Institute of Educational

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Introduction:
In recent years, flipped learning has been able to continuously open its position as a new and effective educational method in Iran's educational system, and with the emergence of the Corona epidemic, teachers and educational institutions welcomed this style of education, which transformed the traditional method of education. On the other hand, in order to develop and improve self-management skills, it is necessary to have a new and revolutionary view of learning methods.
Due to the importance of covering the needs of learners and their participation in the teaching-learning process, using the digital world and using technology in creative ways, as well as due to the large amount of subject knowledge and little time for teaching in the classroom, should go beyond traditional methods and seek to develop and strengthen students' academic skills, including academic participation and self-management skills. On the one hand, the importance of self-direction and active participation in learning, especially in courses such as mathematics and the inefficiency and weakness of traditional methods in the teaching and learning process, and on the other hand, considering the few studies in the research background, especially in Iran in There is the case of flipped learning and self-directed learning and the factors affecting it, so the question of the current research is how effective is flipped learning on the academic progress and self-directed thinking of sixth grade students in mathematics.
Method:
The current research is a quasi-experimental study that was carried out with the participation of two experimental and control groups in the academic year of 2021-2022. The statistical population of this research was sixth grade female students of district 12 of Tehran. In this study, 60 sixth grade female students participated as a sample, and the students were selected based on the available sampling of Roshan Gar Shahid School in District 12. To carry out this research, students were selected based on the evaluation results of the first semester and basic education. To carry out this research, students were selected based on the evaluation results of the first semester and basic education. The selected students were randomly divided into two experimental groups (30 people) and control group (30 people). First, the questions of the pre-tests were provided to the students, and after the implementation of the test, the teaching program using the flipped learning method was implemented for the experimental group in 8 weeks, and the control group learned the math lesson in the traditional method (lecture, question and answer). After the end of the flipped training course, the post-test questions were given to the experimental group students and then the collected data were analyzed.
Results and Discussion
The results of this research, as shown in the previous chapter, indicated that the flipped teaching method improves the level of self-management of students as well as their academic progress in the sixth-grade mathematics course. The increase in students' self-directedness in the flipped classroom can be justified by the fact that such a learning environment requires students to manage a high degree of self-directedness in order to effectively complete their tasks (Azevedo & Cromley, 2004). In fact, although the students did not have the background of mathematical knowledge about the taught subjects, they find more confidence in doing a mathematical task in the flipped class. This conclusion is in line with previous research and is consistent with its results (Ferla et al., 2009; Rimal, 2001; Song, 2010).
Examining how students learn in a flipped learning environment should be the focus of future flipped classroom studies. Research in this area is important because although the flipped classroom is considered a promising educational approach, a theoretical understanding of how students learn in this environment is still developing. In order to advance the theoretical understanding of the learning process involved in the flipped classroom learning environment, research is needed that empirically examines factors related to academic learning, such as prior knowledge and self-directed factors, and considers the use of learning strategies. The results of this study showed that self-direction can contribute to students' success in the flipped classroom, especially in the flipped math classroom.
 

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Background and purpose: Since bullying can severely affect the psycho-social, academic, and even physical health of all the children involved especially the victims, the present study aims to determine the effectiveness of the Elvis intervention program in reducing bullying among elementary school students. Except for the first grade, the city of Khalidabad was conducted in the academic year 97-98. Method: The current research was semi-experimental with a pre-test, post-test design, and a control group. For this purpose, among 244 students, 30 students were selected using the available sampling method and were randomly placed in two experimental and control groups. After that, the revised Bully-Victim Questionnaire of Olweus (1996) was implemented as a pre-test for all students, and then the Olweus intervention program was taught to the experimental group separately, and at the end, the post-test was implemented. Findings: The obtained data were analyzed by covariance analysis and SPSS software. The findings indicated the effectiveness of Olweus's anti-bullying program in reducing the bullying of experimental group students (p<0.05). Conclusion: According to this finding, it is suggested that implementing anti-bullying programs comprehensively at the level of the country's schools should be considered by education officials.
 

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The present study aimed to investigate the effect of dynamic mental preparation training on perceived cognitive load and determination in second-year high school students in Arak. The research design was a quasi-experimental pre-test-post-test with a control group. The statistical population of the study was all male second-year high school students in Arak with low socioeconomic status in the academic year 1402-1403. The Cochran formula was used to determine the sample size, so the research sample was 40 male second-year high school students in Arak with low socioeconomic status who were selected in three stages as multi-stage clusters and randomly assigned to two experimental and control groups. The intervention program was carried out for 1 month, including 8 sessions (30 minutes each) on the experimental group. To collect data, cognitive load questionnaires (Klepsh et al., 2017) and perseverance and stability questionnaire (Duckworth and Quinn, 2009) were used. Data analysis was performed using the covariance method using SPSS-24 software. The results of the analysis of covariance test showed that training in dynamic mental preparations was effective on perceived cognitive load and determination (p<0.01). Therefore, training in dynamic mental preparations for high school students seems necessary.

