Educational R esearch

Investigation the effectiveness of Adlerian parenting program training on mothers' parenting styles and social interest of children with attention deficit hyperactivity disorder

Manijeh Kaveh

The aim of this study was to investigate the effectiveness of Adlerian parenting program training (democratic parenting or positive discipline) on mothers' parenting styles and social interest of children with attention deficit hyperactivity disorder. The research method was a quasi-experimental pre-test-post-test-follow up with a control group. The statistical population of this research was all the mothers and children aged 7 to 12 years with the diagnosis of attention deficit hyperactivity disorder in primary schools of the third education district of Karaj in 2014-2015. The research sample includes 42 mothers who were selected by purposive sampling method and randomly assigned in to experimental and control groups. Questionnaire for diagnosis of attention deficit-hyperactivity disorder according to the criteria of the Manual of Diagnosis and Statistics of Mental Disorders (2013), Social Interest Scale for Children (Alizadeh, Esmaili and Sohaili, 2015) and Parenting Styles Questionnaire (Robinson, Mandleco, Olsen, & Hart, 2001) were utilized to measure hyperactivity, social interest and parenting style respectively. The mothers in experimental group was trained in the Adlerian parenting program for 11 session    90-minute and children for 1 session    75- minute. The results showed that this program has a significant effect on democratic parenting style (authoritative or positive) (F=5/454, P<0/01) and it has increased. But it has had no effect on the authoritarian and permissive style. Also, the findings show that this program has an effect on the component of Responsibility-task doing of social interest (F=3/946, P<0/05), but no significant change has been reported in the components of Relationship with people-empathy, Confidence-Assertive, feeling of Equality vs. Inferiority-superiority.

Investigation the elements of the new ecosystem curriculum of Narcotics Anonymous (NA) and its quiddity

Marjan Kian

The current research was started with the aim of " Investigation the elements of the new ecosystem curriculum of Narcotics Anonymous (NA) and its quiddity". The approach of this research was a qualitative phenomenological type. The environment and the informants of the research included all the groups of the Narcotics Anonymous Association of Razavi Khorasan province and 14 knowledgeable and experienced guides of the NA groups in different cities of the province. The selection of informants was done through the snowball method, and the research tool was semi-structured in-depth interviews. The findings of the research include 9 elements: 1- The goal includes: a) conveying the message and b) teaching lifestyle; 2- Content including: a) written content based on global experiences and b) oral content based on members' experiences; 3- Learning activities including the function of the twelve steps; 4- Teaching and learning strategies include three categories: a) based on the quiddity of the teaching-learning method, b) based on the method of implementation and c) based on the number of learners; 5- The place have the following quiddity: a) not harassing for others and neighbors, b) not personality of the place, c) lack of organizational and group affiliation in choosing the place, t) independent renting of the place based on the 7th tradition and 3) public and general benefit of the place; 6- The time have the following quiddity: a) Writing in the group charter and b) flexibility based on the conditions of the members; 7- Grouping of members based on: a) the person's position in the step meetings, b) the quiddity of the meeting and c) membership history; 8- Materials and resources include four categories: a) educational tools, b) multimedia, c) hospitality and welfare facilities and d) written resources; 9- Evaluation in two formats: a) personal balance sheet and b) group balance sheet, was in NA curriculum. The results of the research indicated an integrated interdisciplinary curriculum in the fields of curriculum and psychology in the ecosystem of the Narcotics Anonymous, and practical suggestions were presented based on the principles of curriculum design and development for its improvement and modification.

