students

Purpose: The purpose of this research was to compare the effectiveness of emotional intelligence training and self-compassion practices on mental well-being, academic vitality, and academic self-concept among female high school students in Hamedan. Methodology: The research method was a semi-experimental three-group design (two experimental groups and one control group) with pre-tests and post-tests. The sample was selected using multi-stage cluster sampling from the population of female high school students in Hamedan in the academic year 2023-2024, with 60 individuals randomly chosen (20 in the first experimental group, 20 in the second experimental group, and 20 in the control group). Measurement tools included the Keyes and Magyar-Moe (2003) Mental Well-being Scale and the Liu and Wang (2005) Academic Self-concept Questionnaire. MANCOVA test and its assumptions were used to test the research hypotheses. ANOVA (one-way analysis of variance) with box plot and post-hoc tests like Tukey and Scheffé were employed for multiple comparisons in the post-test using SPSS version 23. Findings: The results showed that both emotional intelligence training and self-compassion practices are effective in improving the mental well-being and academic self-concept of female high school students in Hamedan. Additionally, it was found that self-compassion training is more effective than emotional intelligence training in enhancing academic self-concept, but there is no significant difference in the effectiveness of emotional intelligence training and self-compassion practices on mental well-being. Conclusion: Psychologists can help students gain more awareness of their emotions and learn how to deal with them, set meaningful and achievable goals, increase academic vitality and motivation through realistic goals aligned with personal interests, and strengthen their academic self-confidence. Students should be taught how to cope with educational stress and anxiety, find creative solutions, and learn to utilize available resources and supports.

 Using a qualitative approach and the grounded theory, the present study seeks to analyze the perception of marriage by the university students in Isfahan. The field of the research was the state universities in Isfahan, including Isfahan University, Isfahan University of Technology, and the Medical University of Isfahan. The participants included thirty students of various fields of study at different levels of education. They were selected through purposeful-theoretical sampling, and the required data were derived from semi-structured in-depth interviews. The data analysis was performed by open, axial and selective coding processes and a paradigmatic model as the analytical tool. Also, the content validity of the research was evaluated with validation techniques, by an external expert, and through analytical comparisons. As the research findings indicated, university students’ perception of marriage can be discussed based on the components of a paradigmatic model, including causal conditions (i.e., underlying obstacles, failure phobia, limitation assumptions, mental imaging of marriage), intervening conditions (i.e., available alternatives, marriage patterns), background conditions (i.e., variation of roles, commercialization of marriage), strategies (individual and institutional ones), consequences (psychological, affective, social and economic ones), and the core category of ‘marriage as an unpredictable phenomenon’

The aim of this research was to model the structural equations of students' sense of responsibility and formative assessment by teachers, with the mediating role of self-regulated learning strategies among students. The research method was applied in terms of purpose, descriptive-correlational in terms of data collection, and quantitative in nature. The statistical population included all students in the Zanjanrud region for the academic year 2023-2024, totaling 258 individuals. For sampling, a proportional stratified method was used, and based on the Krejcie and Morgan (1970) table, 152 individuals (139 female students and 119 male students) were randomly selected for this study. The research tool consisted of three types of questionnaires: the formative assessment questionnaire by Yusefi Afrashteh and colleagues (2014), the sense of responsibility questionnaire by Kordloo (2008), and the self-regulated learning strategies questionnaire by Pintrich and De Groot (1990). For data analysis, the Kaiser-Meyer-Olkin test, Bartlett's test of sphericity, and structural equation modeling were employed. The findings of the study indicated that self-regulated learning strategies play a mediating role between teachers' formative assessment and students' sense of responsibility. Therefore, it can be concluded that self-regulated learning strategies act as a mediator in the relationship between formative assessment and students' sense of responsibility, and that formative assessment, through continuous feedback, helps to enhance their sense of responsibility and improve their learning strategies. Accordingly, it is recommended that educational programs and interventions be designed based on formative assessment to strengthen self-regulated learning strategies and sense of responsibility among students.

