Papers by Iranian Journal of Educational Research
Iranian Journal of Educational Research, 2024
Objective: The current investigation was undertaken with the objective of forecasting identity fo... more Objective: The current investigation was undertaken with the objective of forecasting identity formation among adolescents, predicated upon the variables of emotional capital and moral disengagement.
Methods: The methodology utilized in this inquiry is both descriptive and correlational in nature. The statistical population comprised all adolescents residing in Tehran during the year 2023, and a sample of 300 individuals was drawn utilizing a convenience sampling technique. Participants engaged with the research instruments provided. To facilitate data analysis, multiple linear regression analysis and Pearson's correlation coefficient test were employed through the application of SPSS version 26.
Results: The results indicated that the constructs of emotional capital and moral disengagement possess the capacity to predict identity formation in adolescents. Specifically, the components of emotional capital, which include positive emotions, feelings of vitality, and happiness, were found to significantly and positively predict identity formation among adolescents. Furthermore, the factors associated with moral disengagement also demonstrated the capacity to inversely and significantly predict identity formation in this demographic.
Conclusions: These findings, while affirming the critical influence of emotional capital and moral disengagement on the identity formation processes of adolescents, warrant consideration by stakeholders involved in the education and development of young individuals.
Iranian Journal of Educational Research, 2024
Objective: The objective of this research was to examine the impact of Barkley's parenting traini... more Objective: The objective of this research was to examine the impact of Barkley's parenting training on the social adjustment and academic achievement of children diagnosed with specific learning disabilities.
Methods: The employed research methodology was semi-experimental, encompassing a pre-test, post-test, and follow-up design that included both an experimental group and a control group. The statistical population consisted of all mothers of students exhibiting specific learning disabilities in the city of Abadeh. A sample of 30 mothers of students with special learning disorders was selected, with 15 mothers being randomly allocated to the experimental group (receiving Barkley's Parenting Skills Training Program) and 15 to the control group. The implementation of Barkley's Parenting Skills Training Program (PSTP) occurred over the course of 8 sessions, each lasting 90 minutes. The instruments for measurement comprised Bell's Adjustment Inventory and Pham and Taylor (1999) Academic Performance Scale. For data analysis, the statistical techniques employed included multivariate analysis of variance and repeated measures analysis of variance.
Results: In terms of social adjustment, the effect size was calculated at 0.12, while for academic performance, it was 0.41, reflecting the differences in scores between the experimental and control groups attributable to PSTP, with these changes in the experimental group being both stable and statistically significant.
Conclusions: The findings indicated that PSTP exerts a significant influence on the enhancement of social adjustment and academic performance in children with specific learning disorders.
Iranian Journal of Educational Research, 2024
Objective: The identification of the determinants and variables influencing academic performance ... more Objective: The identification of the determinants and variables influencing academic performance has consistently represented a focal point of inquiry for professionals within the realms of education and training; consequently, the current investigation was undertaken to examine the influence of academic persistence and academic flow in forecasting students' academic success.
Methods: This research was characterized as descriptive-correlational, with the study population consisting of all sixth-grade female students residing in District 2 of Tehran in the year 2023, from which 100 eligible participants were selected through convenience sampling methods. The participants responded to the Howard and Crayne Multidimensional Persistence Scale, the Martin and Jackson Academic Flow Scale, and the Dortaj Academic Achievement Questionnaire. Data analysis was conducted employing the Pearson correlation coefficient test and multiple regression techniques.
Results: The findings indicated a positive and statistically significant correlation between academic persistence and academic flow concerning academic achievement, with academic persistence and academic engagement accounting for approximately 0.57 of the variances observed in academic success (P<0.01).
Conclusions: The implications of this study underscore the critical significance of academic persistence and academic flow in enhancing students' academic performance.
Iranian Journal of Educational Research, 2024
Objective: The effects of interventionist and interactionist dynamic assessment (DA) on reading m... more Objective: The effects of interventionist and interactionist dynamic assessment (DA) on reading motivation (RM) and Reading comprehension (RC) of Iranian EFL learners were inspected in this study.
Methods: Ninety-nine volunteers were originally chosen for the study, and they were then divided into three equal groups of thirty students each—two experimental groups (EGs) and one control group (CG). Second, each of the three groups' participants received an administration of the RC and RM pre-tests. Third, one EG was taught 10 reading passages via interventionist DA. The interventionist DA method was used to evaluate this group. Interactionist DA was used to treat the second EG. Interactionist DA processes were used to assess the group's respondents and provide the necessary assistance. In this class, assistance and intervention were provided through student-assessor interactions. Without any DA, a traditional instruction was used to teach the CG. Following the instruction of all texts to all groups, the aforementioned post-tests were given to them in order to assess how the treatment affected their performance.
