https://jsp.uma.ac.ir/ Journal of School Psychology en daily 1 Mon, 22 Dec 2025 00:00:00 +0330 Mon, 22 Dec 2025 00:00:00 +0330 https://jsp.uma.ac.ir/article_4397.html Purpose: The purpose of this study was to investigate the role of social capital in resilience with the mediating role of humility among the teachers of Kausar during the Corona epidemic.Method: The present research was carried out in terms of the purpose of an applied research, and in terms of the implementation method, it was correlational and descriptive research and structural equation analysis. The socio-statistical research was made up of teachers from Kausar city. The sampling method was stratified random and using the Karjesi-Morgan table. The sample size was estimated to be 175 according to the number of 319 teachers. In order to collect data, a standard questionnaire was used. In the data analysis, descriptive statistics (distribution shape and dispersion indices) and inferential statistics (factor loading, regression coefficient, Sobel test) were performed by SPSS18 and Smart Pls2 software.Research findings: Finally, between the components of social capital and There is a significant relationship between resilience and humility.Conclusion: Considering the spread of the corona pandemic and the increase in the level of anxiety among teachers and its destructive effects on all aspects of their lives, it is suggested that plans and decisions be made to promote the social capital, resilience and humility of teachers. https://jsp.uma.ac.ir/article_4293.html Objective: The present study was conducted with the aim of determining the mediating role of mindfulness in the relationship between rumination and anxiety sensitivity with negative emotionality in adolescents.Methods: This research is classified as applied research in terms of its objective and is a descriptive-correlational study based on its nature and method. The statistical population included all middle school and high school students in Urmia during the academic year 2023-2024. A total of 394 students were selected using cluster random sampling. Data were collected using the Positive and Negative Affect Schedule (PANAS) by Watson and Tellegen, the Rumination Scale by Nolen-Hoeksema and Morrow, the Anxiety Sensitivity Index by Floyd, and the Kentucky Inventory of Mindfulness Skills. Data were analyzed using Pearson correlation and structural equation modeling with SPSS 27 and Lisrel 8.8 software.Results: The findings indicated that both rumination and anxiety sensitivity had a significant positive direct effect on negative emotionality, while mindfulness had a significant negative direct effect on negative emotionality. The indirect effects showed that rumination and anxiety sensitivity significantly influenced negative emotionality through mindfulness.Conclusion: The conclusion drawn from the obtained results is that rumination and anxiety sensitivity play a significant role in the negative emotionality of adolescents, and this role becomes more pronounced with the mediation of mindfulness. These findings can be used to predict and improve negative emotionality. https://jsp.uma.ac.ir/article_4498.html Objective This study investigates the role of schools located within the historical urban fabric of Ardabil in promoting urban livability, spatial justice, and sustainable urban development. It aims to clarify how these institutions, beyond their educational role, function as socially connective elements that contribute to the vitality, cohesion, and identity of historic urban environments.Method Given the multidimensional nature of the research, a mixed‑methods approach was adopted. Both quantitative data and qualitative attributes were analyzed using indicators such as accessibility, spatial quality, land‑use diversity, and service distribution patterns. These indicators were used to examine the functional and spatial roles of schools embedded within the historical fabric of Ardabil.Findings The results indicate that schools located in historical urban fabrics—particularly heritage schools—can function as social anchors and cultural–environmental catalysts. They contribute to the creation of active urban spaces, strengthen social interactions, help preserve collective memory, and support a more balanced distribution of urban services. In this way, they enhance urban vitality and reinforce social and spatial cohesion within historic neighborhoods.Conclusion Schools within historical urban fabrics represent important multifunctional elements that can support sustainable urban development. Their preservation and strategic integration into urban regeneration and planning initiatives can reinforce social cohesion, strengthen local identity, and improve spatial equity. Therefore, recognizing the multifaceted roles of these schools should be considered a key component of policies and strategies aimed at revitalizing historic urban areas. https://jsp.uma.ac.ir/article_4004.html Objective: The present study aimed to investigate the effectiveness of psychological empowerment on academic self-regulation of students with low academic achievement.Methods: The research method was a quasi-experimental