Journal of Research in Educational Systems

Abstract Objective: Cyberbullying has been a major concern among adolescents in recent years and has attracted a wave of research. However, the various dimensions of this problem are not well understood. Accordingly, the aim of the study was to identify the factors affecting the formation of cyberbullying in students.

Method: The The present study is a qualitative study of the type of content analysis in terms of its applied purpose and data collection method. The statistical population of the study was all male students in the second year of high school in Ardabil in the academic year 2024-2025, of which 11 people were selected as a statistical sample through purposive sampling after screening and considering the saturation point. The data collection tool included a semi-structured interview and the cyber-bullying/victimization experiences questionnaire (CBVEQ; Antoniadou et al., 2016). In the present study, data analysis was performed using a two-stage open and categorical coding method and SPSS software was used to determine the kappa coefficient.

Results: Based on the findings, 40 concept codes were identified from the initial coding, and after applying secondary and categorical coding, 13 sub-concepts and 5 main categories were obtained, including: sadism, lack of empathy, difficulty in emotional self-regulation, impulsive behaviors and online disinhibition.

Conclusions: According to the results obtained, various factors are effective in the formation of cyberbullying, and paying attention to them can play a key role in controlling and preventing cyberbullying behaviors in students.

Abstract Objective: The present study aimed to investigate the effectiveness of self-determination skills training on academic buoyancy and subjective well-being in adolescents. Method: A quasi-experimental pretest-posttest design with a control group and a follow-up phase was employed. The statistical population consisted of first-grade secondary school male students in Mashhad during the 2024–2025 academic year. From this population, 40 students were selected using convenience sampling and then randomly assigned to an experimental group (n=20) and a control group (n=20). Assessment instruments included the Academic Buoyancy Scale (2008, Martin & Marsh) and the Subjective Well-Being Scale (2003, Keyes & Magyar-Moe). The experimental group received 10 sessions of training based on the protocol by(1994, Field & Hoffman). Data were analyzed using SPSS version 27, employing mixed analysis of variance (ANOVA) and Bonferroni post-hoc test. Results: The results of the mixed ANOVA indicated that self-determination training, compared to the control group, led to a significant increase in academic buoyancy (F=10.777, p<0.001, η²=0.221) and subjective well-being (F=28.299, p<0.001, η²=0.427). Furthermore, the effects of the intervention remained stable at the follow-up stage, with no significant difference observed between post-test and follow-up scores. Conclusions: Therefore, it can be concluded that self-determination skills training is not only an effective approach for simultaneously enhancing adolescents' academic buoyancy and subjective well-being but also, given the durability of its effects, is suitable for implementation in structured educational programs and school-based psychological interventions.

Abstract Objective: The aim of the study was to develop an educational package for academic adjustment and to examine its effectiveness on emotional-behavioral engagement and self-acceptance in students.
Method: The research method was a semi-experimental pre-test-post-test type with a control group and a follow-up period. The statistical population included all second and third year students of Yazd University in the academic year 1403-1404, of which 30 students were selected through purposive sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. The experimental group received the educational adaptation package intervention of Hasib Hosseinabadi et al. (1403) in 10 90-minute sessions. The instruments used included the Academic Behavioral-Emotional Conflict Questionnaire (Wellborn, 1991) and the Unconditional Acceptance Questionnaire (Chamberlain & Haaga, 2001). Data analysis was performed using repeated measures analysis of variance using SPSS26 software.
Results: The results of the content evaluation showed that all sessions were considered essential by experts (CVR=0.92) and their content was fully relevant to the objectives of the sessions (CVI=0.83). Also, the results of repeated measures showed that there was a significant difference in the mean scores of emotional and behavioral engagement and non-engagement and self-acceptance in the pre-test, post-test and follow-up stages (p<0.001). In other words, the educational package for students' academic adjustment was effective on engagement and non-engagement in self-acceptance, and the effects of the intervention remained in the follow-up stage.
Conclusions: Based on the available evidence, self-acceptance and emotional-behavioral engagement can be improved in students by providing academic adjustment training by university counselors and professors, and students can adapt themselves to the educational process and improve their academic performance with the help of academic adjustment techniques. It can also be used as an intervention in the treatment of students' behavioral and academic problems.

