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: 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: 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 aim of this study was to design an integrated model of the conditions, processes, and outcomes of educational quality in universities of medical sciences.
Method: This applied, descriptive, and qualitative study was conducted using the grounded theory approach based on the Strauss and Corbin (1990) model. Data were collected through semi-structured interviews with 21 experts. Purposeful sampling was employed and continued until theoretical saturation was achieved. Data analysis was carried out in three stages: open, axial, and selective coding. To ensure the trustworthiness of the findings, credibility, transferability, confirmability, and dependability criteria were applied. The reliability of the coding process was confirmed using Cohen’s kappa coefficient (0.808).
Results: The findings indicated that educational quality is a multidimensional, dynamic, and systemic phenomenon shaped through continuous interaction among conditions, strategies, and outcomes. In total, 90 initial concepts were extracted and organized into 30 major categories and 10 core categories, including curriculum quality, comprehensive educational services, faculty competencies, educational evaluation, clinical learning, educational governance, digital education, internal evaluation, educational ethics and justice, and educational data intelligence. These categories were integrated into a comprehensive model entitled the “Integrated Educational Quality System,” encompassing five main dimensions: causal conditions, contextual conditions, intervening conditions, interactive strategies, and consequences.
Conclusions: Achieving educational quality in universities of medical sciences requires adopting an integrated and systematic approach that simultaneously addresses structural, managerial, procedural, value-based, and outcome-oriented dimensions. The proposed model provides a context-based and evidence-informed framework for policymaking, performance improvement, enhancement of clinical learning, and strengthening social accountability.

Abstract The purpose of this study was to analyze teachers' perceptions about the weaknesses and strengths of the implementation of the assessment program in elementary schools. It was attempted to use the interpretive approach to redefine the semantic perceptions of teachers about the strengths and weaknesses of the evaluation system, the so-called assessment evaluation, and to show that these participants, both their perceptions and assessments, are well versed in the weaknesses and strengths of the evaluation plan. A qualitative semi-structured interview was used to collect data. Using targeted sampling, data saturation was obtained after conducting 23 interviews with teachers, mostly experienced teachers, with an educational tendency for elementary education. The deep analysis of teachers 'views has led to the identification and categorization of six points of view, such as "reducing the craving, sensitivity and motivation of students' endeavors to learn and study," and "increasing the drop in student learning and education," and the eight strengths of the appraisal program, such as "eliminating The Effort of Teachers to List the Students List "and" The Possibility of Using Multiple Methods in Student Assessment ". The findings showed that the interviewed teachers have experienced different outcomes of the effects of the implementation of the appraisal assessment program.

Abstract The aim of this study is to design an accreditation and quality assurance model, appropriate to underlying condition and   contextual features Iran's higher education system. The study was conducted using qualitative research with the Grounded Theory approach. The study population had higher education experts, which 36 persons by purposive sampling for semi-structured interview were selected. In addition to interview, 3 other sources were used to collect data, which are, observing, taking notes and documents. After that, we act the first to open coding, then, to have axial and selective action. In the first phase open coding, in 2027 the concept was obtained. The second phase of open coding data, in 1262 concept and 157 major categories were classified. In axial coding stage, 25 theoretical codes were determined. Then, in terms of condition, interactive / process and outcome characteristics was classified. In selective coding, category of quality discourse, fear and hope, as the central category where selected. In the opinion of higher education experts, Existing challenges in academic quality in Iran are due to the challenge of discourse, and no challenge in nature in and shape and even epistemological. Due to the understanding and interpretation of the experts, quality has two dimensions of fear and hope. accordingly, in a general perspective, dual and conflict vision of quality discourse, in the name of the discourse of regulatory quality as fear, and discourse of cooperative quality as  hope was typified and classified.in the universities of Iran. Also, the model designed in this study is a complex and multidimensional concept. In case this model will have a positive function, which like a unit totality should be considered in every aspect of it alike.

Abstract The purpose of this study was to investigate the relationship between communication skills and entrepreneurship skills among students of science and social sciences faculties and psychology of Allameh Tabataba'i and Khwarazmi universities. This research is applied in a descriptive-correlational manner. The statistical population consisted of 6000 students of Allameh Tabataba'i and Kharazmi Universities of Education Sciences and Psychology. Using 360 degree random sampling method, 360 students were equally from the two universities studied as The statistical sample has been studied. In this research, two standard tools including the Barton Gay Communication Skills Questionnaire (1990) and the Ellenbach Entrepreneurship Skills Questionnaire (2007) were used. Their validity was assessed through the views of experts and experts in this field and its reliability. The tools have been calculated using Cronbach's alpha coefficient of 72% and 82% respectively. In the preliminary research, inferential statistics, independent t-test, one-way ANOVA and Pearson correlation coefficient were used for t-test. The results show that there is no significant difference between the mean of communication skills and entrepreneurship skills of students of Allameh Tabatabaie and Kharazmi. In addition, there is a positive and significant relationship between communication skills and entrepreneurship skills

Abstract Extensive evidence demonstrates that dominating positivism approach in educational environments prepares the background of passivity for learners and fall of vitality and dynamism. The present research, comprehending the necessity of benchmarking the new educational approaches, aims to study the effect of participatory teaching on elementary school students. Therefore, the Quasi-Experimental Research Method with pre-test and post-test on intact groups. The statistical population includes the 24 female students of fourth grade of elementary school of Tehran School Dist.1. during school year 2016 – 2017, separated in two experimental and control groups and two-stage cluster sampling was used. Applied devices to gather data was Group Environment Questionnaire (Carron et al, 1985). Covariance Analysis shows that participatory teaching had a significant effect on group cohesion of elementary school student. Generally using the participatory teaching capacity may provide an appropriate field for formation and dynamics strengthening and promoting the culture of team working among students of the elementary school.

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 Not only identify and classify dimensions and components of Staff development is important but also identify methods. This study aimed to identify methods of staff development in higher education system. This study was descriptive survey. The study population included all staff of Islamic Azad University in Region 8 in 2016(N=3812) .The sample size were 203 individuals base on Cochran formula by using classified random sampling. The data was collected via researcher-made questionnaire. Cranach's alpha coefficient was used to determine reliability (0.96). The data were analyzed using factor analysis. The findings showed that 5 methods influence on staff development such as Inter-university, extra-University, formal, informal and group method which factors can be explained 67.625% of total variance. The most power to explain was related to informal method (18.02%) and the least power to explain was related to formal methods (10.92%). Higher administrators need to use several methods such as informal, group development, Inter-university, extra-University methods influence.

Abstract The purpose of this study was to investigate the effectiveness of therapeutic reality on increasing the marital status of marital students. The research method was semi-experimental. In this research, the statistical society included all married students in the field of psychology of the master's degree. The sample consisted of 40 couples who were selected on purpose basis based on the criteria for entering and leaving. They were randomly divided into two groups of 20 couples and evaluated before and after the intervention using the research tools. The research tools included questionnaires of responsibility and marital disturbance scale. Data were analyzed using multivariate covariance analysis. The results of statistical analyzes showed that the reality of treatment with an effect size of 0.28 on increasing the level of accountability and having an effect of 0.33 on reduction of couple’s marital disturbance was effective. Conclusion: At the end of the course, students who received real-life education received learning that they had to choose responsible behaviors to achieve their goals, and to accept the consequences of their choices so that they would be disappointed with the family and Family members prevented.