pre-test-post-test with a control group. The statistical population of this study included all female students with low academic achievement in the second secondary school in Ardabil in the academic year 2024-2025. For this purpose, 30 female students with low academic achievement were selected according to the study entry criteria using purposive sampling and were randomly assigned to two experimental groups (15 students) and control group (15 students). After conducting a pre-test using the Bouffard (1995) Academic Self-Regulation Questionnaire, the experimental group received 8 sessions (2 sessions per week) of 60 minutes of the Thomas and Velthouse (1990) psychological empowerment training program, and the control group continued with their normal routine. Data were analyzed using univariate analysis of covariance in SPSS.26 software.Results: The findings showed that there was a significant difference between the mean academic self-regulation (P<0.001, F=33.18, ηp2=0.551) of the experimental and control groups in the post-test. Thus, after implementing psychological empowerment training, the mean scores of students with low academic achievement in the experimental group increased significantly compared to the control group.Conclusion: As a result, by teaching psychological empowerment to students, the level of academic self-regulation can be increased. With the help of psychological empowerment strategies, students can reexamine and review their numerous failures, and ultimately, their academic progress is improved. https://jsp.uma.ac.ir/article_4445.html Purpose: Primary education, as the foundation of lifelong learning, relies heavily on teacher competence; however, the assessment of teacher competencies requires revision and the adoption of innovative approaches. This study aimed to analyze the challenges in evaluating primary school teachers’ competencies and to propose modern solutions to improve evaluation processes through the use of digital technologies.Methods: This qualitative research employed a thematic analysis approach. Data were collected through semi-structured interviews with 17 participants (primary school teachers with at least five years of teaching experience from urban and rural areas of Tehran Province), using purposive sampling.Results: Data analysis resulted in 198 open codes and identified three main themes: challenges in competency assessment (lack of transparent criteria, insufficient constructive feedback, regional inequality), teachers’ needs (training on evaluation standards, continuous feedback, digital tools), and innovative solutions (interactive training, transparent policymaking, integration of technology in assessment). The proposed model presents a unified framework for evaluating primary teachers’ competencies emphasizing digital technologies, interactive training, and transparent policies. The findings suggest that identified challenges such as lack of transparency and regional disparities hinder the effectiveness of assessments, while the incorporation of digital technologies and clear policies can enhance evaluation processes.Conclusion: It is recommended that the Ministry of Education implement technology-based training programs and transparent policies to support teachers’ professional development. This study provides a foundation for future research on digital assessment within developing educational systems. https://jsp.uma.ac.ir/article_4493.html Objective: This study looked into the effects of the COVID-19 pandemic on burnout among English language teachers in Iran across various teaching contexts. Method: In doing so, 200 EFL instructors working in high schools, colleges, and language schools in Tabriz (Iran) were selected through convenience sampling. The study used the Maslach Burnout Inventory (MBI) and semi-structured interview as its instruments. The data was analyzed using SPSS software; descriptive statistics and frequency counts were used for the questionnaires. Interview questions were analyzed qualitatively as part of the study's primary objective. To uncover additional insights, open and axial codings were used to analyze the participants' views.Results: The findings indicated there was no significant relationship between teachers’ level of education and their burnout caused by COVID-19 pandemic. Additionally, they indicated that there was no relationship between teachers’ gender and their burnout. Also, the findings revealed that financial stressors and heavy workload, technological stressors, relationship between colleagues, student-teacher relationship, social comparisons, stress during the pandemic, and online teaching processes, were identified as the English teachers' most important challenges during pandemic. Finally, they indicated that the best strategies to cope with these challenges, were establishing a routine, fostering connection and support, practicing stress management techniques, and adapting teaching methods.Conclusions: The findings of the study contribute valuable insights to understanding of the factors influencing teacher burnout during the COVID-19 pandemic. Furthermore, identifying challenging issues provides