Results: There were substantial differences between the EGs' and the CG's post-test performances, with the EGs doing better, according to the findings of the one-way ANOVA test and the Post-hoc Scheffe test.
Conclusions: Overall, the results showed that both DA models improved the RC and RM of Iranian EFL learners in an equivalent way. Lastly, an explanation of the study's implications and results was given.
Iranian Journal of Educational Research, 2024
Objective: This study investigated the effects of dynamic assessment (DA) on Iranian ESP universi... more Objective: This study investigated the effects of dynamic assessment (DA) on Iranian ESP university students' reading comprehension strategies and motivation. Furthermore, the views of Iranian ESP university students concerning DA were examined.
Methods: This study employed a quasi-experimental methodology to recruit 80 Ph.D. students as the sample. The participants were separated into two groups: control (CG) and experimental (EG). Then, two questionnaires about metacognitive strategies and reading motivation (RM) were delivered to them. Following that, the sandwich style of DA was used to educate the EG to read psychological materials while the CG was trained in the traditional manner. After teaching 13 texts to the groups, the aforesaid questionnaires were administered again, together with the attitude questionnaire, to determine the impact of the intervention and to better comprehend the participants’ opinions regarding the use of DA.
Results: The findings of the ANCOVA test showed that the EG outperformed the CG on the two post-tests of reading comprehension techniques and motivation. Furthermore, the findings of the one-sample t-test demonstrated that Iranian ESP university students had positive attitudes regarding DA.
Conclusions: The study highlights that dynamic assessment (DA) effectively improves reading comprehension strategies and motivation among Iranian ESP students, with the experimental group outperforming the control group. Participants also expressed positive attitudes toward DA, emphasizing its potential as a valuable instructional method.
Iranian Journal of Educational Research, 2024
Objective: The purpose of the present study was to investigate the predictive role of subjective ... more Objective: The purpose of the present study was to investigate the predictive role of subjective well-being and cognitive function in girls' suicidal thoughts.
Methods: The present research method was descriptive-correlation type. The study sample of this research was determined based on the statistical population of high school students; Thus, a sample of 150 people was selected through targeted sampling. In this way, all the students who were diagnosed with psychological disorder in the education counseling center were selected as a sample and studied. Data collection was done based on Molvi et al.'s active well-being questionnaire (2009) and Nejati's cognitive ability questionnaire (2009).
Results: The findings of the research indicated that vitality and determination exert a negative predictive influence, while neuroticism and stress-depression exert a positive and significant predictive influence on the suicidal ideations of adolescent girls. Additionally, other findings demonstrated that cognitive performance negatively and significantly predicts the suicidal thoughts of adolescent females referred to counseling centers.
Conclusions: These findings may assist psychologists and counselors in the formulation and execution of interventions aimed at suicide prevention.
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Papers by Iranian Journal of Educational Research
Methods: The methodology utilized in this inquiry is both descriptive and correlational in nature. The statistical population comprised all adolescents residing in Tehran during the year 2023, and a sample of 300 individuals was drawn utilizing a convenience sampling technique. Participants engaged with the research instruments provided. To facilitate data analysis, multiple linear regression analysis and Pearson's correlation coefficient test were employed through the application of SPSS version 26.
Results: The results indicated that the constructs of emotional capital and moral disengagement possess the capacity to predict identity formation in adolescents. Specifically, the components of emotional capital, which include positive emotions, feelings of vitality, and happiness, were found to significantly and positively predict identity formation among adolescents. Furthermore, the factors associated with moral disengagement also demonstrated the capacity to inversely and significantly predict identity formation in this demographic.
Conclusions: These findings, while affirming the critical influence of emotional capital and moral disengagement on the identity formation processes of adolescents, warrant consideration by stakeholders involved in the education and development of young individuals.
