Journal of Research in Educational Systems

Abstract Objective: The present study aimed to investigate the psychometric properties of the Student Parental Self-Regulation Scale.
Method: The present research method was descriptive and psychometric. The statistical population of the research was all parents of elementary school students in District 1 of Ardabil city in the academic year 2025-2026, from which a sample of 220 people was selected by random sampling method and they responded to the Parental Self-Regulation Scale (Sanders et al., 2017), Parenting Self-Efficacy Scale (Dumka et al., 1996), and Parental Burnout Questionnaire (Roskam et al., 2018). Internal consistency, concurrent validity, and confirmatory factor analysis were used to analyze the data. The data were analyzed using SPSS26 and Amos24 software.
Results: The results of the internal consistency coefficient showed that this scale has adequate reliability (α=0.91). The results of the correlation coefficient showed that the significant positive relationship between the two variables of parental self-regulation and parenting self-efficacy (r=0.54, P<0.01) indicates appropriate convergent validity and the significant negative correlation coefficient between the two variables of parental self-regulation and parental burnout (r=-0.42, P<0.01) indicates appropriate divergent validity. The fit indices of the confirmatory factor analysis model also confirmed the final model of this scale (P<0.001).
Conclusions: The results of this study showed that the Persian version of the Student Parent Self-Regulation Scale has adequate validity and reliability in Iranian parents and is a suitable scale for clinical and research situations.

Abstract Objective: This research was conducted with the aim of identifying and explaining the harms caused by educational poverty and its consequences on educational equity and development.
Method: Applied, based on a qualitative approach, and conducted using the thematic analysis method. The participant community included education managers and specialists in educational sciences, who were selected through purposive sampling based on the principle of theoretical saturation. Thus, 13 individuals participated in the data collection process. Data were collected through semi-structured interviews and analyzed using the thematic analysis pattern at three levels: basic, organizing, and overarching themes. To enhance the validity and reliability of the results, strategies such as participant review, peer assessment, and the use of external observers were employed.
Results: The research findings led to the identification of 50 basic themes and 25 organizing themes, which were categorized into five overarching themes: “Infrastructural and Environmental Inequalities,” “Educational Deprivation,” “Inequality in Learning Quality and Lack of Skills,” “Weak Human and Managerial Capital,” and “Psychological and Social Problems.” Furthermore, factors influencing the formation and continuation of educational poverty were identified across four dimensions: economic, social, managerial, and structural. Subsequently, a set of strategies for reducing educational poverty was presented in four general categories: “Data-Driven Management and Optimal Resource Allocation,” “Strategic Human Resource Empowerment,” “Targeted Compensatory-Social Interventions,” and “Strengthening Family and Community Participation.”

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: Teaching practicum, as the core of teacher education, faces structural and operational challenges. This study aimed to identify these challenges and to develop a context-based model for improving practicum quality at Farhangian University (the PICS model).
Method: This qualitative study used inductive thematic analysis. Fifteen participants (university instructors, mentor teachers, and student teachers) were selected via purposive sampling with maximum variation. Data were collected through semi-structured interviews and analyzed following Braun and Clarke’s (2006) six-phase framework. Trustworthiness was ensured using Lincoln and Guba’s (1985) criteria, member checking, and peer debriefing.
Results: Twelve subthemes and four main themes emerged: lack of flexible/realistic planning, weak structured Inspection and professional interaction, inadequate educational/technological infrastructure, and absence of a valid multi-level assessment system. Inductively, these challenges were transformed into four components Planning, Inspection, Infrastructure, and Comprehensive Assessment forming the PICS model. Each component is grounded in Kolb’s experiential learning, Schön’s reflective practice, Shulman’s pedagogical content knowledge, and Wenger’s communities of practice.
Conclusions: The PICS model, by integrating flexible planning, mentoring-based inspection, enriched infrastructure, and multi-level assessment, offers a context-sensitive framework for practicum enhancement. Its effectiveness, however, requires further field validation.

Abstract The present study aimed to develop and test a causal model to explain wisdom in first-cycle high school students, based on the role of metacognition, resilience, and academic well-being with the mediation of emotional intelligence. Methods: This study was descriptive-correlational and based on structural equation modeling. The statistical population consisted of all first-cycle high school students in Tehran during the 2025-2026 academic year. Using multi-stage cluster sampling, 408 students were selected as the sample. Data were collected using standardized questionnaires of wisdom, emotional intelligence, metacognition, resilience, and academic well-being and analyzed with SPSS and AMOS software using path analysis and the bootstrap method. Results: The findings indicated that the proposed model had a desirable fit. All direct paths from metacognition, resilience, and academic well-being to emotional intelligence and wisdom were significant. The strongest direct effect on wisdom was related to resilience (β=0.29), followed by academic well-being (β=0.21) and metacognition (β=0.16). Furthermore, bootstrap analysis confirmed the full mediating role of emotional intelligence in the relationship between all three independent variables (metacognition, resilience, academic well-being) and the dependent variable (wisdom). Conclusion: Consequently, the findings confirm that adolescents' wisdom in the school context results from the dynamic interaction of higher-order cognitive factors (metacognition), positive adaptive capacities (resilience), and emotional-cognitive perceptions of the learning environment (academic well-being). Emotional intelligence plays a pivotal role as a vital processing mechanism in converting these resources into wise judgment and insight. These results practically emphasize the necessity of designing and implementing integrated educational programs in middle schools.

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.