Educational Psychology

Abstract The purpose of this study was to predict subjective vitality based on resilience mediated by moral intelligence of undergraduate students at Bu-Ali Sina University. The research design was descriptive and correlational with structural equation (regression) technique. The study population was all 6701 undergraduate students of Bu Ali Sina University in Hamadan during the academic year 2018-19. Statistical sample was 364 persons using Morgan (1970) table. The statistical sample was selected by using the relative stratified random method with the classification of students by gender and college. Required data were collected by Ryan and Friedrich (1997) Subjective Vitality Questionnaire, Conner & Davidson (2003) Resilience Questionnaire, and Lenik & Kiel Mental Intelligence Questionnaire, using linear regression in the modeling context. Structural equations were analyzed using SPSS and AMOS version 21 software. The results of the estimation of the research model showed that the total resilience of 0.491 units had a positive and direct effect on explaining the variance of subjective vitality (p <0.01). But regarding the indirect effect of resilience on mental vitality through moral intelligence, the results showed that resilience through moral intelligence had a negative and significant effect on mental vitality by -0.119 units (p <0.05). Also, resiliency had a positive and direct effect (0.68) on explaining the variance of mental vitality and 0.71 on explaining the variance of moral intelligence (p <0.01). Finally, moral intelligence had a negative effect of -0.270 units on explaining variance of subjective vitality (p <0.05).
Findings and Conclusion: The results of the research model estimation showed that resilience as a whole has a direct effect of 0.491 units in explaining the variance of the mental vitality variable (p<0.01). However, regarding the indirect effect of resilience on mental vitality through moral intelligence, the results showed that resilience through moral intelligence has a negative and significant effect of -0.192 units on mental vitality (p<0.05). Also, resilience has a direct effect of 0.68 units in explaining the variance of mental vitality and a direct effect of 0.71 units in explaining the variance of moral intelligence (p<0.01). Finally, moral intelligence has a negative and inverse effect of -0.270 units in explaining the variance of mental vitality (p<0.05).

Abstract Executive functions are recognized as a set of higher-order cognitive processes responsible for controlling, monitoring, and regulating goal-directed behaviors. The present study was conducted with the aim of comparing planning–organization and wisdom between individuals who have memorized the entire Quran and typical individuals. The statistical population consisted of two independent groups: full Quran memorizers registered in the Central Dar-al-Quran Information Bank of Tehran Province, and a comparison group of typical individuals matched in age and educational level, selected through convenience and voluntary sampling. The Wisconsin Card Sorting Test was used to assess planning–organization, and the Ardelt Wisdom Scale was employed to measure wisdom. Multivariate analysis of variance (MANOVA) was used for data analysis. The findings revealed that Quran memorizers demonstrated significantly higher performance in executive function indices, specifically planning–organization, compared to the control group. Furthermore, results indicated that the level of wisdom was significantly higher among the memorizers relative to the comparison group. These findings suggest that memorizing the Holy Quran may contribute not only to cognitive enhancement but also to the development of wisdom. The results of this study can be utilized in designing educational and developmental interventions aimed at improving cognitive functioning and fostering wisdom at both individual and societal levels.

Abstract This study aimed to investigate the structural model of the relationship between mindfulness and socio-emotional competence, with the mediating role of executive functions, among secondary school students with low academic performance. The research followed a descriptive-correlational design, and the statistical population consisted of second-level high school students in Khoy during the 2023–2024 academic year. A multi-stage cluster sampling method was employed, and 330 students were selected. The research instruments included the Socio-Emotional Competence Scale, the Barkley Deficits in Executive Functioning Scale (BDEFS), and the Five Facet Mindfulness Questionnaire (FFMQ). Data were analyzed using Pearson correlation and structural equation modeling (SEM) via SPSS version 26 and AMOS version 21. The data analysis revealed that mindfulness had a significant negative effect on socio-emotional competence (β=-0.251) and on executive functions (β=-0.494). Furthermore, executive functions showed a significant negative effect on socio-emotional competence (β=-0.457). The analysis of indirect effects indicated that mindfulness had a significant positive indirect effect on socio-emotional competence through executive functions (β=0.226, P=0.003). Based on these findings, it can be concluded that mindfulness and executive functions play a significant role in the socio-emotional competence of students with low academic performance, and enhancing these cognitive and emotional capacities should be a key focus in psychological interventions.