Methods: The employed research methodology was semi-experimental, encompassing a pre-test, post-test, and follow-up design that included both an experimental group and a control group. The statistical population consisted of all mothers of students exhibiting specific learning disabilities in the city of Abadeh. A sample of 30 mothers of students with special learning disorders was selected, with 15 mothers being randomly allocated to the experimental group (receiving Barkley's Parenting Skills Training Program) and 15 to the control group. The implementation of Barkley's Parenting Skills Training Program (PSTP) occurred over the course of 8 sessions, each lasting 90 minutes. The instruments for measurement comprised Bell's Adjustment Inventory and Pham and Taylor (1999) Academic Performance Scale. For data analysis, the statistical techniques employed included multivariate analysis of variance and repeated measures analysis of variance.
Results: In terms of social adjustment, the effect size was calculated at 0.12, while for academic performance, it was 0.41, reflecting the differences in scores between the experimental and control groups attributable to PSTP, with these changes in the experimental group being both stable and statistically significant.
Conclusions: The findings indicated that PSTP exerts a significant influence on the enhancement of social adjustment and academic performance in children with specific learning disorders.
Methods: This research was characterized as descriptive-correlational, with the study population consisting of all sixth-grade female students residing in District 2 of Tehran in the year 2023, from which 100 eligible participants were selected through convenience sampling methods. The participants responded to the Howard and Crayne Multidimensional Persistence Scale, the Martin and Jackson Academic Flow Scale, and the Dortaj Academic Achievement Questionnaire. Data analysis was conducted employing the Pearson correlation coefficient test and multiple regression techniques.
Results: The findings indicated a positive and statistically significant correlation between academic persistence and academic flow concerning academic achievement, with academic persistence and academic engagement accounting for approximately 0.57 of the variances observed in academic success (P<0.01).
Conclusions: The implications of this study underscore the critical significance of academic persistence and academic flow in enhancing students' academic performance.
Methods: Ninety-nine volunteers were originally chosen for the study, and they were then divided into three equal groups of thirty students each—two experimental groups (EGs) and one control group (CG). Second, each of the three groups' participants received an administration of the RC and RM pre-tests. Third, one EG was taught 10 reading passages via interventionist DA. The interventionist DA method was used to evaluate this group. Interactionist DA was used to treat the second EG. Interactionist DA processes were used to assess the group's respondents and provide the necessary assistance. In this class, assistance and intervention were provided through student-assessor interactions. Without any DA, a traditional instruction was used to teach the CG. Following the instruction of all texts to all groups, the aforementioned post-tests were given to them in order to assess how the treatment affected their performance.
Results: There were substantial differences between the EGs' and the CG's post-test performances, with the EGs doing better, according to the findings of the one-way ANOVA test and the Post-hoc Scheffe test.
Conclusions: Overall, the results showed that both DA models improved the RC and RM of Iranian EFL learners in an equivalent way. Lastly, an explanation of the study's implications and results was given.
Methods: This study employed a quasi-experimental methodology to recruit 80 Ph.D. students as the sample. The participants were separated into two groups: control (CG) and experimental (EG). Then, two questionnaires about metacognitive strategies and reading motivation (RM) were delivered to them. Following that, the sandwich style of DA was used to educate the EG to read psychological materials while the CG was trained in the traditional manner. After teaching 13 texts to the groups, the aforesaid questionnaires were administered again, together with the attitude questionnaire, to determine the impact of the intervention and to better comprehend the participants’ opinions regarding the use of DA.
Results: The findings of the ANCOVA test showed that the EG outperformed the CG on the two post-tests of reading comprehension techniques and motivation. Furthermore, the findings of the one-sample t-test demonstrated that Iranian ESP university students had positive attitudes regarding DA.
Conclusions: The study highlights that dynamic assessment (DA) effectively improves reading comprehension strategies and motivation among Iranian ESP students, with the experimental group outperforming the control group. Participants also expressed positive attitudes toward DA, emphasizing its potential as a valuable instructional method.
Methods: The present research method was descriptive-correlation type. The study sample of this research was determined based on the statistical population of high school students; Thus, a sample of 150 people was selected through targeted sampling. In this way, all the students who were diagnosed with psychological disorder in the education counseling center were selected as a sample and studied. Data collection was done based on Molvi et al.'s active well-being questionnaire (2009) and Nejati's cognitive ability questionnaire (2009).
Results: The findings of the research indicated that vitality and determination exert a negative predictive influence, while neuroticism and stress-depression exert a positive and significant predictive influence on the suicidal ideations of adolescent girls. Additionally, other findings demonstrated that cognitive performance negatively and significantly predicts the suicidal thoughts of adolescent females referred to counseling centers.
Conclusions: These findings may assist psychologists and counselors in the formulation and execution of interventions aimed at suicide prevention.