Journal of Research in Educational Systems

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: Choosing managers in such a way that they can realize the missions and missions of educational systems is one of the serious and strategic issues and challenges of education. Therefore, it is necessary to know the effective and involved factors in the selection of school principals due to their meritorious selection and appointment. Therefore, the current research was conducted with the aim of identifying and prioritizing factors affecting the selection of school principals.
Methods: This research was a type of mixed research that was carried out in 1402 using the method of metacomposition and thematic analysis. In terms of purpose, it was applied-developmental and in terms of descriptive-survey method. In the first stage, by searching in various scientific databases, 357 primary sources were extracted in the period from 2000 to 2023, which were mentioned in the keywords of the research. Then, considering the desired criteria, the number of 34 articles and 7 experts were selected using the purposeful sampling method. The validity of the data was obtained by using the Kappa test of 79%. Next, selected sources were analyzed using the theme analysis technique and Max qda software.
Results: The findings show 93 basic themes, 78 organizing themes and 13 overarching themes (competencies, skills, leadership, indigenization, stakeholders, power, collaborative management, experience, professionalism, spirituality, organizational commitment, accountability, networking), as effective factors on the selection of school principals in Iran. In order to prioritize the factors in terms of their importance, using the opinions of 7 experts from Shahid Chamran University of Ahvaz and the General Department of Education of Khuzestan province, and using SPSS software (Friedman ranking), the mentioned factors were ranked.
Conclusion: The results showed that the factors of "networking", "core competency" and "stakeholders" have the highest degree of importance, respectively. So; Education planners and policymakers should pay special attention to three important factors in selecting and appointing school principals in addition to other factors.

Abstract Objective: The purpose of this study was to investigate the mediating role of emotional creativity in the relationship between multicultural personality traits with English language anxiety in bilingual students
Methods: The statistical population of this research was made up of all bilingual third year of high school students based on the sampling method in structural equations, according to 11 apparent variables in the model and assigning a coefficient of 20, and including incomplete questionnaires, 225 students were selected, and answered to Van der Zee et al.’s Short-form Multicultural Personality questionnaire (2013), Averill’s Emotional Creativity questionnaire (1999), and Horwitz et al.’s Foreign Language Anxiety Scale (1986). Data analysis was performed by structural equation modeling based on multivariate regression and SPSS18 and Amos24 software.
Results: The findings of the analysis showed that multicultural personality traits and emotional creativity have a direct effect on English language anxiety. Also, emotional creativity mediates multicultural personality traits and has an indirect effect on English language anxiety. The research model was also confirmed which shows that 31% of the variance of the English anxiety variable can be explained by research variables at a significant level of 0.05.
Conclusion: According to the research findings and the role of research variables in language learning, and the relationship between language and cultural and cognitive-emotional factors, it is recommended that their importance be emphasized in educational centers and language teaching institutions in order to increase the level of language learning.
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Abstract Objective: The purpose of the study was identifying the challenges of public normal schools based on educational and educational justice. Methods: The current research was applied in terms of its purpose and qualitative in terms of how to collect data, which was done using thematic analysis. The research population included the principals of public schools of the second secondary level in Semnan city in the academic year 2023-2024, and sampling was done using a Purposive sampling non-probability method. Data collection continued until theoretical data saturation and 44 semi-structured interviews were conducted. Results: Data coding was done manually and the result of data analysis led to the identification of 323 basic themes, 27 organizing themes in the field of challenges of public schools which were classified in the form of five global themes, including 1.political challenge, 2. administrative challenge, 3. financial challenge, 4. structural challenge, 5. manpower challenge. Conclusion: The results of the study showed that the proposed solutions are effective for providing and expanding equal opportunities and educational justice.

Abstract Objective: The present study was conducted with the aim of determining the effectiveness of the curriculum using storytelling on the creativity of the third grade female students of the 2nd district of Zanjan. Methods: The method of the present research is applied research in terms of purpose and semi-experimental research in terms of data collection with a pre-test and post-test design with a control group. The statistical population included third grade elementary school female students in the 2nd district of Zanjan city in the academic year of 2021-2022, and 60 students were selected as a sample using the multi-stage cluster sampling method, and by chance, 30 people were in the experimental group and 30 people were in the control group. The curriculum using storytelling included 15 activities that were presented to the students of the experimental group in 15 sessions of 60 minutes, and the students of the control group received the regular curriculum. Students' creativity was measured using Torrance's (1974) creativity test (image form A) and finally the data were analyzed using Multivariate analysis of covariance (MANCOVA). Results: The findings showed that there is a significant difference in the post-test scores of creativity skills and its components (fluidity, expansion, initiative and flexibility) in the two experimental and control groups; The scores of this variable and its components have increased in the experimental group after teaching the curriculum using storytelling. Also, in each of the variables (total creativity, innovation, expansion, fluidity and flexibility, respectively, 61%, 32%, 52%, 43% and 48%, changes according to the intervention of the curriculum using stories) As if, it can be explained. Conclusion: Therefore, it can be concluded that teaching the curriculum using storytelling creates the ability to generate many ideas and answers, creates the necessary ability to change the direction of thought, creates the ability to generate text ideas, and creates the ability to pay attention to details. depending on an idea, to increase creativity skills in primary school students.

Abstract Objective: The aim of the present study was to identify faking responses in the Big Five personality inventory. In this study, data were collected by administering the NEO-FF short form personality inventory to students of Allameh Tabataba'i University. Methods: 748 participants in two instructed (n = 366) and honest (n = 382) groups completed the research questionnaire. In this study, the participants were randomly assigned to two groups: those who responded honestly and those with instructed responses. Results: The findings, by examining the differences in class means, the composition of the main groups, the selection threshold graphs, and the probability of confirming the answer choices by class, identified most dimensions of the two classes of samples as simulated and honest groups. Conclusion: Finally, it can be said that over the past 10 years, research on identifying faking responses has attracted considerable attention in assessments areas; however, there seems to be a relative lack of empirical studies in evaluating faking responses, apart from limited applications in simulation studies, that can accurately explain how to identify, describe and correct individual inconsistencies. Additionally, despite a few initial reports in this area, patterns of individual inconsistency are rarely reported in official reports for large-scale educational screenings such as national employment tests and psychological assessments. Therefore, statistical methods such as item response theory and factor analysis can be used to identify faking responses in employment or psychological assessment with specific goals. .

Abstract Objective: Nowadays, acquiring the necessary skills to learn self-regulation is one of the goals of educational programs and turning "teaching" into "learning" is considered essential. Therefore, educational environments should seriously emphasize the importance of acquiring these skills. The current research was conducted with the aim of determining the effectiveness of the flipped classroom based on cognitive load on students' self-regulation learning.
Methods: The research method was semi-experimental, of pre-test-post-test type with experimental and control groups. The statistical population included all female undergraduate students in the elementary education field of Farhangian University of Chabahar in the first half of the academic year 1402-1403, numbering 402 people. The sample required for the research was selected purposefully from among the students who had taken the research and professional development course that randomly replaced by lottery in experimental and control groups (30 people in the experimental group and 30 people in the control group). The data were analyzed using the method of variance analysis with repeated measurements.
Results: The findings showed that there is a significant difference between the average scores of the post-test and follow-up self-regulation learning in the experimental and control groups. This means that teaching in a flipped classroom based on cognitive load had a positive effect on students' self-regulation learning (p < 0.05). According to the findings of this research, it can be concluded that the flipped classroom based on cognitive load can be effective in increasing students' self-regulated learning.
Conclusion: Therefore, using this educational method in universities can make classrooms inclusive and encourage students to be active in their learning.