Journal of Research in Educational Systems

Abstract Objective: the aim of the present study was to investigate the mediating role of academic optimism in the relationship between mindfulness and resilience and academic performance of female high school students in Mashhad.
Methods: The research method was descriptive correlational. The statistical population of the study consisted of female students of the seventh district of Mashhad in the academic year of 2022-2023. The sample size based on Klein's suggestion, was 250 students who were selected by available sampling method. The collection tools in this research are Connor-Davidson Resilience Questionnaire (2003), Baer et al.'s five-factor Mindfulness Questionnaire (2006), Tschannen-Moran et al.'s Academic Optimism Questionnaire (2013) and the grade point average was used for the students' academic performance. Descriptive statistics and inferential statistics methods such as correlation tests and structural equations with path analysis were used to analyze the data.
Results: The results of showed that the conceptual model of research fits well and academic optimism plays the role of a mediator in the relationship between mindfulness and resilience and academic performance of female high school students. The relationship between academic optimism on the resilience and academic performance was also direct and significant.
Conclusion: According to the results, It can be concluded from the results of the study that academic optimism in the students has a facilitating role in the development of resilience and academic performance. Thus, mindfulness, academic optimism will be established, and eventually the resilience and academic performance will be upgraded and developed.

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 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 aim of this study was to investigate the effect of academic civic behavior on academic optimism with the mediation of moral intelligence among all of the undergraduate students of Bu Ali Sina University.The statistical population included all undergraduate students of 8000 people who were selected by Georgian and Morgan table and 367 people were selected by simple random sampling method.The research method was descriptive of correlational studies and structural equation modeling.A questionnaire was used to collect data which included the Civic Academic Behavior Questionnaire by Golparvar (2010), the Moral Intelligence by Lennick & Kiel (2008) and the Academic Optimism Schannen-moran & et al(2013).Confirmed validity and reliability were also calculated with Cronbach’s alpha Which was obtained 0.77, 0.89 and 0.93, respectively.In addition to descriptive statistics, statistical techniques such as Pearson correlation coefficient, confirmation path analysis and structural equation modeling using SPSS v. Statistical software were used to analyze the data. 25 and LISREL8.8.The results showed,the variable of civic behavior-education has a positive direct effect(0/55),Positive indirect effect (0/126) and the totally positive effect (0/67) and it has a significant effect on the educational optimism variable at the level of 0/05.Moral intelligence has a direct positive effect (0/23) and the totally positive effect (0/23) and meaningful relationship on the academic Optimism variable at the level of 0/05.Also, the variables of educational civic behavior and moral intelligence are able to explain 44% of the variance of academic optimism.The overall result was that,the research model was valid and all research hypotheses have been confirmed.