Journal of Research in Educational Systems

Abstract The present study aimed to investigate the effectiveness of self determination skills training on academic buoyancy and subjective well being in adolescents. A quasi experimental pretest posttest design with a control group and a follow up phase was employed. The statistical population consisted of male junior high school 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). The assessment instruments included the Academic Buoyancy Scale Martin and Marsh (2008)and the Subjective Well-Being Scale Keyes and Magyar-Moe (2003). The experimental group received training based on the protocol by Field and Hoffman (1994) over ten sessions. Data were analyzed using mixed ANOVA and Bonferroni post hoc test. 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 intervention effects remained stable at the follow up stage, and no significant difference was observed between the post test and follow up scores. Therefore, it can be concluded that self determination 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, it is applicable as a structured educational program and a school based psychological intervention.

Abstract Academic adjustment has been of interest to education researchers, and many efforts have been made by researchers to determine the factors affecting it. Therefore, the aim of the study was to develop an educational adjustment training package and examine its effectiveness on emotional-behavioral engagement and self-acceptance in students. The research method was a semi-experimental pre-test-post-test with a control group and a follow-up period. The statistical population included all second and third year students of Yazd University in the academic year 1403-1404, of which 30 students were selected through purposive sampling and randomly assigned to two experimental and control groups. The intervention experimental group received the educational adjustment training package in 10 90-minute sessions. The instruments used included the Emotional-Behavioral Engagement Questionnaire (Wellborn, 1991) and the Unconditional Acceptance Questionnaire (Chamberlain & Haaga, 2001). Data were analyzed using SPSS26 software using repeated measures analysis of variance. The results showed that the educational adjustment training package had sufficient content validity according to experts. The findings also showed that the educational adjustment training package was effective on students' emotional-behavioral involvement and self-acceptance in the pre-test and follow-up period (p<0.001). Therefore, educational adjustment training by counselors and professors, as well as including the principles and processes and methods of applying them in books on principles and methods of improving educational adjustment, is important and necessary

Abstract Objective: The aim of the present research was to investigate the relationship between perfectionism and language speaking anxiety, with the mediation of language learners’ emotional creativity.

Method: The research employed a descriptive correlational design based on structural equation modeling (SEM). The statistical population consisted of female high school students (second secondary level) during 2024–2025 academic year. Considering the number of observed variables and assigning a coefficient of 15 participants per observed variable, and accounting for the possibility of incomplete questionnaires, a sample size of 232 participants was selected. Data were collected using the Foreign Language Anxiety Questionnaire (Ali Khalaf Ali, 2017), the Multidimensional Perfectionism Scale (Hewitt & Flett, 1991), and the Emotional Creativity Questionnaire (Averill et al., 1999). For data analysis, descriptive statistics (mean and standard deviation) were used, and at the inferential level, structural equation modeling was conducted using SPSS 18 and AMOS 23 software.

Findings: The findings indicated that perfectionism and emotional creativity have a direct effect on language speaking anxiety among students. Additionally, perfectionism had an indirect effect on language speaking anxiety through the mediating role of emotional creativity. Overall, the proposed model was confirmed, and the variables of perfectionism and emotional creativity jointly accounted for 41% of the variance in students’ language speaking anxiety.

Conclusion: The results highlight the importance of cognitive and emotional factors in explaining language speaking anxiety among students. Therefore, reducing excessive expectations alongside fostering emotional creativity may serve as an effective strategy for managing language anxiety in educational settings.

Abstract Abstract



Objective: This study aimed to design and validate a conceptual model for reducing family illiteracy by utilizing students’ capacities from the perspective of experts.



Method: The study adopted a qualitative approach based on the grounded theory methodology of Strauss and Corbin, within the interpretive‑constructivist paradigm. Participants included 20 educational experts (teachers, university professors, and literacy movement specialists) in Kurdistan province, selected through purposive and snowball sampling. Data were collected via semi‑structured interviews until theoretical saturation was achieved. Data analysis was performed through the three stages of open, axial, and selective coding. The trustworthiness of the findings was confirmed using Lincoln and Guba’s four criteria, and reliability was established through coder agreement and Cohen’s kappa coefficient (mean = 0.82). Content validity was also achieved by calculating CVR and CVI (above the critical value of 0.59).