Abstract Objective: This study was conducted to elucidate the position, analyze the applications, and develop a practical guide for the abductive reasoning approach in behavioral sciences research. By offering an innovative framework, this approach enables a deeper understanding and more meaningful explanation of the complex and multidimensional problems in behavioral sciences. Method: This study was conducted as a systematic documentary review, adhering to the PRISMA (2020) guidelines. A systematic search of resources in the ScienceDirect, Scopus, and Google Scholar databases was performed using a comprehensive set of keywords, leading to the initial identification of 1,526 records. A four-stage screening process was conducted with independent review by two researchers, ultimately resulting in the selection and analysis of 62 eligible articles. Results: The data analysis resulted in the identification and classification of the applications of abductive reasoning into six principal dimensions: cognitive, methodological, practical, philosophical, critical, and emerging interdisciplinary. The results confirm its high efficacy in qualitative, quantitative, and mixed-methods research. Key strengths include its capacity for creative theorization, in-depth analysis of phenomena, and methodological flexibility, though challenges such as interpretive subjectivity remain. Conclusions: Based on the findings of this review, it can be argued that the integration of abductive reasoning with novel analytical technologies constitutes an essential step in advancing the methodology of behavioral sciences research. This convergence not only unveils new horizons for exploring complex behavioral issues by providing a unified framework, but also significantly mitigates the inherent limitations of purely quantitative or qualitative approaches when confronting ambiguous, multidimensional research questions.

Abstract Objective: Academic boredom, a complex and pervasive emotional phenomenon, is increasingly recognized as a key inhibitory factor in learning processes and academic achievement, particularly in cognitively challenging domains such as Mathematics. The present study aimed to investigate the causal model of Mathematics academic boredom based on cognitive strategies and academic goal orientations, mediated by academic hope, among second-grade high school students. Method: The present study was descriptive and conducted using a path analysis approach. The statistical population comprised all female students in the second period of public high schools in Tehran during the 2024-2025 academic year. A sample of 400 students was selected using multi-stage cluster sampling. Data were collected using the Academic Boredom Questionnaire (Pekrun et al., 2002), the Self-Regulated Learning Questionnaire (Bouffard et al., 1995), the Academic Goal Orientation Questionnaire (Bouffard et al., 1998), and the Academic Hope Questionnaire (Pekrun et al., 2002). The data were analyzed using path analysis in SPSS-24 and AMOS-2024 software. Results: The results indicated that the proposed research model demonstrated a good fit with the data. Furthermore, the findings revealed that cognitive strategies (β=-0/13) and mastery goal orientation (β=0/39), performance goal orientation (β=-0/15), and avoidance goal orientation (β=-0/15) had direct effects on Mathematics academic boredom. Moreover, academic hope played a mediating role in the relationship between mastery goal orientation and cognitive strategies with Mathematics academic boredom. Conclusions: Based on these findings, focusing on the strengthening of academic hope and the instruction of effective learning strategies can be utilized as an efficient approach to mitigate academic boredom and enhance student motivation and engagement in Mathematics courses.

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 Objective: The aim of this study was to investigate the mediating academic help-seeking in the relationship between academic hope and academic well-being. Method: The research method was applied in terms of purpose and descriptive-correlational in terms of data collection method. The statistical population of the research was all second-year high school students in Shiraz in the academic year 2024-2025, among whom 516 students (223 boys and 293 girls) were selected using a multi-stage random cluster sampling method and responded to the Academic Hope Questionnaire (Khormaee & Kamari, 2017) Academic Well-Being Questionnaire (Tuominen-Soini et al., 2012) and Academic Help-Seeking Scale (Ryan & Pintrich, 1997). Structural equation analysis was used to analyze the data using SPSS-26 and AMOS-24 software. Results: The findings showed that hope for education had a direct and significant relationship with the acceptance of help-seeking (p=0.01, β=0.64) and a negative and significant relationship with the avoidance of help-seeking (p=0.009, β=-0.49). While the avoidance of help-seeking had no significant relationship with academic well-being (p=0.15, β=-0.12), the relationship between the acceptance of help-seeking and academic well-being was direct and significant (p=0.005, β=0.50). Also, hope for education indirectly, through avoidance of help-seeking (p=0.02, β=0.11) and acceptance of help-seeking (p=0.008, β=0.33) and the simultaneous effect of these two (p=0.009, β=0.39), was negatively and significantly associated with academic well-being. Conclusions: Overall, the findings of the present study indicate the importance of paying attention to the role of academic hope and academic help-seeking in increasing students' academic well-being.

