Educational Psychology

Abstract With the increasing expansion of e-learning, the importance of aesthetics and visual design in creating effective, engaging, and enjoyable learning experiences is felt more than ever. While numerous studies have examined the technical and content-related components of e-learning, the direct application of these concepts in the context of e-learning has received less attention. One of the main reasons for this gap is the lack of clear and practical definitions of aesthetics and the necessary awareness in this area.This research aims to clarify the concepts and processes of using visual aesthetics to enhance the e-learning experience through broad research methods. A literature review in this field indicates that visual aesthetics in e-learning refers to a set of design principles aimed at creating effective interaction between the user and the system, facilitating the learning process.The findings of this research show that appropriate choices of colors, fonts, images, and layout of visual elements in content design, user interface, and e-learning environments can creatively impact not only visual appeal but also significantly influence cognitive, emotional, and motivational aspects of learning. The results of this research can serve as guidance for designers of e-learning environments.

Abstract The purpose of this research was to design mobile learning based on the STEAM approach and to determine its effect on students' learning in sixth-grade mathematics. The research was applied as quantitative and quasi-experimental in the form of a pre-test and post-test design with a control group. The statistical population of the research was all sixth-grade students of Gorgan city in the academic year of 2022-2023. Using the available sampling method, 70 people were selected as a sample, and randomly 35 people were in the control group and 35 people were in the experimental group. A researcher-made test was used to collect the data. Covariance analysis was used to analyze quantitative data and test hypotheses. The findings indicate that the difference between the post-test scores in the two experimental and control groups in the year math course's learning levels (analysis, evaluation, and creation) is significant. Therefore, the design of mobile learning based on the STEAM approach affects the learning of sixth-grade elementary students in mathematics.

Abstract This study aims to examine the trends and intellectual structure of sex education studies based on articles indexed in the Web of Science database. By performing bibliometric analysis on the published articles in this field, the changes and advancements in sex education are investigated. In a descriptive-analytical study, 1556 academic resources on the topic of sex education were retrieved from the Web of Science database through title search and analyzed bibliometrically. Data analysis was conducted using the database’s tools and VOS viewer software. The retrieved sources covered scientific productions from 1909 to 2021. The study results indicate an upward trend in the publication of articles in the field of sex education over the past decade, with the highest number of articles (190) published in 2019. The majority of publications in this field were original research articles (62.61%) and predominantly from the United States (38.68%). The studied documents revealed that concepts such as educational research, occupational health in the public environment, and psychology are among the most prevalent areas in international sex education research. The co-authorship network of journals on the topic of sex education was mapped into six clusters with a total of 393 co-authorships. Over time, the focus of sex education research has shifted from topics related to pregnancy prevention and sexually transmitted diseases to more complex issues such as sexual identity formation and the prevention of psychological harm. This evolution in keywords reflects a change in perspective and an expansion of research scope in sex education, moving from an initial focus on health issues towards a deeper and more comprehensive understanding of the psychological and social aspects of the field. This trend highlights the need for innovative educational and research approaches to address new challenges in sex education.

Abstract Parents face many stresses and strains throughout their lives, one of which is the stress related to their children's education. Changing societies and intensifying the pressure to succeed in education doubles the importance of empowering parents to manage stress related to their children's education. Therefore, the current research is done based on parents' experiences with the aim of developing and validating the model of stress management related to children's education. This research was conducted with a qualitative approach (grounded theory). For this purpose, the parents (father or mother) of the students studying in the second secondary level were selected from among the 22 districts of Tehran in 2023 using the convenience method. Three districts 1, 9, and 22 of Tehran were selected, and then 18 parents were interviewed using semi-structured interviews based on the principle of theoretical saturation. After coding, the paradigm model extracted from the findings was drawn. The findings of this research were able to present the causal, contextual, intervening conditions, action/interaction strategies and consequences of the strategies in the form of a paradigmatic model. Then, using the Content Validity Index, the resulting model was validated. The findings of this research showed that the stressful components related to children's education were categorized in the form of three categories of components focused on children, parents, and external factors. Effective strategies in stress management were also conceptualized in the form of five categories of cognitive strategies, intra-family strategies, behavioral strategies, parental role management strategies, and strategies related to external resources

Abstract In the present study, with the aim of determining the effectiveness of interventions based on emotional and social skills and identifying multiple moderators in this field of study, the meta-analysis method was used. After specifying the entry and exit criteria, intervention efforts based on emotional and social competence programs were extracted from the databases, and in this way, 30 studies and 162 effect sizes were selected for the final analysis. The data of the present study were analyzed using the second edition of comprehensive meta-analysis software (CMA2). The results of the data analysis showed that the overall effect size of interventions based on emotional and social competencies on teachers' emotional well-being was 0.598. Also, the results of the analysis showed that there is a significant difference between the effect size of the studied studies according to the gender of the participants, the number of training sessions, and according to the components of the dependent variable. In general, the results showed that although educational interventions based on emotional and social skills have an effective role in increasing the emotional well-being and reducing the psychological disturbance of teachers; focusing on the explanatory role of some moderators such as the target community, the nature of the dependent variables and the number of training sessions has a decisive role.
Key words: meta-analysis, moderators, emotional and social competences, emotional well-being