Prediction of obsessive-compulsive disorder based on Perfectionism and extreme responsibility in students

Gita Mehrdust

The present study aims to investigate the prediction of obsessive-compulsive disorder based on perfectionism and extreme responsibility in students with symptoms of obsessive-compulsive disorder. The statistical population of this research includes undergraduate students in the field of psychology at Islamic Azad University, Tehran branch. They were in the West who are studying in 2023-2024. Sampling method was available of which 150 people were selected as a sample. Questionnaires were extracted and analyzed using Kalmograf-Smirnov tests and multiple regression in SPSS software to measure the distribution of data and the desirability of variables. The results confirmed the hypotheses of the research and showed obsessive-compulsive disorder based on perfectionism and Extreme responsibility is predicted in students with symptoms of obsessive-compulsive disorder.

The Relationship amoung School Bonding, Cognitive Flexibility, with mediatory role Educational Hardiness and Motivational Structure in Highschool Students

Ramin Habibi Kaleybar

Abstract
The aim of the present study was to investigate the relationship between school attachment and academic hardiness, considering the mediating role of cognitive flexibility and motivational structure of second-year high school students in the academic year 1400-1401. The method of the present study was descriptive-correlational in terms of purpose and applied in terms of nature, and survey in terms of method. The statistical population was 2000 second-year high school students in Tabriz, of which 300 were selected as samples based on the Morgan table using multi-stage cluster random sampling. To collect data, the Rezai Sharif School Attachment Questionnaire, Martin and Robbins' cognitive flexibility, Benishek et al.'s academic hardiness, and Cox and Klinger's motivational structure were used. The data were analyzed using Smart-Pls-3 and SPSS 23. The results showed that the path of school connection with academic hardiness (r=0.239, t=299.3), school connection with cognitive flexibility (r=0.309, t=684.5), school connection with motivational structure (r=0.279, t=5.009), cognitive flexibility with academic hardiness (r=0.229, t=965.2) and motivational structure with academic hardiness (r=0.282, t=133.5) was significant (P<0.05). Also, the results of the Sobel test showed that cognitive flexibility plays a mediating role in the relationship between school connection with academic hardiness (Z=2.608) and cognitive flexibility can mediate 22.9% of the relationship between school connection with academic hardiness. Also, motivational structure can play a mediating role in the relationship between school attachment and academic hardiness (Z=3.539) and motivational structure can mediate 24.8% of the relationship between school attachment and academic hardiness.

The pattern of structural relationships of academic engagement in students based on resilience and implicit beliefs of intelligence with the mediating role of self-handicapping

Magdieh Estabraghi

The present study was conducted with the aim of investigating the pattern of structural relationships of academic engagement in students based on resilience and implicit beliefs of intelligence with the mediating role of self- handicapping in students of high school in Yazd city in the academic year of 2022-2023. From the statistical population, 375 people were selected by multi-stage cluster sampling method. The data were collected using Schwinger and et al academic engagement, Abdul Fattah and Yates implicit theory of intelligence, and Connor and Davidson resilience questionnaires. The collected data were analyzed with AMOS 24 software. The results of structural equation modeling showed that resilience, inherent intelligence beliefs and intelligence enhancement beliefs, had a direct, positive and significant effect on academic involvement. Also, the results showed that self-handicapping played a mediating role in the relationship between resilience and academic engagement, as well as in the relationship between the beliefs inherent in intelligence and academic engagement. According to the results, in general, psychologists and counselors can take a step towards increasing students' academic engagement by teaching resilience to students and changing their implicit beliefs about intelligence.

Developing a causal model of communication patterns and perfectionism on test anxiety with the mediating role of learning styles

