Journal of Research in Educational Systems

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.

Abstract Objective: The aim of the study was to develop an educational package for academic adjustment and to examine its effectiveness on emotional-behavioral engagement and self-acceptance in students.
Method: The research method was a semi-experimental pre-test-post-test type 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 (15 people) and control (15 people) groups. The experimental group received the educational adaptation package intervention of Hasib Hosseinabadi et al. (1403) in 10 90-minute sessions. The instruments used included the Academic Behavioral-Emotional Conflict Questionnaire (Wellborn, 1991) and the Unconditional Acceptance Questionnaire (Chamberlain & Haaga, 2001). Data analysis was performed using repeated measures analysis of variance using SPSS26 software.
Results: The results of the content evaluation showed that all sessions were considered essential by experts (CVR=0.92) and their content was fully relevant to the objectives of the sessions (CVI=0.83). Also, the results of repeated measures showed that there was a significant difference in the mean scores of emotional and behavioral engagement and non-engagement and self-acceptance in the pre-test, post-test and follow-up stages (p<0.001). In other words, the educational package for students' academic adjustment was effective on engagement and non-engagement in self-acceptance, and the effects of the intervention remained in the follow-up stage.
Conclusions: Based on the available evidence, self-acceptance and emotional-behavioral engagement can be improved in students by providing academic adjustment training by university counselors and professors, and students can adapt themselves to the educational process and improve their academic performance with the help of academic adjustment techniques. It can also be used as an intervention in the treatment of students' behavioral and academic problems.

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, through the structural equation modeling approach.
Method: The present study was descriptive-correlational in nature and was conducted using structural equation modeling. The statistical population of the present study consisted of all female senior high school students in the academic track across regular public schools during the 2024–2025 academic year. Based on the number of observed variables, allocating a coefficient of 15 per observed variable, and accounting for the possibility of incomplete questionnaires, a sample of 232 participants was selected through convenience sampling. Data were collected using the Language Speaking 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.
Results: The findings indicated that perfectionism positively (β =.261) and emotional creativity negatively (β = -.295) predicted foreign language speaking anxiety (p<.01). Moreover, emotional creativity played a significant mediating role in the relationship between perfectionism and foreign language speaking anxiety (β = –.591, p<.01). The research model demonstrated good fit; the chi-square to degrees of freedom ratio (2.389) and the RMSEA index (.036) fell within acceptable ranges. Furthermore, the comparative fit indices, including CFI, NFI, and TLI, were all above .99, confirming the adequate fit of the model. Overall, perfectionism and emotional creativity accounted for 41% of the variance in foreign language speaking anxiety among students (p<.01).
Conclusions: The results highlight the importance of cognitive and emotional factors in explaining language speaking anxiety among students. Perfectionism not only directly increases language speaking anxiety but also contributes indirectly by weakening emotional creativity. Therefore, reducing excessive expectations alongside fostering emotional creativity may serve as an effective strategy for managing language anxiety in educational settings.

Abstract Objective: This study aimed to design and validate a conceptual model for reducing illiteracy within the family by drawing on the capacity of students, from the perspective of experts. Method: The study adopted a qualitative approach grounded in the Straussian version of grounded theory, situated within an interpretive-constructivist philosophical framework. Participants comprised 20 educational experts (teachers, university faculty, and Literacy Movement specialists) in Kurdistan province, selected through purposive and snowball sampling. Data were collected via semi-structured interviews until theoretical saturation was reached, and were analyzed through the three-stage process of open, axial, and selective coding. The trustworthiness of the findings was established using Lincoln and Guba's four criteria, and reliability was confirmed through inter-coder agreement and Cohen's kappa coefficient (mean = 0.82). Content validity was further established by computing the Content Validity Ratio (CVR) and Content Validity Index (CVI), both exceeding the critical threshold of 0.59. Results: The findings led to the formation of a conceptual model comprising five main dimensions (causal conditions, contextual conditions, intervening conditions, strategies, and consequences). The core category identified was “strengthening within-family learning capacities.” Conclusions: The proposed model offers a practical, context-specific framework grounded in experts' experience for intervening in family illiteracy. Accordingly, its use is recommended as a low-cost and effective complement to formal literacy program.

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.
Results: 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).
Conclusions: 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 Objective: 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.
Method: The approach of this research was qualitative. The study population of this research included documents, research reports, and domestic and foreign scientific articles related to social schools and neighborhood educational center schools during recent decades, in foreign databases (including ERIC, Emerald, SAGE, Taylor & Francis, Direct Science) and domestic databases (including SID, Magiran, Noormags, Civilica). Based on the purposive sampling method, 25 documents, articles, and research reports related to social schools in the United States, Germany, India, and the Neighborhood Educational Center School in Iran were selected. To determine the validity and reliability of the data collection tool, experts' opinions and the external and internal validity of the sources were used. Documentary and comparative-explanatory analysis were used to analyze the data.
Results: 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 The most important difference between community schools and neighborhood educational center schools is in the decentralized management method, providing neighborhood-based medical services to families, creating semi-open spaces and vibrant environments near classrooms, improving the economic conditions of the local community and the school, and collaborating with local hospitals, churches, clinics, colleges, and universities in running the school.
Conclusions: According to the research findings, it can be concluded that by considering the dimensions, components, and indicators of social schools in the countries studied, as well as the similarities and differences between social schools and neighborhood educational centers in Iran, the planners and managers of the Ministry of Education will prepare the ground for improving the educational, cultural, and social status of schools by formulating relevant laws and regulations in order to transform schools into neighborhood educational centers in Iran.

Abstract Objective: Considering the gap between technical and vocational education and the needs of the Iranian labor market, this study aimed to design an e-learning model based on entrepreneurial skills for conservatories. Method: This research was conducted with a qualitative approach and thematic analysis method. Data were collected in 1404 through semi-structured interviews with 18 experts (including conservatorie teachers, e-learning specialists, and entrepreneurs in Tehran) who were selected through a purposeful method. Data analysis was conducted according to the six steps of Brown and Clark (2006) using MAXQDA software. Results: Analysis of the interviews led to the identification of 8 main themes including “redefining the role of the teacher as an entrepreneurship facilitator”, “problem-based and market-oriented content design”, “digital networking with industry”, “dynamic and competency-based assessment”, “flexible and accessible technical infrastructure”, “organizational support and entrepreneurial school culture”, “psychological empowerment and entrepreneurial self-efficacy”, and “gamification and business simulation”. These themes were presented in the form of a conceptual model. Conclusions: The presented model emphasizes the need to move from traditional education towards experiential, networked and technological learning. Implementing this model requires a transformation in the role of the teacher, the curriculum and the interaction of the conservatory with the entrepreneurial ecosystem.