Educational Psychology

Abstract With the rapid expansion of social networking sites and the increasing amount of time spent on them, users are increasingly exposed to social pressures, constant comparisons with others, and heightened sensitivity toward physical appearance. University students, as one of the most active user groups, are particularly vulnerable to these influences. The present study aimed to examine the role of the Fear of Missing Out (FoMO) syndrome in predicting students’ social appearance anxiety and to analyze the mediating role of social loneliness.
This study employed a descriptive–correlational design. A total of 430 students from universities in Tehran were selected using convenience sampling. Data were collected using validated questionnaires measuring the Fear of Missing Out syndrome, social loneliness, and social appearance anxiety, and were analyzed through path analysis. The results indicated that the Fear of Missing Out syndrome not only had a direct effect on social appearance anxiety, but also indirectly increased it through heightened social loneliness. Model fit indices and bootstrap tests confirmed the significance of the proposed pathways.
The findings highlight the importance of interpersonal emotional mechanisms in the psychological consequences of social media use and emphasize that reducing fear of missing out and strengthening social relationships may be effective in preventing social appearance anxiety. By proposing an integrated model of fear of missing out, social loneliness, and social appearance anxiety, this study provides a valuable scientific basis for designing preventive and educational interventions in Iranian universities.

Abstract Academic resilience is one of the factors that act as a protective factor in the education process and maintain academic motivation and tenacity against difficult conditions. To increase the academic resilience of students, it is necessary to study and analyze the causes and factors that affect academic resilience. The present study was conducted with the aim of investigating the structural model of the mediating influence of achievement motivation in the relationship between social support and academic resilience of students. The design of the present research was correlational (based on the structural equation model). 456 students answered the research instruments including Academic Resilience Inventory (Samuels, 2004), Measure of Achievement Motivation (Hermans, 1970), and Multidimensional Scale of Perceived Social Support (Zimmet et al., 1988). The research results showed that social support significantly explains academic resilience and achievement motivation, and achievement motivation significantly explains academic resilience. Also, achievement motivation plays a mediating role in the relationship between social support and academic resilience.

Abstract The present study aimed to examine the relationship between the Dark Triad personality traits (psychopathy, Machiavellianism, and narcissism) and academic entitlement through the mediating role of academic ethics. This research was descriptive and correlational in nature and conducted using path analysis. The statistical population included all students of universities in Tabriz during the 2024 academic year. A total of 400 students were selected through convenience sampling and were assessed using the Dark Triad Personality Traits Questionnaire (Yousefi et al., 2021), the Academic Entitlement Scale (Chowning & Campbell, 2009), and the Academic Ethics Questionnaire (Golparvar, 2010). Data analysis revealed that psychopathy and Machiavellianism had a significant negative relationship with academic ethics, and along with narcissism, positively predicted academic entitlement. Furthermore, academic ethics showed a significant negative relationship with academic entitlement and mediated the relationship between psychopathy and Machiavellianism with academic entitlement. These findings suggest that dark personality traits can lead to maladaptive academic behaviors such as entitlement by weakening academic ethics. Accordingly, promoting academic values and strengthening academic ethics among students can serve as an effective strategy to reduce entitled attitudes in academic settings.

Abstract Guided by the organizational justice theory and emotional response theory, this study aimed to investigate students’ emotional and behavioral reactions to teacher injustice in an unexplored context, i.e., English as a foreign language (EFL) instruction. Employing a phenomenological design, the researchers collected data from a heterogeneous sample of 55 undergraduates studying English-related majors in Iran, using a free-response questionnaire. Analysis of qualitative data in MAXQDA through an inductive approach to thematic analysis presented two themes: (1) Emotional Reactions and (2) Behavioral Reactions to classroom injustice. Particularly, experienced injustice evoked students’ negative affect, reflecting their undermined psychological self-image (e.g., feeling worthless, weak), undesirable internal feelings (e.g., feeling hopeless, frustrated, anxious), dejection with how the teacher interpersonally treated them (e.g., feeling discouraged, disregarded, embarrassed), and lowered attitude toward the subject, teacher, and educational system. Furthermore, teacher injustice was powerful enough to influence students’ academic conduct as they demonstrated a range of passive (e.g., silence, acceptance, inaction), debilitative (e.g., complaining, demotivation, talking angrily), and facilitative behaviors (e.g., defending one's rights, behaving respectfully). Findings of this study imply that, as a core professional trait, justice should permeate all aspects of teacher demeanor because its absence diminishes the affective and social climate of the classroom. Thus, it is necessary that educational administrators set a systematic system of monitoring teacher inconsistent grading, favoritism, and bias, aiming for professional development rather than punitive control. As a result, regular teacher-training courses can be held for teachers who fail to follow the justice principles set by the educational institution.