The aim of the present study was to investigate the effects and consequences of using educational media games on the quality of students' learning. In this study meta-synthesis method was used and in the first stage, articles which were related to the research topic were collected from valid and reliable databases and reference books. In the second stage, using open, axial and selective coding, a mind map was drawn from the coding themes. In general, 5 books, 2 theses, 53 articles and 1 report were studied in this research, of which 34 articles, and 1 report were used as the main samples of the study. Based on the findings, among the collected themes, 5 were identified as the main themes and 27 as the secondary themes. The main themes included the necessity of using educational media games, positive aspects of using educational media games, ways of positive impact of using educational media games on the quality of learning, aspects and ways of negative impact of using educational media games, and solutions to overcome the negative aspects of using educational media games. The data obtained revealed that using educational media games has positive effects on the quality of the students’ learning. Therefore, it can be concluded that if a person has the necessary literacy and knowledge, various solutions will be presented for the efficient implementation of educational media games in the classroom. These solutions included the points which were related to the teachers, learners, parents, solutions in game production to create fluidity, solutions in game production to create flexibility, solutions in game production to create novelty and originality, and solutions to eliminate/reduce students’ physical problems.

  Objective: The purpose of this study was to ascertain how middle school students at Fakhri Zadeh School in Ardabil Province's academic year of 2023–2024 related their self-esteem, academic achievement, and test anxiety. Methods: The descriptive-correlational research approach was used for the objective of the study. All middle school students at Fakhrizadeh School were included in the statistical population, and 60 students from the same school were chosen for the study using convenience sampling. The Rosenberg Self-Esteem Scale (RSES) and the Test Anxiety Scale (TAS) were the instruments utilized in this study. The SPSS program version 23 was employed for the tests, which included linear regression and the Pearson correlation coefficient. Results: The current study's findings indicated no significant correlation between academic success and either test anxiety (p=0.47) or self-esteem (p=0.88). Test anxiety and self-esteem, however, were significantly and negatively correlated (p<0.001). Furthermore, test anxiety was significantly predicted by self-esteem (p<0.001). Conclusion: The findings of this study show that self-esteem plays a part in predicting test anxiety, and since students' self-esteem may be raised by offering them courses, it is feasible to establish the conditions necessary to lessen test anxiety.

Purpose: The current research aimed to predict social well-being based on parenting styles and internet addiction in students. Method: The research was of correlational type, and the statistical population of the present study included all high school students in Tehran in the academic year 2022-2023. The sample size was determined to be 150 using the Tabachnik and Fidell formula (2007). The data collection instruments in this study included the Young Parenting Inventory (1999), the Internet Addiction Test by Young (1982), and the Social Well-Being Scale by Keyes (1998). The research hypotheses were examined using multiple regression analysis. Findings: The findings indicate that based on the coefficient of determination (R2), it can be said that the predictor variables can explain 59% of the variance of students' social well-being, and among the predictor variables, parenting styles of emotional deprivation, emotional inhibition (p <0.01), abandonment and mistrust (p <0.05), as well as internet addiction (p <0.01) entered the regression equation of social well-being in students with negative coefficients and beta coefficients of 0.226, 0.204, 0.166, 0.164, and 0.381. Conclusion: The use of parenting styles of emotional deprivation, emotional inhibition, abandonment, and mistrust by parents, as well as internet addiction by students, will have a negative impact on their social well-being.

Among different social sectors, students are one of the most important social groups targeted by environmental education. The purpose of this study is to investigate the social factors affecting students' water consumption behavior. The basic research questions were: 1. What is the water consumption level of students? 2. What are the social factors affecting students' water consumption behavior? In terms of methodology, the present research was conducted using a survey method at the first secondary level in girls' schools in Babol city, Mazandaran province, during the spring of 2024. One hundred students were selected as the statistical sample, and a questionnaire was used to collect the required data. The data obtained from the research were described and analyzed using SPSS. The findings of the study showed that the average water consumption behavior of students is at a moderate level. Spearman's correlation analysis confirmed a statistical relationship between the number of family members and water consumption behavior. According to the results of the ANOVA test, there was no significant difference in water consumption behavior based on educational level. The results, based on regression coefficients, showed that perceived moral norms and behavioral control have the greatest impact on students' water consumption behavior. Based on the findings, suggestions were made to strengthen moral norms and increase awareness of the consequences.

