مطالب

 Objective: This study investigated the effect of cognitive restructuring in reducing cognitive dimensions of ethnic intolerance among adolescents in Taraba State.Methods: The population of this study was 1,514 secondary school students of SS1 in Wukari Education Zone, Taraba State, Nigeria. The researchers utilized purposive sampling technique in drawing a sample of 20 adolescents which were used as subjects of the study. The instrument used for data collection was the Ethnic Intolerance Questionnaire with a reliability index of 0.83. The data collected were analyzed using paired samples t-test to test hypothesis 1 and independent samples t-test for testing hypothesis 2.Results: The findings revealed that cognitive restructuring was effective in reducing cognitive dimensions of ethnic intolerance. Similarly, the findings revealed that rational emotive behaviour therapy has no significant gender difference in reducing cognitive dimensions of ethnic intolerance.Conclusion: The study concluded that cognitive restructuring is an effective intervention for reducing cognitive dimensions of ethnic intolerance among adolescents.

This study was aimed at clarifying the position of environment and heredity in scholastic aptitude by investigating the role of family, educational, and economic factors in the scholastic aptitude of ninth-grade students. This applied study adopted a quantitative approach and a descriptive causal- comparative method in terms of data collection. The statistical population of the research included all 1,234,641 students in the ninth grade of the secondary schools in Iran in the academic year of 2020–2021. The sample size contained 11790 students selected through proportionate stratified random sampling. The data were collected using a 64-question Scholastic Aptitude Test and analyzed using descriptive statistics as well as the MANOVA using the SPSS 25 software. The research results showed that among the family factors, the mother's educational level; among the educational factors, the type of school and educational assistance classes; and among the economic factors, the family income, had a significant role in the students' scholastic aptitude (P < 0.05). Moreover, the linear combination of family factors and educational factors does not have a significant role in scholastic aptitude while the linear combination of economic factors has a significant role. In general, among family, economic, and educational factors, economic factors have a more significant role in scholastic aptitude.

EFL textbooks play a challenging role in underpinning or imposing certain ideological values, such as gender-related values on students. Thus, this inquiry examined Iranian high school teachers’ perceptions of the issue in mandated EFL textbooks (Vision series). This study adopted an exploratory descriptive method with a qualitative approach to collect and interpret the data. The population comprised all members of the Iranian high school EFL teachers’ channel from whom, thirty teachers were selected through a volunteer sampling method. As the study concurred with the COVID-19 pandemic, a researcher-made semi-structured interview was administered via WhatsApp and Telegram, and then, the responses were analyzed and interpreted using thematic analysis via the Nvivo 12 software. The data analysis showed that most teachers believed in the unequal representation of male and female characters in the series. Moreover, it was held that gender representation has educational effects on students' learning motivation, desire, and educational goals through the creation of gender stereotype roles. The findings revealed the permanence of male dominance in the textbooks and highlighted the must for the stakeholders to address gender inequalities as one of the most crucial sociocultural concerns of Iranian EFL educational textbooks.

This study addresses the academic challenges faced by students with learning difficulties by examining the mediating role of psychological capital and achievement goals (mastery and performance) in the relationship between family emotional climate (FEC) and academic well-being. The study utilized a cross-sectional correlational design to assess contemporaneous associations between the investigated variables. The sample consisted of 150 high school students with a history of learning difficulties, selected from those who had recorded at special education centers in four districts of Ahvaz during elementary school. Data were collected using self-report questionnaires assessing FEC, psychological capital, achievement goals, and academic well-being. Structural equation modeling (SEM) was employed to analyze the hypothesized relationships. This study identified positive associations between psychological capital, mastery goals, and academic well-being (p<0.01), while performance goals showed a negative link to well-being (p<0.01). Interestingly, a positive FEC fostered psychological capital and mastery goals but discouraged performance goals, with no direct effect on well-being (p<0.01). results revealed that psychological capital and achievement goals significantly mediated the positive relationship between FEC and academic well-being (p<0.01). In other words, FEC fostered students' psychological capital and mastery goals, which in turn, led to greater academic well-being. Interestingly, this analysis suggests that the beneficial effect of a positive family environment on academic well-being is achieved indirectly, through its influence on these psychological resources. These results suggest that supportive family environments promote academic success by fostering specific psychological resources, rather than directly impacting well-being.

