Journal of Research in Educational Systems

Abstract Objective: The purpose of this study was to investigate the effectiveness of the positive psychology intervention program based on culture, on the Self-Handicapping and Academic Risk-Taking in Students with low academic performance.
Method: This research employed a quasi-experimental design with pre-test and post-test and a control group. The statistical population consisted of high school students with low academic performance in Tabriz in 2024–2025.The study sample consisted of 30 students who had high scores in academic self-handicapping and low scores in academic risk-taking. They were randomly assigned to experimental and control groups (15 participants each). All participants completed the Academic Self-Handicapping Scale developed by Midgley et al. (2000) and the Academic Risk-Taking Assessment Tool developed by Kilgus et al. (2015). The experimental group received 12 sessions of culturally adapted positive psychology interventions.
Results: Data were analyzed using SPSS24statistical software. The results showed a significant effect of the positive psychology intervention program based on culture, on the Self-Handicapping and Academic Risk-Taking in experimental group (P≤ 0/01).
Conclusions: Based on the findings, it is recommended that school counselors and relevant authorities utilize the current intervention program, if necessary, in both clinical and educational contexts.

Abstract Objective: The purpose of this study was to examine the effect of the HOPS (Homework, Organization and Planning Skills) educational program on academic procrastination of procrastinating students.
Method: The method of the current research was semi-experimental including pretest and posttest designs with a control group. All female students of secondary education of Ardabil city in the academic year of 2025-2026 comprised the population of this research. 40 procrastinating students were recruited through randomized cluster sampling which were randomly assigned to experimental group (n=20) and control group (n=20). The participants of the experimental group, received 12 sessions of the HOPS educational program while the control group sticked to their normal routine. The Solomon and Ruth Bloom's Academic Procrastination Scale (1984) were taken to collect data. The data were analyzed using statistical method of covariance in SPSS software.
Results: The results demonstrated that the academic procrastination of procrastinating students in posttests of the experimental group were significantly lower that the control group and the research hypothesis based on the effect of the HOPS educational program on academic procrastination of procrastinating students was approved.
Conclusions: Thus, it can be concluded that the HOPS educational program is indeed effective on academic procrastination of procrastinating students; therefore, applying this program for decreasing student's academic procrastination in schools is suggested.

Abstract Objective: “This study aimed to explain academic well-being based on perseverance with the mediating role of character strengths among university students.”
Method: The research was applied in purpose and descriptive–correlational in nature, using structural equation modeling. The statistical population consisted of students in Tehran in 2025, and 408 participants were selected through convenience sampling. Standardized questionnaires assessing perseverance, character strengths, and academic well-being were used as measurement instruments and were distributed online. Data analysis was performed using SPSS version 26 and AMOS version 24. Skewness and kurtosis indices confirmed the normal distribution of data, and the correlation matrix served as the basis for testing the structural model.
Results: The findings indicated that perseverance had a significant direct effect on academic well-being, and character strengths significantly mediated the relationship between perseverance and academic well-being.
Conclusions: These results suggest that strengthening character-related attributes can enhance the connection between perseverance and students’ academic well-being.

Abstract Objective: the present study was conducted with the aim of knowing the perception of twelfth grade students in Ilam province regarding the category of their career future.
Method: this research is qualitative and in terms of strategy , the content analysis of clark and brown (2006) approach was used .the participants of this study were the twelfth grade students in ilam province who were selected by non - probability sampling method with 40 subjects with focus on theoretical saturation principle, semi - structured interviews.
Results: the perceptual geometry of the 12th grade students of ilam province from the future of their career through five themes in the thinking of the financial treasury (with three sub themes of high income radical - craving and the role of leadership in business), creation of entrepreneurial ability (with two sub themes of family perspective and expectations suffering) and informed choice of future job (with two sub themes of business intelligence and avoidance of career complexity) were built.
Conclusions: The present study brings theoretical and strategic innovations in the field of future careers of twelfth grade students and helps students, school administrators, teachers, and coaches understand, recognize, and effectively plan the career path and future careers of future leaders

Abstract Objective: The aim of the present study was to explore the lifeworld of educational feedback in the lived experience of elementary education student teachers at Farhangian University and to explain its consequences on their motivation and learning.
Method: The research was conducted with a qualitative approach and within the framework of descriptive phenomenology. The participants included 34 student teachers in the fifth semester of elementary education at Farhangian University of Khuzestan Province in the first semester of the academic year 2025-26, who were selected purposively. Data were collected through semi-structured interviews and transcribed verbatim. Data analysis was conducted based on Claise's seven-step method. To increase validity and reliability, participant review, independent coding, and expert judgment were used.
Results: The findings led to the identification of a set of main themes that represented the pre-service teachers' educational feedback lifeworld. Positive feedback, including verbal encouragement, constructive criticism, respect, and attention to individual differences, increased intrinsic motivation, active participation, deep learning, and strengthened professional identity. In contrast, negative or ineffective feedback, such as indifference, unconstructive criticism, grade-based, and a focus on formal aspects, resulted in consequences such as reduced motivation, anxiety, superficial learning, and a weakening of the teacher's self-concept. Also, the role of the teacher, the classroom setting, and the emotional characteristics of the feedback played a decisive role in how student teachers received and responded.
Conclusions: The results showed that educational feedback is an integral part of the pre-service teachers' learning lifeworld, which creates broad motivational, learning, identity, and educational consequences.

Abstract Objective: Risky behaviors in students represent one of the primary challenges in the educational system, threatening academic performance and mental health. This research aimed to design and validate a dialogue-based intervention package grounded in William Glasser's Choice Theory for 14-18-year-old students exhibiting risky behaviors.
Method:This applied qualitative study employed the Delphi method and content analysis. Theoretical foundations were extracted from Glasser's book Choice Theory (2013). The package was developed across 11 stages (from innovation search to pilot implementation) and consists of 12 sessions, each lasting 90 minutes. Content validation was assessed by a panel of 8 educational psychology experts (with at least 10 years of experience) using quantitative indices: the Content Validity Ratio (CVR) and the Content Validity Index (CVI).
Findings:The results indicated that all sessions in the designed package are essential, and the content of all sessions is fully aligned with the intended objectives. Specifically, CVR = 1.0 for session necessity and CVI = 0.94 for relevance to objectives, confirming desirable validity. A pilot implementation with 2 high-risk students also demonstrated the package's feasibility.
Conclusion:The proposed package exhibits high content validity and can serve as a preventive tool in school counseling centers to reduce risky behaviors and enhance human capital. This indigenous approach addresses gaps in prior studies on group-based dialogue interventions and aligns with cognitive-social models.