Abstract Puberty is a period of various challenges. Despite the importance of this period and its physical, psychological, and social effects, puberty anxiety has been less studied as a specific type of anxiety that students experience on the verge of entering adolescence and adopt different strategies to cope with it. This study aimed to investigate the perception of puberty anxiety and coping with it in adolescent students. This study was conducted using a qualitative and content analysis method, and data were collected through semi-structured interviews with 16 adolescent students who were selected through purposive sampling. Data obtained from interviews were divided into nine main themes. These themes were organized into three general categories: factors underlying puberty anxiety, strategies for constructively dealing with puberty anxiety, and the role of peers in stabilizing or transitioning from puberty. Finally, the core category of “constructive coping strategies based on underlying factors and the role of peers” was obtained. The findings of this study indicate that increasing awareness and education about puberty changes, empathetic and facilitative relationships, and creating supportive environments can play an important role in reducing puberty anxiety and helping adolescent students successfully transition from this developmental stage.
Method: This study was conducted using a qualitative and content analysis method, and data were collected through semi-structured interviews with 16 adolescent students who were selected through purposive sampling.
Results: Data obtained from interviews were divided into nine main themes. These themes were organized into three general categories: factors underlying puberty anxiety, strategies for constructively dealing with puberty anxiety, and the role of peers in stabilizing or transitioning from puberty. Finally, the core category of “constructive coping strategies based on underlying factors and the role of peers” was obtained.
Conclusion: The findings of this study indicate that increasing awareness and education about puberty changes, empathetic and facilitative relationships, and creating supportive environments can play an important role in reducing puberty anxiety and helping adolescents successfully transition from this developmental stage.

Abstract This study aimed to predict academic engagement based on a lifestyle influenced by cyberspace with the mediating role of social capital in high school students. The statistical population of the study included all female students studying in the second level of secondary education in Sar-e-PulZahab city in the academic year 2024-2025, from which 240 were selected through multi-stage cluster random sampling. The research tools for data collection included the Academic Engagement Questionnaire (Reeve, 2013), the Lifestyle Influenced by Cyberspace Scale (Taheri, 2014), and the Social Capital Questionnaire (Paiva et al., 2014). Data analysis was performed using structural equation modeling and AMOS and SPSS software. The results showed that the proposed model has a good fit (X2/df=3.930, CFI=0.963, RMSEA=0.020 & P<0.05). The findings showed that lifestyle influenced by cyberspace has a direct and significant effect on the academic engagement of female students (β=0.355). Also, social capital had a positive and significant effect on female students' academic engagement (β=0.413). Lifestyle influenced by cyberspace has a significant effect on academic engagement indirectly through social capital (β=0.192 & P=0.001). Based on the results of this study, to improve students' academic engagement, it is recommended that educational institutions, especially schools, hold training programs and skill workshops to teach how to effectively use cyberspace and social networks, and help increase academic engagement and improve students' academic performance by strengthening social capital and creating an online supportive environment.

Abstract The present study aimed to examine the relationship between perceptions of constructivist learning environments and academic well-being, with self-control as a mediating variable, among upper secondary school students in Ardakan, Iran. This descriptive-correlational study was conducted on a statistical population of 3,498 students (1,870 boys and 1,628 girls). Using a stratified cluster random sampling method, 346 students (185 boys and 161 girls) were selected. Data were collected using the Constructivist Learning Environment Perception Questionnaire, the Academic Well-Being Questionnaire, and the Self-Control Scale. Data analysis was performed using structural equation modeling (SEM) with SmartPLS software. The results indicated that perceptions of constructivist learning environments had a significant effect on academic well-being both directly and indirectly through self-control. The R² values were 0.82 for self-control and 0.79 for academic well-being, indicating strong explanatory power of the model. Sobel’s test further confirmed the mediating role of self-control in the relationship between constructivist learning environment perceptions and academic well-being (p <.01). These findings suggest that fostering self-control skills within constructivist learning environments can enhance students’ academic well-being. The study highlights the importance of designing participatory and interactive learning environments that not only improve educational content but also facilitate the development of students’ self-regulatory abilities.