mokhtar arefi

Introduction: The present study aimed to investigate the development of a causal model of communication patterns and perfectionism on test anxiety with the mediating role of learning styles among students.
Methods: The descriptive correlational research method was structural equation modeling. The statistical population included all male first-year high school students in Kermanshah in the academic year 2022-2023 (6578 people), of which 338 were selected using multi-stage cluster sampling. The research tools included the questionnaires of Koerner and Fitner Patrick's family communication patterns (1990), Najarian et al.'s perfectionism (1378), Abolghasemi et al.'s test anxiety (1375), and Kolb's learning styles (2005). Data analysis was performed using Pearson correlation method, structural modeling, partial least squares (PLS) algorithm and software (SPSS) and was analyzed at a significance level of 0.05.
Findings: The findings showed that family communication patterns have a positive and significant effect (p<0.001; β=0.310) and perfectionism has a negative and significant effect (p<0.001; β=-0.257) on learning style. Also, family communication patterns have a negative and significant effect on test anxiety (p<0.001; β=-0.198), perfectionism on test anxiety (p<0.001; β=0.682), and learning style on test anxiety (p<0.001; β=-0.229). Also, the results showed that the indirect effect of the variable of family communication patterns on test anxiety through learning style was equal to (p<0.001; β=0.211) and the indirect effect of perfectionism on test anxiety through learning style was equal to (p<0.001; β=0.215).
Conclusion: Based on the research findings, it can be said that communication patterns, perfectionism, and learning styles play a key role in predicting students' test anxiety, and it seems necessary for counseling and psychotherapy centers to pay more attention to these variables in predicting students' test anxiety.

Structural Model of the Relationship between Critical Thinking and Religious Identity with the Mediating Role of Spiritual Intelligence

Mansoure Haj Hosseini

This study aimed to evaluate the structural model of the relationship between critical thinking and religious identity with the mediating role of spiritual intelligence. A descriptive-correlational design and structural equation modeling (SEM) were employed. The statistical population consisted of all female high school students in District 4 of Mashhad during the 2023–2024 academic year. A sample of 327 students was selected using a non-random sampling method based on inclusion criteria and accessibility during the data collection period. Data were collected using Ricketts’ Critical Thinking Disposition Assessment (CTDA), Khoushabi’s Religious Identity Questionnaire, and King’s Spiritual Intelligence Self-Report Inventory (SISRI). Data analysis was performed using Pearson correlation and SEM with SPSS and AMOS software. The results indicated that the proposed model fit the data well. A positive and significant relationship was observed between critical thinking and spiritual intelligence, as well as between spiritual intelligence and religious identity. Additionally, the mediating role of spiritual intelligence in the relationship between critical thinking and religious identity was confirmed. Based on these findings, focusing on enhancing critical thinking and spiritual intelligence can be effective in promoting religious identity.

The relation of defense mechanisms and psychictraumas with interpersonal problems : the mediating role of emotions control.

valiollah ramezani

The aim of this study was to predict interpersonal problems based on defense mechanisms and psychological traumas with regard to the mediating role of emotion control. This study is a correlational research and structural equation modeling was used. The statistical population of the present study included all students of Tehran Azad University, Science and Research Branch, who were studying in the academic year 1402-1403. The sample size was 220 people who were selected through convenience sampling. To collect information, the Williams et al. emotion control questionnaire, the Anders et al. defense mechanisms questionnaire, the Barkham et al. interpersonal problems questionnaire, and the Najarian and Davoudi mental disorder symptoms questionnaire were used. The data were analyzed using the Pearson correlation method and structural equation modeling. The results showed that the indices of the proposed model have an acceptable fit and all paths except the path from the neurotic mechanism to interpersonal problems and emotion control and the developed mechanism to emotion control were accepted. Also, the mediating role of emotion control for the indirect effects of psychological trauma and the underdeveloped mechanism was confirmed. Given that human emotions and feelings play a very important role in human behavior and communication, the mediating role of emotion control can help in better understanding defense mechanisms and psychological trauma in interpersonal communication.