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The purpose of this study was to compare the organization of identity and lifestyle in Teenagers with and without a tendency to modern Korean music in Tehran. For this purpose causal-comparative descriptive method was used to compare independent groups. The research population included Teenagers living in Tehran in the first half of 2024. The sample selection method was convenience sampling, which was collected from the city of Tehran. The method of accessing the samples was through the test implementation system and in-person visits. Sample size: It included 280 Teenagers, including 140 Teenagers who were fans of the BTS music group (70 girls and 70 boys) and 140 Teenagers who were not fans. The age range of Teenagers was between 12 and 18 years. Data were collected using two questionnaires: the Objective Assessment of My Identity (EOM-EIS2), Adams and Bennion (1986), and the Modern Lifestyle Questionnaire by Rasoulzadeh Aghdam et al. (2015). The data were analyzed using the analysis of variance test in SPSS software. The findings of this study showed that there is a significant difference between the organization of identity and lifestyle in Teenagers with and without a tendency to Korean music. In this way, there is a difference between the total score of organization of identity and modern lifestyle between the two groups with a tendency to BTS and without a tendency to BTS. The difference between the two groups was confirmed in terms of the dimensions of organization of identity and it was found that the group with a tendency to BTS showed a higher mean in the dimensions of Foreclosure, identity achieved than the group without a tendency to BTS. The difference between the two groups was also confirmed in terms of the dimensions of modern lifestyle and it was found that the group with a tendency to BTS showed a higher mean than the group without a tendency to BTS in the styles related to fashion, attitude and how to spend leisure time. According to the findings, it can be concluded that there was a significant difference between the lifestyles of Teenagers with and without a tendency to BTS in Tehran.
 

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The present study aimed to examine the role of academic identity in predicting academic competence among female high school students in Sabzevar, with the mediating role of mindfulness. The research employed a descriptive–correlational design based on structural equation modeling. The statistical population consisted of all female students in the second cycle of high school in Sabzevar, from which 362 participants were selected through convenience sampling. The research instruments included the Academic Identity Questionnaire by Was and Isaacson (2008), the Academic Competence Evaluation Scale by DiPerna and Elliott (1999), and the Five Facet Mindfulness Questionnaire by Baer et al. (2006). The findings indicated that, in terms of direct effects, the achieved academic identity style had a significant positive relationship with academic competence, whereas the diffused style showed a significant negative relationship. The moratorium style did not have a significant direct effect, while the foreclosed style demonstrated a weak but significant positive effect. Regarding indirect effects, the achieved style positively predicted academic competence through increased mindfulness, whereas the moratorium and diffused styles negatively predicted academic competence through reduced mindfulness. The indirect effect of the foreclosed style via mindfulness was not significant. Overall, the results highlighted that academic identity—particularly the achieved style—plays a decisive role in predicting academic competence, with mindfulness serving as a partial mediator in this relationship.

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The aim of the present study was to investigate the role of belonging to school, parenting styles and basic psychological needs in predicting students' academic engagement. The current research is applied in terms of purpose and descriptive-correlation based on the data collection method. The statistical population of this research included all the male students of the first secondary level of Piranshahr city in the academic year of 1402-1403, and 327 people were selected as a sample using Cochran's formula with cluster random sampling method. The tools for collecting information in this research are the standard questionnaires of Fredericks et al.'s academic engagement (2004), the sense of belonging to school, Barry, Betty and Watt (2004), parenting methods of Baumrind (1991) and the basic psychological needs of Desi and Ryan ( 2000) were To test the relationship between research variables, Pearson's correlation coefficient and multiple regression analysis were used. The results of the Pearson correlation coefficient test showed that there is a positive and significant relationship between the feeling of belonging to the school and the students' academic involvement (r=0.574); There is an inverse and significant relationship between permissive parenting style and authoritarian style with academic involvement in students (r=-0.477) and (r=-0.485). There is a positive and significant relationship between assertive parenting style and academic involvement in students (r=0.607). There is a positive and significant relationship between basic psychological needs and academic involvement in students (r=0.393). The results of the regression analysis showed that the feeling of belonging to school, permissive style, autocratic style, decisive style and basic psychological needs with beta coefficient of 0.332, -0.170, -0.277, 0.508 and 0.175 respectively. They played a role in predicting students' academic conflict.

