Journal of Research in Educational Systems

Abstract Objective: The aim of the present research was to investigate the relationship between perfectionism and language speaking anxiety, with the mediation of language learners’ emotional creativity, through the structural equation modeling approach.
Method: The present study was descriptive-correlational in nature and was conducted using structural equation modeling. The statistical population of the present study consisted of all female senior high school students in the academic track across regular public schools during the 2024–2025 academic year. Based on the number of observed variables, allocating a coefficient of 15 per observed variable, and accounting for the possibility of incomplete questionnaires, a sample of 232 participants was selected through convenience sampling. Data were collected using the Language Speaking Anxiety Questionnaire (Ali Khalaf Ali, 2017), the Multidimensional Perfectionism Scale (Hewitt & Flett, 1991), and the Emotional Creativity Questionnaire (Averill et al., 1999). For data analysis, descriptive statistics (mean and standard deviation) were used, and at the inferential level, structural equation modeling was conducted using SPSS 18 and AMOS 23 software.
Results: The findings indicated that perfectionism positively (β =.261) and emotional creativity negatively (β = -.295) predicted foreign language speaking anxiety (p<.01). Moreover, emotional creativity played a significant mediating role in the relationship between perfectionism and foreign language speaking anxiety (β = –.591, p<.01). The research model demonstrated good fit; the chi-square to degrees of freedom ratio (2.389) and the RMSEA index (.036) fell within acceptable ranges. Furthermore, the comparative fit indices, including CFI, NFI, and TLI, were all above .99, confirming the adequate fit of the model. Overall, perfectionism and emotional creativity accounted for 41% of the variance in foreign language speaking anxiety among students (p<.01).
Conclusions: The results highlight the importance of cognitive and emotional factors in explaining language speaking anxiety among students. Perfectionism not only directly increases language speaking anxiety but also contributes indirectly by weakening emotional creativity. Therefore, reducing excessive expectations alongside fostering emotional creativity may serve as an effective strategy for managing language anxiety in educational settings.

Abstract Objective: The present study aimed to investigate correlation of perfectionism with English language learning mediated by emotional creativity and cognitive flexibility in students. Method: The research method was correlational using path analysis, and the statistical population included all female students in the second grade of secondary school, that 235 of whom were selected as the convenience sampling method and responded to the Averill's Emotional Creativity Inventory (1991), Dennis & Vander Wal' Cognitive Flexibility Inventory (2010), and Hewitt & Flett's Perfectionism Scale (1991). The students' end-of-semester English language course scores were used to measure the English language learning variable. The data were analyzed using the Pearson correlation coefficient formula and path analysis using SPSS 18 and Amos 24 software. Results: The results showed that perfectionism, emotional creativity, and cognitive flexibility have a direct effect on English language learning. Also, perfectionism has an indirect effect on English language learning through the mediation of cognitive flexibility and emotional creativity (0/001). The research model was also confirmed and the results showed that the research model had a good fit for the variables and 35% of the variance in English language learning was explained by the research variables. Conclusions: According to the research findings, it is recommended that educational authorities and practitioners pay special attention to the role of perfectionism, emotional creativity, and cognitive flexibility of students in learning a second language, especially English as an international language, in order to increase their language learning ability.

Abstract The purpose of this study was to provide a Causal model of predicting academic procrastination through academic emotions and self-regulated learning strategies mediated by perfectionism of Shiraz girls' high schools students. The present study is a descriptive-correlation method in terms of applied purpose and in terms of method. The statistical population of this study included all students of girls' vocational schools in Shiraz in the academic year 2020-2021with a number of 8100 people. To determine the sample size based, 200 students were selected using multi-stage cluster random sampling method. Assessment tools included riding academic procrastination questionnaire, Pakran et al.'s academic excitement questionnaire, Pintrich and Dargroot self-regulated learning strategies questionnaire, Short et al.'s perfectionism questionnaire, which confirmed the validity and reliability of the tool. Data analysis was performed at two levels of descriptive statistics and inferential statistics. At the descriptive level, mean and standard deviation were studied and at the inferential level, the coefficient of zero order correlation matrix and multivariate regression were performed simultaneously based on Baron and Kenny (1986) model using LISREL and SPSS software version 21. Findings indicated that cognitive strategies, metacognitive strategies and motivational beliefs negatively and significantly predict academic procrastination; Positively and positively predict positive emotions and negatively and positively predict academic procrastination; Positive perfectionism negatively and meaningfully and negative perfectionism positively and meaningfully predicts academic procrastination; Perfectionism plays a significant mediating role in the relationship between self-regulated learning and academic excitement with academic procrastination. The model also has an acceptable fit.

Abstract Objective: The purpose of this study was to predict emotional exhaustion based on the dimensions perfectionism and teachers, emotions. Method: The research method was correlation and the statistical population consisted of all elementary school teachers in Tehran during the academic year 1397-1396. The randomized cluster sampling method was selected randomly from regions 7, 2, 18, 5, and 10, and from each area 2 were girls' elementary schools and 2 boys and all elementary teachers who wanted to cooperate from each elementary school. The sample size was 225 (117 males and 108 females). The data were collected using Maslash et al. (2001) teachers, emotions of Chen teacher (2016) and Hill et al. (2004) perfectionism questionnaires. Results: The results showed from emotional dimensions of teachers, emotions, dimension happiness and love, with beta coefficient (-0/212) and (-0/201) predicted negative and significant emotional exhaustion. The dimensions of sadness, anger, and fear predicted positive and significant emotional exhaustion with beta coefficient (0.727), (0.414) and (0.159). Negative perfectionism with beta coefficient (0.186) predicted positive and significant emotional exhaustion. Positive perfectionism was able to negatively predict emotional exhaustion in elementary teachers, negatively and significantly with beta coefficient (-0/326). Conclusion: Creating the ground for positive emotions in teachers as well as teaching methods for coping with negative perfectionism can decrease emotional exhaustion in elementary school teachers in Tehran.