Findings: The findings led to the development of a conceptual model comprising five main dimensions (causal conditions, contextual conditions, intervening conditions, strategies, and consequences). The core category was identified as “strengthening intra‑family learning capacities.”



Conclusion: This model provides a practical framework grounded in expert experience for intervening in the phenomenon of family illiteracy.



Keywords:Illiteracy reduction model, family educational empowerment, student-centered literacy.

Abstract Objective: This study aimed to design a conceptual model for enhancing the social, professional, and institutional status of teachers in alignment with Iran's Fundamental Transformation Document in Education. Method: The research employed a qualitative approach using the systematic grounded theory method (Strauss & Corbin, 1998). Data were collected through semi-structured interviews with 22 experts, including developers of the Transformation Document, implementers of the teacher training subsystem, and experienced teachers. Purposive and snowball sampling continued until theoretical saturation was achieved. Data analysis was conducted in three stages—open, axial, and selective coding—using MAXQDA software. Validity was confirmed through member checking, and reliability was established with 91% inter-coder agreement. Findings: Data analysis led to the identification of 33 main categories across three dimensions—social, professional, and institutional—organized within a paradigmatic model including causal conditions (policy failure, weak support structures, theory-practice gap, economic pressure, weak media representation, lack of meritocracy), contextual conditions (centralization, cultural gap, infrastructure deficiencies, weak institutional cohesion), intervening factors (financial constraints, poor evaluation systems, motivational and welfare challenges), strategies (specialized training, content localization, modern technologies, competency system, professional institution-building), and outcomes (status enhancement, increased motivation, improved teaching-learning quality, and stabilization of teachers' position in upstream documents). Conclusion: The proposed model provides a practical framework for policymakers and educational administrators to restructure decision-making processes, strengthen competency systems, and develop specialized training, thereby facilitating the comprehensive enhancement of teachers' status in accordance with the Fundamental Transformation Document.

Abstract The present study aimed to compare the dimensions and components of community schools in the United States, Germany, and India with the neighborhood educational center school in Iran.

The approach of this research was qualitative, and comparative research (Beredy model) was used in terms of data collection method. The study population of this research included relevant domestic and foreign scientific documents. Theoretical sampling method was used to determine the sample. The data collection tool was a survey of first-hand and second-hand sources in the field of community schools and neighborhood training center schools in the selected countries, which were available on relevant websites and documents. Documentary and comparative-explanatory analysis were used to analyze the data.

The results of the study showed that the dimensions of social schools in the United States, Germany, India, and also the neighborhood educational center school in Iran include eight dimensions: policymaking, leadership, and management; school programs; learning environment; external community; parents and families; intervening factors; outcomes; and monitoring and evaluation along with related components and indicators. Also, by reviewing and analyzing the literature, similarities and differences between community schools in the countries studied and neighborhood educational center schools in Iran were identified and compared in the eight aforementioned dimensions.

Abstract Introduction and purpose: Considering the gap between technical and professional education and the needs of Iran's labor market, this study was conducted with the aim of designing an e-learning model based on entrepreneurial skills for conservatories. Method: The research was conducted with a qualitative approach and thematic analysis method. Data were collected through semi-structured interviews with 18 experts (including conservatory teachers, e-learning specialists and entrepreneurs) who were selected in a purposeful way. Data analysis was performed according to the six steps of Brown and Clark (2006) using MAXQDA software.
Findings: The analysis of the interviews led to the identification of 8 main themes including "redefining the teacher's role as a facilitator of entrepreneurship", "problem-oriented and market-oriented content design", "digital networking with industry", "dynamic and competence-based assessment", "flexible and accessible technical infrastructure", "organizational support and entrepreneurial school culture", "psychological empowerment and entrepreneurial self-efficacy" and "gamification and business simulation". became. These themes were presented in the form of a conceptual model. Conclusion: The presented model emphasizes the need to move from traditional education to experiential, network and technological learning. The implementation of this model requires a transformation in the role of the teacher, the curriculum and the interaction of the conservatory with the entrepreneurial ecosystem.