method using structural equation modeling (SEM). The research statistical population consisted of the gifted students of the lower secondary school (7th and 8th grade) in Isfahan gifted schools in the second semester of the academic year 2022 - 2023. The sample was selected via a convenient sampling method. Finally, 340 students were selected as participants to answer Hossein-Chari and Dehghanizadeh’s Academic Vitality Questionnaire (2013), Rickett's Critical Thinking Disposition Scale (2003), and The Morgan-Jinks Student Efficacy Scale (1999). Data were analyzed using SEM.
Results: As the results showed, the proposed model had a good fit to the data. The results demonstrated that critical thinking has a significant and positive effect on academic vitality both directly and indirectly through academic self-efficacy.
Conclusion: As a result, to increase the gifted students’ academic vitality, while paying attention to increasing critical thinking skills, focus on increasing their academic self-efficacy.

Abstract Objextive:The present study was conducted with the aim of evaluating the effect of critical thinking training on cognitive flexibility, academic vitality and academic self-concept in female high school students of the first year.
Methods: The current research was practical in terms of its purpose and semi-experimental in terms of collection method with a pre-test and post-test design with a control group. The statistical population of this research was the female students of the first secondary school in the 5th district of Tehran in the academic year 2023-2024 and the sample size included 30 students (15 in the experimental group and 15 in the control group) and the available sampling method was used. became. In order to collect data, cognitive flexibility questionnaires of Dennis and Vanderwaal (2010), academic vitality of Martin and Marsh (2008) and academic self-concept of Yasen Chen (2004) were used, and the educational content of critical thinking was based on the views of Myers (1986) and Fisher and Hypel (1984) was prepared and given to the experimental group in 8 one-and-a-half-hour (90-minute) training sessions. The method of data analysis was multivariate covariance analysis.
Results: Based on the findings of this research, there is a significant difference at the 0.01 level between the average scores of the subjects of the experimental and control groups in the post-test stage in the variables of cognitive flexibility, academic vitality and academic self-concept.
Conclusion: Therefore, it can be said that critical thinking training can be a method to increase cognitive structures such as cognitive flexibility, and motivational factors such as academic vitality and academic self-concept.

Abstract The purpose of this study was to investigate the effect teacher violence on academic avoidanc, academic optimism and academic vitality of students. The research method is descriptive-correlation. The statistical population of the study was all secondary high school students in Sarbaz city (Sistan and Baluchestan province) in the academic year 2021-2022 (N=5395). By stratified-stratified sampling (by gender) of 359 students through teacher violence scale (Piskin et al., 2014), Academic Avoidance Scale (Khormaei & Saleh Ardestani, 2016), Academic Avoidance Scale (Tschannen-Moran et al., 2013) and Academic Vitality Scale (Hosseinchari & Dehganizade, 2014) were studied. Kolmogorov-Smirnov tests, Pearson correlation coefficient, Durbin-Watson and path analysis Correlation coefficient and path analysis were used to analyze the data by using SPSS and Smart PLS softwares. Findings showed that teacher violence has a positive effect on academic avoidanc and has a negative effect on academic optimism and academic vitality of students. According to these results, holding in-service training workshops for teachers in the areas of familiarity with children's natural rights, anger management, compassion and forgiveness towards others is recommended.

Abstract Abstract
The aim of this research is to study the mediating role of mindfulness in the relationship of academic engagement and academic vitality. For this purpose the descriptive correlation method has been used. The research population includes 4834 female second-grade secondary high school students of Zanjan in the academic year of 2017-18 and using the relative multi-stage cluster sampling, The sample size was determined to be 400. In order to collect data, Dehghanizadeh and Husainichary’s academic vitality questionnaire (1391), Fredricks, Blumenfeld and Paris’s academic engagement questionnaire (2004), Freiberk's Mindfulness questionnaire (2006), were used. Data analysis and structural equation analysis were performed using Pearson correlation, and Lisrel and SPSS 18 softwares, respectively.The research findings indicate that the model is fitted and the research hypotheses are confirmed.The results show that academic engagement, beside the positive and meaningful direct relationship with academic vitality=0/10 ,(p<0.05), has a positive and significant relationship with academic vitality with the mediation of mindfulness and cognitive flexibility (indirectly) = 0/094,(p<0.01).Due to the findings of the present work, in order to increase educational vitality of students, we suggest that educational psychologists and educational consultants codify a suitable educational plan and teach them the methods to improve educational engagement and mindfulness.
Key words: Academic engagement, Academic vitality, Mindfulness, female student.

Abstract The purpose of this study was to compare male and female students based on the variables of academic vitality, sense of belonging to the school, the motivation for academic achievement. The causal-comparative research method and The statistical population of the study is all male and female students of secondary schools in the city of Ilam in the academic year 1395-1396 and the sample size was determined by the Crecy and Morgan table, and 374 students were enrolled. Of these, 187 are boys and 187 are girls. The sampling method was applied to multimodal cluster sampling according to the educational areas of Ilam city, which completed the Humphrey Humor Achievement Motivation (2000) and Hussein Chari and Dehghanizadeh (2012) Dimensions of feelings of belonging to the Brave and Betty School (2005). Descriptive statistics (mean and standard deviation) and multivariate analysis of variance (MANOVA) were used to analyze the data. The results of this study showed that there was a significant difference between male and female students of secondary schools in Ilam in terms of belonging to peers, teacher support, school justice, school communication, academic participation, and academic achievement motivation and academic vitality. So, the variance of social cohesion, 1.2% of the variance of peers, 2.1% of the variance of teacher support, 2.7% of the variance of justice in school, 1.4% of the variance of communication in school, 0.9% of the variance of scientific participation, 4 / 7% of the variance of academic achievement motivation explained 1.3% of variance in academic vitality and female students were compared to male students Lamps are above a relative advantage.