Iranian Journal of Applied Educational Research

This research was conducted with the aim of examining the role of emotional intelligence, resilience, and perceived social support in predicting academic adjustment of students. The research method was descriptive-correlational. The statistical population included 555 students from the Faculty of Educational Sciences and Psychology at Birjand University in the academic year 2022-2023, of which 237 were selected using stratified random sampling method. The research instruments included the Academic Adjustment Questionnaire by Baker and Siryk (1984), Emotional Intelligence Questionnaire by Schutte (1995), Resilience Questionnaire by Connor and Davidson (2003), and Perceived Social Support Questionnaire by Zimet et al. (1988). Data were analyzed using Pearson correlation coefficient and stepwise multiple regression. Pearson correlation results showed that the strongest relationship existed between resilience and academic adjustment (r=0.63). Additionally, significant relationships were found between emotional intelligence (r=0.49) and social support (r=0.31) with academic adjustment. Regression analysis showed that the three variables together explained 75% of the variance in academic adjustment. Resilience alone predicted 39%, together with emotional intelligence 62%, and with the addition of social support 75% of the changes in academic adjustment. The findings highlight the importance of developing these skills in improving students' academic adjustment.

The present research paper is a metacognition of children's religious upbringing based on Avicenna's thoughts on education and upbringing. The qualitative research method of descriptive-analytical type is employed to address the author's main concerns. Religious upbringing in Avicenna's thoughts and writings represents teaching religious concepts and beliefs resulting into intellectual persuasion, true acceptance, and inner commitment. Religious upbringing has comprehensive principles that Avicenna took into consideration. From perspective, these principles include human purposefulness, monotheism, and the strategic principle of moderation. Following the goals and principles, religious upbringing is taken into account as it affects education. Heredity, marriage, and nutrition some of the areas that can affect an individual's upbringing. Avicenna's educational thought indicates that it is important that religious upbringing has content stemming from Tawhid (monotheism), Akhirah (resurrection), prophecy, and imamate. Avicenna believes that religious upbringing requires stages and that success in individuals' upbringing cannot be achieved without going through different stages. The upbringing stages in this regard include upbringing at home and upbringing in school. In a summary of Avicenna's thoughts, one can come to realize that in Avicenna's educational thoughts, a child needs religious upbringing, but in order to educate children, it is necessary to pay attention to various principles, components, and stages in which moderation is considered in the process and the educator should not go beyond moderation in the upbringing process.

This study investigated the effectiveness of a mindfulness-based education intervention on enhancing emotional competence and school belonging among high school students. A quasi-experimental pretest-posttest control group design was employed with a sample of 30 students (15 experimental, 15 control) from a public high school in Iran. The intervention group participated in an 8-week mindfulness training program integrated into their school schedule, while the control group received no such intervention. Standardized scales were used to measure emotional competence and school belonging before and after the intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA). The results revealed significant improvements in both emotional competence and school belonging for the experimental group compared to the control group (p < 0.05), demonstrating the positive impact of mindfulness practices on students’ emotional and social well-being. The findings are consistent with previous research suggesting that mindfulness fosters emotional regulation, empathy, and a greater sense of connectedness in school settings. This study highlights the value of incorporating mindfulness into educational programs to support students’ psychological and social development. It suggests the potential of mindfulness-based interventions to improve learning environments and recommends further longitudinal and large-scale research to validate and expand upon these findings.

The present study examined the relationship between student-teacher relationships and students’ academic engagement, with a particular focus on the mediating role of psychological well-being. A total of 380 high school students in Ahvaz, Iran, participated in the study. Data were collected using the Student-Teacher Relationship Scale – Short Form (STRS-SF), the Academic Engagement Scale, and Ryff’s 18-item Psychological Well-Being Scale. Structural Equation Modeling (SEM) was employed to analyze the data and test the hypothesized model. The results indicated that student-teacher relationships positively predicted both academic engagement and psychological well-being. Moreover, psychological well-being was found to mediate the relationship between student-teacher relationships and academic engagement. The model demonstrated an acceptable fit to the data (CFI = 0.94, RMSEA = 0.053). These findings underscore the critical role of emotional and psychological support in academic contexts and highlight the importance of fostering strong interpersonal connections between teachers and students. Enhancing student-teacher relationships and promoting psychological well-being may serve as effective strategies to increase students’ academic engagement

The purpose of this study was to examine the role of moral intelligence and spiritual intelligence in predicting organizational flourishing and job performance. This research was applied in terms of purpose, and descriptive-correlational with regression analysis in terms of methodology. The statistical population consisted of 200 administrative employees of the Education Department of Zahedan, from which 127 individuals were selected through simple random sampling based on Morgan's table. Data were collected using the Moral Intelligence Questionnaire by Lennick, Kiel, and Jordan (2005), the Spiritual Intelligence Questionnaire by Emmons (2000), the Organizational Flourishing Questionnaire by Spreitzer (2007), and the Job Performance Questionnaire by Patterson (1922). For data analysis, descriptive statistical methods and inferential statistics (Pearson correlation and multiple regression) were employed using SPSS 22 software. The findings revealed that there are positive and significant relationships between moral intelligence and spiritual intelligence with organizational flourishing and job performance. The results of regression analysis showed that moral intelligence and spiritual intelligence jointly explained 53% of the variance in job performance and 50% of the variance in organizational flourishing. Moral intelligence was found to be a stronger predictor of job performance, while spiritual intelligence was a more effective predictor of organizational flourishing. These findings indicate that moral intelligence and spiritual intelligence play distinct yet complementary roles in improving individual and organizational performance. The development of both types of intelligence is essential for achieving optimal performance and sustainable flourishing in educational organizations.

Mathematical disorders, which are rooted in genetic factors and central nervous system dysfunction, can cause cognitive and psychological processing disorders. This study aims to determine the effectiveness of problem-solving training on executive functions and mental fatigue in female students. This study is a quasi-experimental design with a pre-test and post-test with a control group. The statistical population includes female students in the first year of high school in Miandoab city in the academic year 1401-02, from which 40 people were selected as a sample based on the available method and randomly assigned to two control and experimental groups. The research tool includes Coolidge's executive functions, 2002 version, differential or diagnostic tasks (Sedak and Kafta), and a problem-solving training protocol. SPSS 25 software was used to analyze the data. Results were shown that problem-solving training significantly affects executive functions (F=16.35, P< 0.00) and reduces cognitive fatigue (F= F=21.75, P< 0.00) in students. Therefore, problem-solving training as a strong capacity can reduce fatigue and increase executive functions.