Analyzing the Decline in Academic and Research Motivation among Agricultural Graduate Students: A Multiple Factor Interaction Theory

Yaser Mohammadi

Introduction
In contemporary educational contexts, the pervasive decline in academic and research motivation among students stands out as a significant challenge within the education systems of many nations, Iran included (Azad et al., 2017). The issue of waning academic motivation among students transcends individual concerns to become a fundamental societal dilemma, with far-reaching implications for the broader community (Ghaffari, 2016). Moreover, the diminishing academic motivation in students can lead to substantial costs on both personal and societal levels (Davarinia et al., 2019). The erosion of educational motivation denotes a decline in student performance from a satisfactory standard to an unsatisfactory level (Ahmadi et al., 2023). Within the realm of agricultural education, particularly among postgraduate students, the decrease in academic motivation is exacerbated by a lack of understanding of the nature and objectives of agricultural discipline s, potentially compromising their future efficacy (Watankhah et al., 2013). Various factors contribute to the phenomenon of declining academic motivation among graduate students in agricultural studies, encompassing the quality of the learning environment, the chosen field of study, the economic circumstances of the students, and notably, their career prospects and employability (Farimani & Tashari, 2017). Consequently, this study endeavors to delve into the underlying reasons behind the diminishing academic and research motivation among postgraduate students.
Method
Aligned with the research objectives, this study adopts an exploratory research design within a qualitative paradigm, employing an inductive approach. To elucidate the underlying reasons behind the decline in academic motivation and research engagement among postgraduate students, the qualitative method of grounded theory was employed. The research population comprised the key stakeholders, namely graduate students specializing in agricultural studies. Data collection was facilitated through semi-structured interviews, conducted in person with a cohort of 35 graduate students in the field of agriculture, with each interview spanning approximately 45 minutes.
Results and Discussion
Following the completion of the open coding phase and the extraction of concepts from the raw data, the study progressed to the axial coding stage. Through focused discussions in target population focus groups and the synthesis of concepts derived from open coding, the central coding phase identified six key factors (infrastructural, educational, psychological, economic, social, managerial) contributing to the decline in academic and research motivation among graduate students in the agricultural domain.
Subsequently, a hypothetical model was constructed to delineate the intricate relationships among the identified factors and their impact on academic motivation among graduate students in agriculture. Causal conditions were categorized into two primary classes: infrastructural barriers (e.g., inadequate laboratory facilities) and educational hindrances (e.g., ineffective teacher-student interactions, unsupportive university policies, lack of motivational educational environments). Each of these classes further encompassed several subclasses.
The psychological factor emerged as a pivotal class, comprising six distinct subclasses including uncertainties about the future, dissatisfaction with current circumstances, lack of recognition and direction, unfavorable physical and mental conditions, and interpersonal conflicts. Positioned at the core of the model, the psychological factor influenced and was influenced by other identified classes.
The economic factor, another influential class, was subdivided into categories such as macroeconomic instability, insufficient financial support for students, and students' precarious financial situations. Social issues constituted an intervening condition, encompassing subcategories like societal unrest, diminishing societal value of science, discrimination, and health crises.
In light of the findings from a qualitative study investigating the underlying causes of declining academic and research motivation among graduate students in agriculture, and drawing upon existing theories of academic and research motivation, we propose a new theoretical framework termed the "Theory of Multiple Factors Interaction". This framework posits that the interplay between infrastructural, educational, psychological, economic, social, and managerial factors significantly influences students' motivation in both academic and research contexts.
Strategies to address these challenges were encapsulated in the management class, highlighting deficiencies in educational system management and the scarcity of entrepreneurial initiatives within universities. Neglecting these strategies could lead to adverse outcomes, including students' disillusionment with their career prospects, decreased research productivity, and waning interest in pursuing postgraduate studies.
To mitigate these challenges and bolster academic motivation, recommendations were put forth, including enhancing awareness of contributing factors, providing incentives to encourage students' educational pursuits, enhancing the efficacy of university counseling services, and organizing seminars and workshops focused on enhancing academic motivation.