Aim: Social anxiety disorder is a common problem in the field of mental health, one of its characteristic features is the fear of negative and positive evaluation by others. The purpose of this study was to investigate the role of cognitive flexibility and cognitive emotion regulation in predicting social anxiety of university students. Method: The research population included all female students from bachelor's degree to doctorate studying in Shahid Beheshti University, and 250 of these students responded to the online questionnaire related to the research. The method of the current research was correlation and multiple regression analysis, and in order to collect data from three cognitive flexibility questionnaires by Dennis et al. (2010), the questionnaire of cognitive emotion regulation strategies of Garnefsky and Kraaij (2006) and the Leibowitz LSAS social anxiety scale (1987) used. Results: The obtained results showed that the correlation of cognitive flexibility and cognitive emotion regulation with students' social anxiety was significant (0.05). The current study emphasizes that students who have poor emotional flexibility in social and functional situations and use only one method to solve a problem, and on the other hand, due to the high tension of that situation, have limited access to cognitive regulation of emotions. Conclusions: Finally, these factors can predict social anxiety in them. The results of this finding can be used by psychologists, counselors and other people who are in contact with students to help improve the symptoms of social anxiety in them by using treatments focused on these concepts.

  Objective: Interaction with classmates is a vital element that contributes to completing tasks and acquiring social skills in education. On the other hand, education, learning, and development are closely and reciprocally linked with culture in every society. Given Iran’s multicultural and multiethnic context, multicultural education can help reduce discrimination and enhance students' engagement and in-group interaction. This study aimed to investigate the relationship between multicultural education and academic engagement among students at Hakim Sabzevari University. Methods: The research method was descriptive-correlational. The statistical population included 8,199 students at Hakim Sabzevari University. Using random sampling and Morgan’s table, 390 students were selected as the sample. The Multicultural Education Questionnaire and the Academic Engagement Scale (AES) were administered. Data were analyzed using correlation methods and SPSS version 27 at a significance level of 0.05. Results: Findings indicated a significant relationship between multicultural education and academic engagement (p = 0.05). Conclusion: The results suggested that applying cooperative and participatory teaching methods and emphasizing social justice in multicultural education leads students to be more inclined toward group work, ultimately fostering educational and cultural development.

The present study aimed to predict life expectancy based on spiritual health and self-efficacy in students covered by welfare and regular students. This research was applied in terms of purpose and descriptive-correlational in terms of methodology. The statistical population included all female second-year vocational high school students in the academic year 2021-2022 in Torbat-e Jam, totaling 158 individuals. Among them, 79 welfare-covered students were selected using purposive sampling, and 79 regular students were chosen through convenient random sampling. The research tools included the Hope Questionnaire (Miller & Powers, 1998), the Self-Efficacy Questionnaire (Sherer & Adams, 1983), and the Spiritual Health Questionnaire (Paloutzian & Ellison, 1982). The validity of the questionnaires was content-based, and their reliability was assessed using Cronbach's alpha coefficient, yielding values of 0.90 for the Hope Questionnaire, 0.86 for Self-Efficacy, and 0.92 for Spiritual Health. The results indicated a positive and significant relationship between spiritual health and life expectancy in both welfare-covered and regular students. Additionally, the life expectancy of regular students was higher than that of welfare-covered students. There was also a positive and significant relationship between self-efficacy and life expectancy in students overall. However, while there was a significant positive relationship between self-efficacy and life expectancy in regular students, no significant relationship was found between self-efficacy and life expectancy in welfare-covered students. Among spiritual health and self-efficacy, spiritual health was a better predictor of life expectancy in welfare-covered students. Conversely, in regular students, self-efficacy played a more significant predictive role for life expectancy than spiritual health.