Abstract Objective: The present study aimed to investigate the effectiveness of psychological empowerment on academic self-concept of students with low academic performance.
Method: The research method was a quasi-experimental pre-test-post-test with a control group. The statistical population of this study included all female students with low academic performance in the second high school in Ardabil in the academic year 2024-2025. For this purpose, 30 female students with low academic performance were selected using purposive sampling according to the study entry criteria and randomly assigned to two experimental groups (15 people) and control group (15 people). After pre-testing with the Liu and Wang (2005) Academic Self-Concept Questionnaire the experimental group received 8 sessions (2 sessions per week) of 60 minutes of the Thomas and Velthouse (1990) psychological empowerment training program, and the control group continued with their normal routine. The data were analyzed using the univariate analysis of covariance (ANCOVA) method in SPSS.26 software.
Results: The findings showed that there was a significant difference between the mean academic self-concept (P<0.05, F=4.84, ηp2=0.152) of the experimental and control groups in the post-test. Thus, after implementing psychological empowerment training, the mean scores of students with low academic performance in the experimental group increased significantly compared to the control group.
Conclusions: As a result, by training psychological empowerment in students, the level of academic self-concept can be increased in them. With the help of psychological empowerment strategies, students can re-examine and review their numerous failures, and ultimately, the academic performance of students improves.

Abstract Objective: This study aims to provide a model to identify and reduce these conflicts, identify the effective factors and strategies to reduce them in order to improve teachers' performance in such environments.

Method: This research was a mixed method study, with the qualitative part being a synthesis study and thematic analysis of interviews with experts, and the quantitative part being a structural equation model for model fit.

Findings: The findings showed that 24 initial concepts in the form of 5 main concepts or themes were identified from 17 articles from the empirical background. According to the interview results, 21 components were extracted in the form of 3 factors. Then, finally, the factors extracted from library resources, tables, and opinions of professors and experts were arranged in order, and duplicates and similar items were eliminated. Finally, 38 initial concepts (indices), 6 themes and main themes (cultural readiness of teachers, organizational support, development of multicultural curricula, management of cultural diversity in the educational environment, development of conflict resolution skills, and training and empowerment) were identified and determined as effective factors in reducing teacher role conflicts in multicultural learning environments.

Conclusion: Based on the results, several factors have an effect on reducing teacher role conflicts in multicultural learning environments. These factors include cultural readiness of teachers, organizational support, development of multicultural curricula, management of cultural diversity, development of conflict resolution skills, and training and empowerment of teachers. In particular, teachers' cultural preparation helps them better understand and manage students' cultural differences.

Abstract Objective:The stress of academic expectations is the main cause of stress among students. The aim of the present study was to investigate the mediating role of school anxiety in the relationship between academic perfectionism and academic self-concept with academic expectations stress.
Methods:The descriptive research method was correlation. A sample consisting of 390 students (289 girls, 101 boys) from three grades (7th, 8th, 9th) from public first secondary schools in one district of Shiraz were selected by multi-stage cluster sampling and responded to Academic expectations stress Inventory (Ang & Huan, 2006), academic perfectionism of Rasouli Soli and Bahrami (2015), School self-concept Inventory (Chen & Thompson, 2004) and school anxiety Scale (Philips, 1987).
Results: Data analysis using the structural equation model showed that academic perfectionism and academic self-concept have a significant positive and negative direct effect on the stress of academic expectations, respectively. Also, the results showed that school anxiety does not have a significant direct effect on the stress caused by academic expectations, so it cannot play a mediating role in the relationship between academic perfectionism and academic self-concept with the academic expectations stress.
Conclusion: In general, to reduce the stress caused by academic expectations in students, it is better to focus on strengthening self-concept and academic perfectionism and effective ways to deal with stress.

Abstract Objective: Academic buoyancy is one of the factors influencing learning and can affect students' academic achievement in various ways. The present study was conducted the aim of explaining the academic buoyancy of students based on family communication patterns and academic support through the mediating role of self-directed learning.
Methods: The research method was correlational of structural equation modeling type. The statistical population included all male and female students of junior high school in Sanandaj in the academic year of 2022-2023, from which 390 students were selected by multi-stage cluster sampling method. They answered Dehghanizade & Hosein chari’s Academic Buoyancy questionnaire (2013), Koerner & Fitzpatrick’s Family Communication Patterns questionnaire (2006), Sands & Plunket’s Academic Support questionnaire (2005) and Self-Directed Learning questionnaire of Cheng et al (2010). The data were analyzed with the structural equations modeling via Spss-24 and Amos-24 softwares.
Results: The findings corroborated the good fitness of the model with research data. According to the findings, the direct paths from the conversational pattern, academic support and self-directed learning to academic buoyancy were positive and significant and for the conformity pattern was negative and significant. Also, the indirect paths from family communication patterns and academic support to self-directed learning to academic buoyancy were positive and significant and for the conformity pattern was negative and significant.
Conclusion: In conclusion, the self-directed learning can play a mediating role in the relationship between family communication patterns and academic support with academic buoyancy in students.