actionable insights for teachers and policymakers to develop strategies to mitigate burnout. https://jsp.uma.ac.ir/article_4399.html Background and Objective: Autism Spectrum Disorder (ASD) is a lifelong neurodevelopmental condition that typically emerges in early childhood. Given the increasing prevalence of ASD and the need for cost-effective interventions, play therapy has become a promising approach to improving social skills in children with ASD. This study aimed to assess the effectiveness of play therapy in enhancing social interactions in students with ASD.Methods: A meta-synthesis was conducted to analyze studies on ASD and play therapy. A comprehensive search was performed in Google Scholar, PubMed, Scopus, NoorMags, IranDoc, and SID, covering publications from 2010 to 2024. Articles were selected based on relevance and methodological rigor. Keywords included autism, play therapy, social skills, and play-based intervention in ASD. Data were analyzed using thematic synthesis and a three-stage coding process, resulting in 124 open codes, 17 sub-themes, and 6 main themes. Validity and reliability were established using a multi-source approach and a kappa coefficient of 0.89 derived from two coders.Findings: Results indicated that play therapy significantly improves social skills, reduces behavioral challenges, and enhances peer interactions in children with ASD. The six key themes included autistic personality profiling, family roles in social adaptation, social development through play therapy, cognitive aspects of play therapy, technology’s role in ASD therapy, and the social functions of play therapy.Conclusion: Play therapy is an effective and adaptable intervention for students with ASD. These findings can guide the development of targeted programs, improving outcomes and the quality of life for children with ASD and families. https://jsp.uma.ac.ir/article_1814.html The aim of this study was to investigate the role of psychological factors including stress, anxiety and depression in the performance of wrestling students in national championships. The research method was descriptive and correlational. The study population included all wrestling students who participated in the national championship in 2018. The sample consisted of 76 students who were selected by random sampling. Stress, anxiety and depression were obtained from DASS-21 questionnaire and logistic regression was used to analyze the data. The findings of this study showed that stress, anxiety and depression had a significant negative effect (P=0.000) on the performance of wrestler students. Furthermore, stress with a coefficient of -1.554, anxiety with a coefficient of -1.478 and depression with a coefficient of -0.705 had the most effect on performance of the wrestler students, respectively. Based on the findings of the study, it can be said that controlling stressors has a significant effect on wrestler students' success. https://jsp.uma.ac.ir/article_1867.html The present study is going to design a family- oriented, therapeutic – educational package and consider its influence on social adaption in patients with schizophrenia disorder. The present study is an experimental one with clinical trial which was completed in semi- empirical, pre- and post- test form. Our statistic society includes all families and caregivers of patients with schizophrenia disorder who had formed a file in Ardabil social welfare Bureau in 1399, and were under care of that administrative Oregon and psychiatrist (our mean by patient's family was father, mother, partner and child who had a close relationship with the patient and attended in therapeutic- instructional sessions, voluntarily). Study samples include 40 individuals who were caregivers of the patients with schizophrenia, and were selected in a accessible manner and then divided randomly into two groups of experimental and control. In order to describe data, descriptive statistics method, and for analyzing the hypotheses, analysis of covariance, (Mancova), and for controlling the influence of the package, pre-test were employed. Obtained results demonstrated that there is a meaningful difference between twoGroups regarding, social adaption (F=37.99, P<0.001), and Respecting to the obtained results, family- oriented therapeutic- educational package causes social cognition, social adaption and control of symptoms in patients with schizophrenia disorder to improve (P<0.01). https://jsp.uma.ac.ir/article_2095.html objective: the study aimed to examine the mediating role of moral disengagement in the relations of temperamental traits with symptoms of conduct disorder in students. Methods: this study carried out with descriptive- correlational method. All the first and second periods of high school students in Urmia city in the 2020-2021 academic years was comprised the statistical population. Two hundred and twenty people were selected by multistage random sampling method and answered to the strengths and difficulties questionnaire، affective and emotional composite temperaments scale and moral disengagement scale . Collected data were analyzed using path analisis via SmartPLS 3. Results: The results of the