Abstract The purpose of this research was to present a cyberbullying prevention model based on the participation of students, schools, and parents. The approach of this research was theory-generating meta-synthesis, a systematic search of sources in databases was done and according to the exclusion criteria, 67 original articles were selected. First, 66 open codes were extracted, and then based on similarities, conceptual relationships, and common characteristics between the open codes, 17 axial codes included people (such as parents, counselors, etc.), intervention programs (including special programs for students, such as intervention based on martial arts, preventive intervention, etc.), students (such as promoting and increasing empathy, promoting personality development, etc.), capabilities created in others (such as increasing teachers' awareness and increasing the role of parents in supervision, etc.), emotional-psychological consequences (such as creating a supportive environment, improving social support, etc.) and social consequences (such as reducing the impact of cyberbullying, reducing victimization in cyberbullying, etc.) were determined, and finally, the cyberbullying prevention model based on the participation of students, schools and parents model developed and the validation of the model findings was done using the reliability and transferability techniques. Based on the available findings, it can be said that in order to empower students against cyberbullying, it is necessary to raise their own awareness and raise awareness and support of parents and teachers, administrators and school counselors, along with the use of special programs and software to prevent and train cyberbullying.

Abstract The present qualitative research was conducted with the aim of explaining the perception and attitude towards procrastination and its factors (contextual, continuous and revealing) in students. This study was conducted using the grounded theory method. First, the prevalence of procrastination was analyzed among the students of the Persian Gulf University in the academic year 2023-2024, and students whose grades were two standard deviations higher than the average were identified as procrastinators. Then, using a semi-structured interview, necessary information was collected from 22 procrastinating students. The findings in the perception and attitude of procrastination show two main categories (negative and positive) and seven primary concepts (delay in performing tasks, personality traits, burnout, negative emotion, self-blame, temporary positive attitude, and having confrontational thoughts). They gave Procrastination factors from three main categories (contextual, sustaining and revealing factors) and twelve primary concepts (personality characteristics, family, parenting style, low self-esteem, virtual space, burnout, lifestyle, corona era, educational background, communication with others, adolescence and career field) were formed. The stable personality, family and motivational patterns of the central class shaped the current findings. These findings have important practical implications in understanding the personality, family, and motivational profiles of procrastinators.

Abstract The purpose of this research was to investigate the relationship between conscientiousness and math academic achievement with the mediation of emotional intelligence and the moderating role of autonomy. The current research was correlational. The statistical population of this research was all the female students of the first secondary level in the 14th district of Tehran in the academic year of 2001-2001 (N = 8858). A voluntary sampling method was used. All of them completed Neo's five-factor personality questionnaire (Costa & McCare, 1985), Schering's emotional intelligence (1996), Psychological Need Satisfaction Scale (La Guardia et al., 2000), and Pham and Taylor's (1994) academic achievement questionnaire. Hypotheses were tested with a path analysis model and conditional process analysis. The findings showed that conscientiousness had a direct structural effect on emotional intelligence and academic achievement in mathematics. Emotional intelligence had a direct structural effect on math academic achievement. Emotional intelligence played a mediating role in the relationship between conscientiousness and math achievement. The moderating role of autonomy in the relationship between conscientiousness and math achievement was confirmed. The highest relationship between conscientiousness and academic achievement was at low levels of autonomy. As autonomy increased, the relationship between conscientiousness and mathematical achievement became weaker. As a result, the antecedents of mathematical progress have complex structural relationships. Emotional intelligence and autonomy along with conscientiousness played an effective role in math progress. The practical implications of the findings were discussed.

Abstract The aim of this study was to investigate the relationship between cognitive emotion regulation strategies and test anxiety with the mediation of resilience among teacher-students. The study method was descriptive correlational. The statistical population of the study included all teacher-students of Farhangian University in Tehran, 400 of which were selected through the Convenience Sampling method. After removing incomplete answer sheets, the sample size was 370 including 220 women (59.46%) and 150 men (40.54%). In order to collect data, Sarason’s test anxiety scale (Sarason, 1957), Cognitive Emotion Regulation Questionnaire (Garnefski & Kraaij, 2006), and Connor- Davidon’ Resilience Scale (Connor & Davidon, 2003) were implemented on them. The collected data were analyzed using multiple regression and path analysis. The multiple regression results showed that self-blame, acceptance, rumination, positive reappraisal, and catastrophizing significantly predict test anxiety. In a similar way, psychological resilience as a predictor significantly predicted test anxiety negatively. Path analysis was performed to investigate the mediating effect of the psychological resilience variable. According to the results of the regression analysis, the direct effects of Positive refocusing, refocusing on planning, putting into perspective and other blame were not significant. These findings highlight the importance of focusing on the mediating role of resilience and cognitive emotion regulation strategies. Resilience training interventions may be developed to help psychologists in order to support students encountering anxiety during the test.