Abstract The aim of this study was to predict the sport participation motivation of male adolescent students in school physical education classes based on basic psychological needs and social responsibility. The research method was a correlational survey. A total of 240 male students (mean age ≈15.21, SD≈1.68) were selected from the statistical population using random cluster sampling as the study sample. Participants completed the Gill Sport Participation Motivation Questionnaire (1983), the Kardelou Social Responsibility Questionnaire (2014), and the Gagne and colleagues Basic Psychological Needs in Exercise Scale (2000). The data were analyzed using Pearson correlation and multivariate regression. The results showed a significant and positive relationship between basic psychological needs and social responsibility with students' sport participation motivation (P<0.01). Furthermore, the overall regression model test indicated that basic psychological needs and social responsibility explained 21% of the variance in students' sport participation motivation (P<0.001). The findings of this research provide valuable information regarding the role of basic psychological needs and social responsibility variables in predicting the sport participation motivation of adolescent students.

Abstract The purpose of this study was to examine the factors influencing the gap between the current and the desired state in implementing interdisciplinary education based on the Fundamental Reform Document among elementary teachers. A narrative inquiry approach was adopted, and purposive criterion-based sampling was employed. Sixteen knowledgeable teachers from elementary schools in Kerman Province during the 2024–2025 academic year were interviewed until theoretical saturation was reached. Data were collected through narrative and semi-structured interviews as well as field notes, and thematic analysis was applied. The findings revealed four main themes as influential factors shaping the desired state of interdisciplinary education: structural and infrastructural conditions, teaching and learning processes, cultural and social aspects, and managerial and leadership factors. Results indicate that the existing gap arises primarily from these elements, hindering the effective application of the reform document in classrooms. In particular, the lack of infrastructure and limited awareness among school leaders regarding the benefits of interdisciplinary education emerged as major obstacles. Moreover, teachers’ insufficient knowledge of practical strategies and assessment methods, along with parental cultural and social attitudes, further contribute to this gap. This study highlights the importance of contextual realities and the alignment between classroom practices and desired outcomes. It recommends the development and implementation of specialized teacher training programs, the integration of students’ real learning needs into curricula, and the strengthening of managerial support. Creating supportive environments for teachers is also proposed as a key strategy to improve the quality and sustainability of interdisciplinary education.

Abstract The present study aimed to investigate the mediating role of meaning in life in the relationship between identity styles and academic amotivation among high school students preparing for the university entrance exam. The statistical population consisted of all female candidates taking the entrance exam in Isfahan during the academic year 2024–2025. Based on the structural equation modeling sampling method, a convenience sample of 240 students was selected from this population and responded to the study questionnaires. Data collection instruments included Berzonsky’s Identity Styles Questionnaire, the Academic Motivation Questionnaire, and the Meaning in Life Questionnaire. Following data collection, analyses were conducted using SPSS and AMOS. Findings indicated that the mediating role of meaning in life was confirmed in the relationships between the informational identity style and academic amotivation, the normative identity style and academic amotivation, and the diffuse-avoidant identity style and academic amotivation. Based on these results, it can be inferred that informational, normative, and diffuse-avoidant identity styles indirectly affect academic amotivation through the mediating variable of meaning in life among entrance exam students. Therefore, having a clear and purposeful sense of meaning in life can mitigate the negative consequences of maladaptive identity styles. Consequently, goal orientation may serve as an effective strategy for reducing academic amotivation and promoting mental health in university entrance exam candidates, which educational planners and academic counselors should consider.