path analysis model showed that the emotional temperaments of activation and sensitivity have a direct positive effect and the emotional traits of control , coping and inhibition have a direct negative effect on symptoms of conduct disorder. The emotional temperaments of activation , inhibition and sensitivity have a direct positive effect, but temperaments of control and sensitivity have a direct negative effect on moral disengagement. These results also showed that, apart from activation, the coefficients of the paths related to the indirect effects of other emotional temperaments on the symptoms of conduct disorder with the mediation of moral disengagement are significant. Conclusion: These results show that emotional temperaments are the important antecedents of conduct disorder in adolescents and moral disengagement is also a mediator of the effects of emotional temperaments on the symptoms of conduct disorder. https://jsp.uma.ac.ir/article_2488.html Objective: The aim of this study was to investigate the effectiveness of metacognitive education on academic burnout, procrastination and academic frustration of gifted students. methods: The method of the present study was experimental with a pretest-posttest design with a control group. The statistical population of the present study includes all the talented second year high school male students of Ardabil District 2 who are studying in the gifted school in the academic year 2020-2021. To determine the sample size, 40 people were selected from the available method and randomly assigned to two experimental groups and one control group. Data collection tools were academic burnout Berso et al. (1997), procrastination Solomon et al. (1984) and academic frustration Beck (1979). The process of teaching metacognitive method in this study was performed in 7 sessions of 60 minutes. Data were analyzed using multivariate analysis of covariance with spss.25 software. Results:The results showed that there was a statistically significant difference between the mean scores of the experimental and control groups in the total score of academic burnout (F = 5.569), procrastination (F = 20.49) and academic frustration (F = 14.648) There was(P<0/001). Conclusion: Due to the effectiveness of metacognition in reducing academic burnout, procrastination and academic frustration, teachers can help learners to develop metacognitive skills in the classroom and learning environment by carefully designing learning activities in courses and curricula. https://jsp.uma.ac.ir/article_2957.html Objective: The current research was conducted with the aim of identifying factors affecting exam anxiety in educational organizations using a qualitative approach. Methods: The present study was conducted with the aim of identifying factors affecting exam anxiety in educational organizations using a qualitative approach. This research is practical in terms of purpose and has been done using thematic analysis method. The sampling used in this research was purposive sampling. The main basis for collecting information was conducting in-depth interviews with experts, managers, teachers and experts in the field of education and research until reaching theoretical saturation. A total of 18 interviews were conducted. After collecting the data, the codes related to the written interviews were analyzed using thematic analysis method. Results: The findings of the research, which is the final model of the research after the three stages of open, central and selective coding. It shows that the factors affecting exam anxiety with 78 codes and 8 concepts in 5 categories are individual factors, family factors, school factors, exam-related issues, and teacher-related issues. Conclusion: By applying the identified factors, students can be taught skills to treat and reduce exam anxiety so that they can overcome their anxiety. https://jsp.uma.ac.ir/article_2976.html Background & Objective: Obesity and overweight are emerging as an important problem worldwide. Therefore, the aim of this study is to investigate the prevalence of eating disorders in Ardabil city.Methods: The research method of the current research is descriptive-cross-sectional. The statistical population of this research included all male and female high school students in Ardabil city who were studying in the academic year of 2021-2022. The sample of this research consists of 950 male and female students who were randomly selected in a staged cluster. The Eating Disorder Diagnostic Scale [EDDS] was also used to collect information and data.Results: The results obtained from the research showed that girls [95%] are more exposed to bulimia nervosa and anorexia nervosa than boys [61%]. Also, the results show that boys with a frequency of 77 are more exposed to bulimia nervosa than girls with a frequency of 24. The results of the chi-square test showed that there is a significant difference between girls and boys in the variables of bulimia nervosa, anorexia nervosa and binge eating [p=0.001].Conclusion: Based on research findings, the proportion of girls who are exposed to bulimia nervosa and anorexia nervosa is higher than boys; also, the proportion of