The relationship between social/emotional competence and quality of life at school: the mediating role of academic participation

Mohammad Abbasi

The aim of the current research was to investigate the relationship between social/emotional competence and quality of life in school students with the mediation of academic participation in elementary school female students in Khorram Abad city. In terms of goal, the research is part of applied research, and in terms of method, it is a type of correlational studies. The statistical population of the present study includes all the female students of the elementary level of Khorram Abad city in the year 1402-403 in the number of 1900 people, of which 435 people were selected using cluster random sampling method. became Data were collected using Social/Emotional Competence Questionnaire (SECQ), Zhu and Ji (2012), Rio's academic participation (2013) and Anderson and Burke's (2000) quality of life at school. and were analyzed using the method of structural equations. The results of structural equation modeling analysis showed that social/emotional competence has a direct and significant role on students' quality of life in school (p<0.001). Also, social/emotional competence has a significant effect on students' quality of life in school indirectly through academic participation (p<0.001). Therefore, the results of the research show that academic participation can play a mediating role in the relationship between social/emotional competence and quality of life in school.

A Deep Look at Schools: Exploring Organizational Support from an Employee Perspective

marzieh mottaghi

The aim of this study is to investigate organizational support in educational institutions. The study population is elementary, junior high and senior high schools for girls and boys in District 15 of Tehran. The study sample includes 17 educational and administrative staff of schools (11 teachers, 3 assistants and 3 principals) and 3 experts in the field of human resources (an expert in charge of welfare and cooperation of the Education Department of District 15, an expert in women and youth affairs of one of the Education Departments and a manager of the Human Resources Development Department in a private company). This research was conducted using a qualitative and phenomenological method, in the form of semi-structured interviews, then the data were classified using open, axial and selective coding. The results of coding and data analysis indicate a major difference in the level of organizational support in the Education Department and other government institutions. Also, the analysis of the results indicates that many teachers do not have a precise definition of the concept of organizational support and mainly consider this category to include financial support and consider financial and welfare factors (male teachers) and emotional and financial factors (female teachers) to be the most influential factors on organizational support and its perception. Also, the data analysis indicates that the status and status of teachers in society in the past was much higher than it is now, and teachers enjoyed more support from students' parents and society, and all the people present in the study unanimously called for increased financial and judicial support. In this regard, fundamental changes in upstream documents and laws and training in organizational support and its components in in-service courses for teachers can greatly affect the creation of a supportive organization and culture in the education and training organization; such conditions can be effective in improving the morale and motivation of teachers in schools and return the lost status and dignity of teachers to them.

Performance Evaluation of Non-Profit-Non-Governmental Universities in Tehran Based on the EFQM Organizational Excellence Model Case Study: Non-Profit-Non-Governmental Khatam University

Yousef Mohebzadegan

The aim of the present study was to evaluate the performance of Khatam Non-Governmental-Non-Profit University based on the EFQM Organizational Excellence Model. The present research method was applied in terms of its purpose and mixed (quantitative-qualitative) in terms of data collection method. The statistical population of the quantitative part of this study consists of all managers, faculty members, employees, students, and the local community around Khatam University, who were selected based on stratified random sampling and Morgan table estimation. In the qualitative part, 9 experts and experienced individuals were selected to conduct interviews. The measurement tool in the quantitative part included three researcher-made questionnaires and the qualitative part was a semi-structured interview. Descriptive statistics indicators (mean, standard deviation, frequency distribution, and frequency distribution percentage) and one-sample t-test inferential statistics, and EFQM scoring logic were used to analyze the quantitative data. Content analysis method was used to analyze the qualitative data obtained from the interview. The findings showed that based on the results obtained, the priority and importance of the dimensions examined in the EFQM organizational excellence model criteria at Khatam University are as follows: 1. Leadership 2. Policy and strategy 3. Partnerships and resources 4. Employee results 5. Key performance results 6. Processes 7. Employees 8. Customer results and 9. Community results. The information obtained shows that out of the total EFQM model score of 1000 points, 693 points were obtained for Khatam University in this study, which is a significant score. In total, among the criteria examined, the "leadership" criterion has the highest score with an average of 3.80, and the "community results" criterion has the lowest average with an average of 2.46 among the criteria examined.