Abstract the present study aimed to examine the effectiveness of narrative creativity training on decision-making and self-efficacy among these students in Astaneh-ye Ashrafiyeh during the 2024–2025 academic year. It was a quasi-experimental study conducted with a pre-test and post-test design with a control group. The study sample included 24 students with ADHD symptoms selected, and randomly assigned to experimental and control groups. The experimental group received narrative creativity training in five 45-minute group sessions conducted in person, while the control group received no training or intervention. The research utilized the Conners' Parent Rating Scale (1970), the Morris Self-Efficacy Questionnaire (2001), and the Iowa Gambling Task (1999) during both pre-test and post-test phases. Data were analyzed using univariate and multivariate analysis of covariance (ANCOVA). The results indicated that narrative creativity training led to improved decision-making and increased self-efficacy in students with ADHD symptoms. These findings suggest that narrative creativity training can be used alongside other therapeutic methods to enhance decision-making, reduce ADHD symptoms, and increase self-efficacy in students.

Abstract Job engagement, as a positive motivational state characterized by vitality, dedication, and immersion in work, is a key factor in improving individual and organizational performance among school administrators and teachers. This positive psychological state not only leads to increased productivity and creativity, but also helps create an inspiring and energetic atmosphere in schools. Therefore, the present study was conducted with the aim of identifying and analyzing the causes and consequences of job engagement among school administrators and teachers in Ilam province. The present study is an exploratory research in terms of its purpose in terms of data collection. Also, this research is a mixed qualitative and quantitative research based on the inductive deductive philosophy. The research population is experts in the field of management and human resources who were selected using a purposive sampling method based on the principle of theoretical adequacy. The data collection tool in the qualitative part is an interview, the validity and reliability of which was confirmed using content validity and theoretical validity and the intra-coder and inter-coder reliability methods. Also, the data collection tool in the quantitative part is a questionnaire, the validity and reliability of which was confirmed using content validity and test-retest reliability. Qualitative data were analyzed using the content analysis method and quantitative data were analyzed using the fuzzy cognitive map method.

Abstract The current research was conducted with the aim of investigating the impact of the implementation of the transformational reading plan on students' reading and writing skills. The statistical population of the research included all the female students of the second grade of elementary school in the 4th district of Karaj in the academic year of 1402-1403, from which 50 people (25 people in the experimental group and 25 people in the control group) were selected using available sampling method. . The research tool included tests for learning reading skills and writing skills created by the researcher, which measured the components of reading skills (reading, fluency, reading comprehension) and the components of writing skills (word writing, sentence writing). Contract. First, reading and writing skills were taken from the experimental and control groups, then the reading development plan was implemented in the experimental group for 8 sessions, and to check the amount of changes in the research groups, the reading and writing skills were taken from each post-test. Two groups were taken. Analysis of covariance test was used to analyze the data. The results of covariance analysis showed that Khana's transformation plan was effective on students' learning of reading and writing skills and the experimental group had better performance than the control group

Abstract Adolescence, as a critical stage of human development, plays a vital role in shaping personality, motivations, and individual behaviors. The role of basic psychological needs as a mediator in the relationship between strength‑based parenting and academic behaviors is a topic that can enhance the understanding of how parenting influences adolescents’ academic behaviors. This correlational study was conducted using structural equation modeling. The statistical population included all high school students in District One of Tehran during the 2023–2024 academic year, of whom 375 students (193 girls and 182 boys) were selected through convenience sampling. Participants completed the Strength‑Based Parenting Scale (Jach et al., 2018), the Basic Psychological Needs Scale (La Guardia et al., 2000), and the Health-Oriented Academic Lifestyle Behavior Scale (Salehzadeh et al., 2017). The data were analyzed using structural equation modeling, and the results indicated that the proposed model had a good fit with the data. Additionally, basic psychological needs played a significant mediating role in the relationship between strength‑based parenting and both types of academic behaviors, such that strength‑based parenting strengthened productive academic behaviors and reduced unproductive academic behaviors through the satisfaction of basic psychological needs. Overall, the findings emphasize that strength‑based parenting, by enhancing adolescents’ basic psychological needs, can play a crucial role in improving their academic performance and educational well-being.

Abstract The aim of this study was to develop a model explaining adolescents’ meaning-making based on family mechanisms. Considering the importance of adolescence in shaping individual and social identity, the research sought to provide a comprehensive model of meaning-making processes. This study employed a qualitative approach using grounded theory according to Strauss and Corbin’s method. Data were collected through semi-structured interviews with 22 adolescents aged 15 to 18, including 12 boys and 10 girls. Purposeful sampling was applied to cover diverse family and social experiences, and data analysis was conducted in three stages: open, axial, and selective coding. The findings revealed that the extracted axial codes included family meaning-making processes, family meaning-making context, cultural–social meaning-making context, internal capacities for sustaining meaning, transformation of family interactions, erosion of family value–cultural systems, semantic erosion and inner stagnation of adolescents, environmental–social pressures, inner reconstruction of meaning, family meaning-oriented processes, social and cultural meaning-oriented connections, individual outcomes of meaning-making, family outcomes of meaning-making, and cultural–social outcomes of meaning-making. These categories together outlined a model showing that adolescent meaning-making is a dynamic and multilayered process influenced by family mechanisms, cultural–social contexts, and internal capacities. The overall conclusion indicates that the family serves as the primary context for adolescent meaning-making, and attention to family mechanisms can provide effective strategies for enhancing psychological well-being, identity coherence, and social capital among youth.