boys who are exposed to bulimia nervosa is higher than girls. Considering the high prevalence of eating disorders in high school students and the destructive effects that this issue can have on people's health, it is necessary to use prevention and treatment models that match psychological factors. https://jsp.uma.ac.ir/article_3111.html Objectives: This study aimed to Investigating the relationship between perception of the learning environment and academic alienation with the mediating role of academic engagement and academic well-being. Methods & Materials: The method descriptive analysis was correlation type using structural equation method. The statistical population of the research included all male and female students of Ardabil city, 95 of whom were selected as a sample using stratified proportional sampling. To collect data, the questionnaire of perception of the learning environment, academic well-being, academic engagement and academic alienation was used. PLS software was used for data analysis. Results: The results of data analysis showed that there is a significant relationship between the perception of the learning environment and academic engagement. There is a significant relationship between the perception of the learning environment and academic well-being, there is a significant relationship between academic engagement and academic alienation, a significant relationship between academic well-being and academic alienation there is. Academic well-being has a mediating role in the relationship between the perception of the learning environment and academic alienation, academic engagement has a mediating role in the relationship between the perception of the learning environment and academic alienation. Conclusions: Therefore, it can be said that the variables of perception of the learning environment, attitude towards school, academic well-being and academic engagement are the variables that can be taken into consideration in reducing the academic alienation of students. https://jsp.uma.ac.ir/article_3220.html Green space with its diverse colors of flowers, plants and visual elements affect the central nervous system through the release of special hormones, moods, mental state and energy level of people and causes emotional and aesthetic reactions in people, controlling anxiety disorders including reducing the amount of learning stress. The present research was conducted using an analytical-semi-laboratory method with a quantitative-statistical approach. The statistical population of the present study is the students of Mohaghegh Ardabili University, with a number of 32 volunteer students in two age groups. 20 to 25 years old and 25 to 40 years old were selected according to the criteria of entering and exiting the research using available sampling method. Quantitative electroencephalography device was chosen to record alpha brain wave activity. In order to analyze the recorded waves, Neuroguide software was used and statistical software (SAS) was used for statistical analysis of quantitative data. The environment containing plants compared to the environment without plants had a significant effect on increasing alpha brain waves and the relative alpha power of the cerebral hemispheres of women and men under 25 years of age increased when looking at plants. The results of the present study by presenting the effects Psychologically, the green space helps to improve the mental health of students before proceeding with the design of the green space with the knowledge of the effect of those measures on the power of brain activity and reducing the amount of learning stress in the educational environment with appropriate design. https://jsp.uma.ac.ir/article_3447.html This study was conducted to study the roll of components of teacher's volition on application of their learning resource management. The study was quantitative in terms of its main approach; was developmental in terms of the objective; was a field and documents study in terms of the executive strategy and was descriptive-correlation in terms of the analysis technique. The statistical population of this study consisted of 426 teachers studying in the second semester of postgraduate in the 2018-2019 academic year at University of Mohagheghe Ardabili. The sampling method was random sampling. Considering error rate (α = .05) and the random form of sampling method, the total volume of the sample included about 196 people based on the Krejcie-Morgan table. The data were collected using learning resources management strategies questionnaire (reliability, α= .77) containing 15 subscale, and volition by kevinin (2005), keller (2008), which includes five components in 21 questions (reliability, α= .83). The collected data were analyzed by using regression: enter model. The results showed that the dimensions of volition explained 48% of variance of learning resources management strategies significantly, which from highest to lowest, the share of motivational control = 0.369, control of others =0.181, emotional control =0.169, cognitive control =0.132, and environmental control 0.125 respectively. https://jsp.uma.ac.ir/article_3835.html The main