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The aim of the present research is to design a model of educational board games. The research method was systematic review. The community includes valid national and international sources and documents on the subject of research in both Persian and English. The sampling method was purposive and criterion-based, selected through searches in the databases of Eric, Emerald, Wiley, Science Direct, Taylor & Francis, and general searches on the internet using Google and Google Scholar between the years 2015 and 2023. For data analysis in this section, open coding, axial coding, and selective coding were employed using Atlas Ti software. Additionally, to validate the desired model, a Delphi method survey was conducted with 15 experts, and after several rounds of data exchange, the final model was ultimately approved. The results of the present research include 6 main categories, 16 subcategories, and 56 sub-subcategories. The main categories include design, which encompasses preliminary design and mechanics; production, including resources, initial implementation, small group execution, and feedback; execution, consisting of preparation and gameplay or user experience; evaluation and validity, which includes educational discourse, player feedback, and final feedback from the game developer; publication, covering final production, customization capability, and development and improvement; and analysis, which involves the game developer's perspective, audience analysis, context, and curricular requirements.
 

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Finding meaning from life experiences is one of the main goals of the Philosophy for Children program, which was designed by Matthew Leppiman and is implemented and followed in the research community. In this article, the presuppositions of Lipman's meaning making in the research community are explained and criticized.  Criticism of these presuppositions is done based on the approach of Richard Rorty's neopragmatism. Because he is considered one of the important pioneers in the field of criticism of the tradition of western philosophy.. In order to advance this research, we try to answer three questions: 1- What are the presuppositions of finding meaning in the research community? 2 What is Rorty's opinion about these assumptions? 3- Based on the perspective of Rorty's neopragmatism, what are the criticisms on the presuppositions of finding meaning in the research community? ? Due to the criticality of the current research, the method of developmental criticism has been used to criticize the methods of finding meaning in the research community, and the method of content analysis has been used to explain the presuppositions of finding meaning in the research community and also to reveal the foundations of Lipman and Rorty's thought. The findings of the research indicate that Lippmann's dual pragmatist-realist epistemology, his definition of rationality and having a purely instrumental view of language is the point of contrast between his thoughts and Rorty. From Rorty's point of view, the subject of philosophy should be inclined from epistemology to culture, and meaning should be examined as culture. He is of the opinion that language should be considered as an important element, not just as a tool to talk and communicate with others. Therefore, relying on Rorty's thoughts, Lipman's presuppositions of meaning making in the research community need to be fundamentally revised and reconsidered.
 

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Background: Storytelling has a special role in curriculum and provides real and practical experiences for the pupils. Purpose: The purpose of this study was to investigate the effect of storytelling based of skill training on anger control and reduction of behavioral problems in preschool children. Method: The purpose of this study was quasi-experimental with pre-test, post-test, and follow-up with control group. Statistical population is all preschool children. From the target population, 20 children with behavioral problems were selected using available questionnaire results and were randomly assigned into two experimental and control groups. The experimental group received twelve sessions of treatment program and the control group followed its normal schedule. Data were analyzed by repeated measures.Results: The results showed that storytelling based on skill training had a positive effect on the aggressive thoughts, feelings and behavior of preschool children. It also reduced behavioral problems in preschool children. The results of this study also showed that the positive effect of intervention on reducing behavioral problems and anger control was stable over time.
Conclusion: These findings show that storytelling is a simple, hassle-free and inexpensive way of teaching skills and intervention for preschool children.
 

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The present study was conducted with the aim of investigating the mediating role of intentional organizational forgetting in the relationship between distributed leadership and organizational flourishing among elementary school teachers in Aslandooz city. The research employed a descriptive-correlational design of the structural equation modeling (SEM) type. The statistical population consisted of 254 elementary school teachers in Aslandooz, from which, based on Morgan’s table, 153 individuals were selected using simple random sampling. Data were collected using the Distributed Leadership Questionnaire, the Organizational Flourishing Questionnaire, and the Intentional Organizational Forgetting Questionnaire. Structural equation modeling was employed for data analysis. The results indicated that the direct effect of distributed leadership on organizational flourishing was statistically significant. Moreover, the indirect effect of distributed leadership on organizational flourishing through the mediating variable of intentional organizational forgetting was also significant, indicating a positive impact of distributed leadership on organizational flourishing. Additionally, the path coefficient between distributed leadership and intentional organizational forgetting revealed a positive influence of distributed leadership on intentional organizational forgetting.