Showing 43 results for Student
Faezeh Sadat Hosseini, Maryam Mohsenpour,
Volume 18, Issue 52 (3-2026)
Abstract
The present study aimed to identify the mediating role of academic boredom in the relationship between school climate and academic engagement of high school students. This was a descriptive correlational study (structural equation model). The statistical population was female high school students in public schools in Mashhad in the academic year 1403-1404, of which 368 were selected through cluster random sampling. The research tools included the School Climate Scale by Lee et al. (2017), Sharp et al.'s Academic boredom (2021), and Rio's Academic Engagement (2013). The results showed that school climate and academic boredom have a direct effect on academic engagement, and school climate has a direct effect on academic boredom. Also, school climate can predict academic engagement through the mediation of academic boredom
. In addition, academic boredom and school climate explain 43% of academic engagement, of which 32% is explained by school climate and 11% by academic boredom (P<0.001). Based on the research findings, creating a positive atmosphere in schools can play an effective role in reducing academic boredom and increasing students' academic engagement; therefore, it is suggested that those involved in the education system, by improving the school atmosphere and strengthening positive relationships between students and teachers, provide conditions to reduce academic boredom and increase students' academic engagement.
Mrs Esmat Motaharnezhad,
Volume 18, Issue 52 (3-2026)
Abstract
Objective: Academic procrastination is a common challenge among students that can affect their quality of learning, motivation, and future professional performance. The aim of the present study was to analyze the lived experiences of student teachers of academic procrastination and identify the factors affecting it. Method: This study was conducted with a qualitative approach and Van Manen's analytical phenomenological method. The field of the present study included all student teachers of Farhangian University in the academic year 1403-1404, and 10 student teachers were selected using purposive sampling and data saturation criteria. Data were collected through in-depth semi-structured interviews. Data analysis was conducted in six steps based on Van Manen's perspective. In this process, 127 initial codes were extracted and after removing repetitive codes, 96 basic themes, 14 organizing themes, and finally 3 overarching themes were obtained. Findings: The results of the analyses showed that the three overarching themes of this study included internal pressures and academic self-concept, environmental and structural factors, and coping strategies and reactions. The findings of this study showed that a combination of individual factors (such as low self-efficacy and performance anxiety), environmental factors (such as educational structure and social relationships), and lack of skills in applying effective coping strategies play a role in the emergence and persistence of academic procrastination. Conclusion: The results of the study emphasize the necessity of designing educational and counseling programs at Farhangian University that can help improve self-regulation skills, time management, promote academic motivation, and use effective coping strategies to eliminate or reduce procrastination in student teachers with a multi-level approach.
Dr Masoomeh Moghimi, Dr Masoomeh Matoor, Mrs Zahra Saeed Dehaghi,
Volume 18, Issue 52 (3-2026)
Abstract
This study aimed to investigate the effectiveness of cultural programs emphasizing religious occasions among female students in the second level of primary education in Qarchak County. A quasi-experimental comparative design was used. The statistical population consisted of all female students at the second level of primary education in Qarchak County. Based on the Krejcie and Morgan sampling table and through random cluster sampling, 215 individuals were selected as the sample and responded to the Religious Attitude and Religiosity Scale by Khodayari et al. The data were analyzed using frequency distribution tables, mean and standard deviation, and the non-parametric Mann–Whitney U test. Based on the findings, there was a significant difference between the group that received cultural program training and the comparison group in the variables of religious belief and religious behavior, with the trained students showing higher mean scores. However, in the variables of religious affect and social pretense, the difference between the two groups was not statistically significant.