The current study examined the effectiveness of the educational Lego “More Math” on the mathematical progress, spatial understanding, working memory, and processing speed of students in female first grade of elementary school. female first-grade students. The research employed a quasi-experimental design incorporating a pre-test and post-test framework, with the inclusion of a control group. The population of this study consisted of female first-grade students studying in the schools of Tehran District 14 in the academic year 2022-2023. Among the available schools in District 14, Mihrab Girl’s Elementary School was selected as the sample. Then, 30 students were selected by convenience sampling and randomly assigned to the experimental (15 students) and control (15 students) groups. The data were collected by the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), which consisted of ten sub-tests comprising five sub-scales for fluency, language comprehension, visual-spatial reasoning, processing speed, and working memory, and the teacher-made math test. The Lego More to Math educational protocol consisted of weekly training sessions over the course of 15 weeks, with each session lasting for 60 minutes. The data were analyzed using univariate and multivariate analyses of covariance by SPSS26.The analysis revealed significant differences between groups for spatial perception (F = 1.48, p = 0.00, η² = 0.36), working memory (F = 12.13, p = 0.00, η² = 0.32), processing speed (F = 18.16, p = 0.00, η² = 0.42), and math progress (F = 5.78, p = 0.00, η² = 0.29, test power = 0.9), with non-significant pre-test results (p = 0.88) and significant group differences (F = 11.36, p = 0.00). The study demonstrated that the Lego "More to Math" educational program significantly enhanced first graders' mathematical progress, spatial understanding, working memory, and processing speed. These findings suggested that incorporating structured, play-based learning tools like Lego into early education effectively boosted cognitive and mathematical skills in young students

Purpose: The interaction styles of teachers play a significant role in improving both academic and non-academic outcomes for students. Thus, this study aimed to determine the structural relationship of teachers' interaction styles based on social adaptability, psychological hardiness, and academic achievement motivation with mental health mediation in eighth grade female students. Methodology: This study was applied in its objective and cross-sectional in its execution, utilizing a correlational type. The population of this study comprised all eighth-grade female students in the city of Kangavar in the academic year 1401-1402, totaling 2417 students. Based on the Krejcie and Morgan table, 379 of them were selected as the sample through multi-stage cluster random sampling. Data collection tools included questionnaires on teachers' interaction styles, social adaptability, psychological hardiness, academic achievement motivation, and mental health, which were analyzed using the Structural Equation Modeling (SEM) method in Amos software. Findings: The findings of this study indicated that the variables of social adaptability, psychological hardiness, and academic achievement motivation had a direct and significant effect on mental health, and the variables of social adaptability, psychological hardiness, academic achievement motivation, and mental health had a direct and significant effect on teachers' interaction styles. Moreover, the variables of social adaptability, psychological hardiness, and academic achievement motivation had an indirect and significant effect on teachers' interaction styles through the mediation of mental health (P<0.05). Conclusion: Based on the results of this study, to improve interaction styles, it is possible to create conditions for improving the variables of social adaptability, psychological hardiness, academic achievement motivation, and the mental health of students.

Purpose: Organizational health within schools significantly influences teacher well-being, professional efficacy, and student outcomes. This study aimed to identify and explain the dimensions and components of organizational health among middle school teachers in Tehran, focusing on how individual, organizational, and environmental factors contribute to the overall health of educational institutions. Methodology: Adopting a qualitative research design, this study engaged 26 middle school teachers from Tehran through semi-structured interviews. The participants were selected purposively to ensure a diverse representation of experiences and viewpoints. Data collection continued until theoretical saturation was reached, and thematic analysis was employed to identify and analyze the emerging themes related to organizational health. Findings: The study revealed that individual factors such as motivation, professional development, and job satisfaction; organizational factors including leadership, communication, and organizational culture; and environmental factors like policy influence and community engagement are critical to the organizational health of schools. These factors together create a comprehensive framework affecting the overall effectiveness and well-being of educational settings. Conclusion: The findings underscore the importance of addressing both the internal and external components of organizational health in schools. A holistic approach that considers individual, organizational, and environmental factors is essential for fostering a positive educational environment, supporting teacher well-being, and enhancing student achievement. The study provides valuable insights for educational leaders, policymakers, and practitioners aiming to improve the organizational health of schools.