objective this study was investigating the effectiveness of mindfulness training based on stress reduction on academic self-efficacy and exam anxiety of high school students in Tehran.The present research was semi-experimental and the research design was pre-test and post-test with a control group.The research population was 44 high school students in Tehran who were selected as a sample group in an available manner. All students completed Sarason's test anxiety questionnaire and Morgan et al. academic self-efficacy questionnaire. According to the scores obtained, the eligible people were randomly divided into 2 groups of 22 people i.e. experimental and control. Then, the subjects in the experimental group were subjected to the intervention of mindfulness training based on stress reduction in 8 sessions of 90 minutes, butC the control group received no intervention. Finally, a post-test was taken from both groups. The results showed that the mean scores of the 2 groups were different in both test anxiety and academic self-efficacy variables. In addition, the eta squared value shows the relationship between mindfulness-based stress reduction training and test anxiety variable (0.285) and academic self-efficacy (0.102). The comparison of the means shows that the average of the post-test test anxiety variable in the experimental group was lower than the control group, but the average scores of the experimental group in the academic self-efficacy variable were higher than the control group. Evidence indicates that mindfulness training based on stress reduction increases academic self-efficacy and reduces students' exam anxiety. https://jsp.uma.ac.ir/article_4486.html Objective: The purpose of this study was to examine the effectiveness of the HOPS (Homework, Organization and Planning Skills) educational program on academic self-efficacy of procrastinating students.Method: The method of the current research was semi-experimental including pretest and posttest designs with a control group. All female students of secondary education of Ardabil city in the academic year of 2025-2026 comprised the population of this research. 40 procrastinating students were recruited through randomized cluster sampling which were randomly assigned to experimental group (n=20) and control group (n=20). The participants of the experimental group, received 12 sessions of the HOPS educational program while the control group sticked to their normal routine. The Jinks and Morgan's Academic Self-Efficacy Questionnaire (1999) and Solomon and Ruth Bloom's Academic Procrastination Scale (1984) were taken to collect data. The data were analyzed using statistical method of covariance in SPSS software.Results: The results demonstrated that the academic self-efficacy of procrastinating students in posttests of the experimental group significantly outperformed the control group and the research hypothesis based on the effectiveness of the HOPS educational program on academic self-efficacy of procrastinating students was approved.Conclusion: Thus, it can be concluded that the HOPS educational program is indeed effective on academic self-efficacy of procrastinating students; therefore, applying this program in case of increasing student's academic self-efficacy in schools is suggested. https://jsp.uma.ac.ir/article_4511.html Introduction: The present study aimed to investigate the predictive roles of psychological processes of acceptance and action and interpersonal sensitivity in academic anxiety among female high school students in Ardabil city.Method: This applied, descriptive–correlational, cross-sectional study was conducted on a statistical population comprising all female students of secondary schools in Ardabil during the 2024–2025 academic year. A sample of 360 participants was selected through multistage cluster sampling. Data were collected using the Academic Anxiety Test (AAT), the Acceptance and Action Questionnaire–II (AAQ II), and the Interpersonal Sensitivity Measure (IPSM). Data analysis was performed through Pearson correlation and simultaneous multiple regression using SPSS software.Results: The findings revealed a positive and significant correlation between acceptance and action, interpersonal sensitivity, and academic anxiety (p < 0.01). The overall multiple regression model was significant (p < 0.001), explaining 33.6% of the variance in academic anxiety. Both acceptance and action and interpersonal sensitivity were significant predictors of academic anxiety. Among the IPSM components, fragile self esteem and need for approval had the strongest predictive power for academic anxiety.Conclusion: The results indicate that lower psychological flexibility (i.e., reduced experiential acceptance) and higher interpersonal sensitivity play influential roles in the emergence of academic anxiety. Implementing ACT based intervention programs and interpersonal skill training in schools may effectively reduce academic anxiety and promote students’ academic mental health. Future research is recommended to employ longitudinal and mixed method designs to explore the causal and dynamic relationships among these variables more comprehensively.