Journal of Research in Educational Systems

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Abstract The purpose of this study was to determine the relationship between control and self-efficacy with academic motivation in students. The statistical population of the study consisted of all students of state-of-the-art undergraduate and graduate high school students who studied in Tehran during the academic year of 93-92. A multistage cluster sampling method was used to select the sample. According to the research plan, 200 people were selected and responded to the scale of academic motivation (Valerand et al., 1989), internalism, powerful people and luck (Levinson, 1981) and generalized self-efficacy questionnaire (Jayge et al., 1998). The results of regression analysis showed that the two variables of control and self-efficacy were able to explain 13% of internal motivation variance, 7% of external stimulation variance and 9% of non-motivational variance. Finally, the findings were discussed based on the importance of academic motivation in students' academic achievement.

Abstract The research you are trying to do is work as a science student of a communications science student and in response to influential components of targeted use of mobile phones. All residents of Tehran were the statistical population of this study. With regard to specific items, the sample size was 250. The most important findings of this research, based on the survey method, indicated that with increasing daily hours of mobile usage, both conventional and unusual social relationships increased slightly, the trust of the media did not change significantly, but the degree of adherence to religion Religious access decreases in uses beyond 10 hours, and media consumption first starts a downtrend, then the trend goes up, and the communication dimension also increases to five to ten hours and decreases in use for over ten hours. In this study, five main hypotheses that emerged from the theoretical framework (combined use of the model in the model) were proposed. The results of the statistical analysis of the data showed the correlation between the variables involved in the use and satisfaction of the mobile phone. Finally, this study contains practical suggestions that can be useful in providing a model for optimal mobile use.

Abstract The purpose of this study was to investigate the existing status of technical competencies of student teachers according to UNESCO standards. The method of this research is of descriptive-survey type. The statistical population consisted of students of undergraduate teachers at Tarbiat University, Shahid Rajaee Technical Secretariat. Student research samples were teachers who were graduated in the final semester and were selected by simple random sampling. The final sample size was 65 people according to Klein (2003). The research tools included: a) Student Teacher Technology Competency Questionnaire based on the UNESCO standard; b) Functional Test Questionnaire and Checklist for assessing the status quo. Data were analyzed by descriptive and inferential statistics (Kolmogorov-Smirnov test and single-group t). The results showed that the status quo of the technical qualifications of the student-teacher according to UNESCO standards is in all three components of technology literacy, knowledge deepening and knowledge creation at a moderate to low level. Also, the average of the overall research questionnaire was 2.18. Using t-test, it was in the medium to low range.

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Abstract صفحات ابتدایی نشریه پژوهش در نظام های آموزشی (ویژه نامه)

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 was conducted with the aim of designing a Nexus-curricular model for the major group of humanities. Curriculum in higher education can act as a bridge between the macro-level of decision-making and the micro-level.E Method: In the present study, a qualitative approach and a research synthesis method were used to explain the curriculum elements. The statistical population included upstream documents, books, articles, dissertations, and theses related to the period from 1995 to 2025. After content analysis and axial and selective coding of the data obtained from the document review, the initial characteristics of the Nexus curriculum elements were extracted and then interviews were conducted with relevant experts and professors, and their opinions were used to modify the proposed model, and the final model was presented. MAXQDA2020 software was used to analyze the content of the documents and interviews. Results: According to the findings from the content analysis of documents and interviews, in this model, 52 core codes and 11 optional codes were identified, including accepting the temporary and variable nature of knowledge, relating course content to new research findings, promoting a national research culture, etc., which indicated the characteristics and elements of the Nexus Curriculum. Conclusions: Reforms should be made in higher education curriculum to facilitate the practical use of Nexus curricula in higher education. Also, the most effective factor in designing and implementing Nexus curriculum was the university's support for professors and research students.