Abstract  The present research was conducted with the aim of formulating a model of students' emotion regulation based on the relationship between academic resilience, coping strategies, metacognitive awareness and hardiness.
 The method was correlation. The statistical population of this research included high school students living in Fereydonshahr, Buin and Miandasht areas in the academic year 1400-1401, of which 402 samples were selected by convenience sampling method. Measurement tools in this research include Emotion Regulation Questionnaire  (ERQ, Gross & John, 2003), Academic Resilience Scale (ARS, Samuels, 2004), Multidimensional Coping Inventory (MCI) (Endler and Parker, 1990), Hardiness Scale (Kobasa, 1979) and Metacognitive Awareness Inventory (Schraw and Dennison, 1994).
Data analysis was done using SPSS-22 and LISREL-8 software and and the method of structural equation analysis and path analysis.
 The findings showed that the effect of resilience, metacognitive awareness and coping strategies on emotion regulation were positive and significant (p< 0.01) ; But the effect of strictness on emotion regulation was not significant (p> 0.01). Also, the effect of resilience on metacognitive awareness, coping strategies and hardiness was significant (p< 0.01) and the effect of hardiness on coping strategies was not significant (p> 0.01).
As a result, based on the research findings, it is possible to provide programs for training and strengthening the skills of coping strategies, metacognitive awareness and hardiness in order to improve students' emotion regulation and resilience. Also, more research is suggested to clarify the relationship between hardiness and emotion regulation and coping strategies.

Abstract Objective: The aim of this research was to the effectiveness of responsibility education based on choice theory on academic sustainability and the quality of learning experiences of secondary school students in the experimental field.
Methods: The research method is of the type of applied objective and the type of quasi-experimental studies (pre-test-post-test with control group). The statistical population includes students in the second year of high school in the 2nd district of Karaj city, who studied in the academic year 2022-2023. Among them, 30 people were selected by the available sampling method and were placed in two experimental (15 people) and control (15 people) groups. The data collection tools were Martin and Marsh's academic sustainability questionnaire (2008), Newman's quality of learning experience questionnaire (1990), and the responsibility training package based on Ground Selection Theory. The experimental group was trained in the accountability package for 10 sessions, and the data were analyzed with SPSS version 26 software and multivariate covariance analysis.
Results: The results showed a significant difference between the experimental and control groups regarding academic sustainability and the quality of learning experiences of the students of the second secondary level of the experimental field. Responsibility education based on choice theory increases academic persistence (p=0.001 and 24.743) and the quality of learning experiences (p=0.001 and 44.415).
Conclusion: According to the findings, it is concluded that the responsibility training package can have educational and practical implications for students in increasing academic sustainability and the quality of learning experiences.

Abstract Objective: The present study was conducted with the aim of determining the effectiveness of positive self-talk training on selective attention and processing efficiency among female students.
Methods: The research method was semi-experimental with a pre-test-post-test design, along with a control group. The statistical population included all female students of the second secondary level of Yasouj city in the academic year 2021-2022, 40 of whom were selected by multi-stage cluster sampling. The experimental group received positive self-talk intervention training for 8 sessions of 90 minutes, and the control group did not receive any training. In order to measure their selective attention and processing efficiency, the Stroop test and the information processing index test were used, the pre-test was performed one week before and the post-test was performed one week after the training period.
Results: Data analysis using the MANCOVA analysis method showed that the scores of the post-test of selective attention and processing efficiency were significantly different in the two groups; In this way, the attention and processing efficiency of the experimental group increased after self-talk training, and positive self-talk training was effective in improving the selective attention and processing efficiency of the experimental group.
Conclusion: Therefore, it is suggested to carry out training for positive thinking and positive self-talk in schools.

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 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 Psychological capital can be improved through educational interventions, but its improvement through learning empowerment has received less attention. The purpose of this research was to explain the lived experiences of school principals in improving the psychological capital of female high school students through learning empowerment. This study was based on a qualitative approach and a descriptive phenomenology method, with the study of 23 participants from among the principals of secondary schools for girls in the second year of secondary school in Tabriz city in the academic year of 2022-2023. Purposive sampling method was used for sampling and 23 semi-structured individual interviews were conducted until theoretical saturation was reached. the data analysis was done based on the seven-step strategy of Colaizzi. the findings show that the managers' lived experience of improving the psychological capital of female high school students through empowering learning in 3 themes and 23 sub-themes including: improving skills (self-confidence, self-esteem, self-development, self-leadership, self-regulation, self-evaluation, absorbing feedback, study skills, life skills), raising awareness and supportive learning atmosphere (counseling, psychological training, opportunities for interpersonal interactions in the classroom, positive classroom climate, independent learning, improving the quality of learning, need-based learning process, synergy in learning, meaningful learning), participation in class and school (participation in classroom management, participation in school management, team learning, team innovation, collective activities) can be categorized. It can be concluded that empowering learning through creating positive cognitive models in students provides improvement of their psychological capital.