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.E 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.Univariate analysis of covariance (ANCOVA) was used to analyze the data, using SPSS statistical software (version 24). Results: The results showed that, regarding academic self-handicapping, the mean post-test scores of the experimental group were lower than those of the control group. Additionally, in terms of academic risk-taking, the mean post-test scores related to social, academic, and emotional behaviors in the experimental group were higher than the corresponding pre-test scores. These findings indicate that culture-based positive psychology interventions have a statistically significant effect on academic self-handicapping and academic risk-taking (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 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.

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Abstract Medical universities as suppliers of health system human resources need effective leaders to promote medical education status in the country. The present study is an attempt to review the literature on academic leadership and to identify research gaps related to this issue in medical universities. This systematized review was conducted by searching databases of ERIC, Pubmed, SID, Scopus, Web of Science, Emerald Proquest, and Google Scholar by appropriate keywords selected from the Medical Subject Headings (MeSH) documents related to academic leadership that were published between 2009- 2020. The retrieved articles were reviewed (n=505), and after deletion of duplicates, and according to the research inclusion and exclusion criteria 20 articles were reviewed. The quality of selected documents was appraised by MERSQI. Reviewing the selected studies indicated that the leadership studies are mostly conducted in Humanities universities. The studies on academic leadership in medical universities are mostly dealt with the relationship of characteristics of academic leaders and leadership styles. In medical universities, most of the managers who are physicians has not attended management and leadership programs and believe that they do not need to attend these programs. According to the findings of this study, only one research studied challenges and requirements of effective academic leadership in the country. Therefore, conducting qualitative studies on leadership in universities of medical sciences that provide an opportunity for deep study of experiences, beliefs and attitudes of academic leaders deem necessary.

Abstract The purpose of the research is to Designing and validation the Pattern of Effective factors on the realization of the student voice from the Administrators' perspective in Elementary schools In the academic year 1399-1400 in the city of Qom with the mixed method research. In the qualitative section, 15 exemplary Administrators with more than 15 years of teaching experience, selected by purposive sampling method to achieve theoretical saturation. Data were collected through semi-structured and in-depth interviews and analyzed by inductive content analysis with coding at three levels: open, axial and selective that Its face and content validity was confirmed by 4 professors and for agreement, the agreement method between the two coders was used. Regarding the components of student voice, finally 5 main categories including Value based Management, Insight, Distributed leadership, Top Management and Middle Management student voice with 31 open codes and 7 selection codes were obtained. The quantitative part also included 160 Administrator who was the available sampling method was used. In such cases, 5 people is the desired value for each item of the questionnaire. Data were collected by a researcher-made questionnaire with 31 items with convergent validity above 0.50 and combined reliability of 0.90. In model validation, Quantitative data analysis by first- and second-order confirmatory factor analysis indicates the necessary accuracy of indicators to measure factors. Finally It can be said Focusing more on listening to the student voice acts as a catalyst for change in schools and for improving the school management.

Abstract The purpose of this study was to evaluate the effectiveness of child-parent relationships play therapy on emotion regulation and subjective vitality in students with learning disorders. The research was a quasi-experimental study (pre-test-post-test with a control group). The statistical population consisted of students from third-grade to sixth-grade with learning disabilities who had been referred to the learning disability centers of Birjand during the school year of 2020-2021. Thirty students were selected and divided randomly into experimental and control groups. The Emotion Regulation Questionnaire (Gross & John, 2003) and Subjective vitality scale (Ryan & Frederick, 1997) assessment instrument had been used. The plan based on child-parent relationship therapy was performed for the experimental group during ten virtual sessions. The results of multivariate and univariate analysis of covariance showed play therapy based on child-parent relationships had a significant effect on emotion regulation and subjective vitality in students with learning disorders. However, it did not affect the combination of dependent variables of emotion regulation and subjective vitality. Even though the effective use of all emotion regulation strategies has an effect on the well-being and vitality of students with learning disabilities, using only two strategies of Reappraisal and Suppression can’t increase higher subjective vitality in these students undoubtedly. It can be concluded that the treatment in question affects the emotion regulation and subjective vitality of students with learning disabilities and can be used to help them.