https://journal.iocv.ir/ A new approach to children's education quarterly en daily 1 Fri, 22 May 2026 00:00:00 +0330 Fri, 22 May 2026 00:00:00 +0330 https://journal.iocv.ir/article_242008.html The problem of lack of motivation among students is an issue that exists today all over the world, and those working in the field of education are trying to find solutions for it. Signs of lack of motivation in students include leaving tasks unfinished, refusing to do homework, not trying to solve problems, difficulty in decision-making, expecting help from others, inattentiveness and anxiety, and making numerous excuses for not doing tasks. Academic performance, academic engagement, and psychological well-being are low in these students; however, the question is whether training in cognitive emotion regulation strategies can affect academic performance, academic engagement, and psychological well-being in female high school students with low achievement motivation. This research was conducted with the aim of investigating the effectiveness of cognitive emotion regulation strategies training on academic performance, academic engagement, and psychological well-being in female high school students with low achievement motivation. The statistical population of this research included all female high school students in the second period of District 14 of Tehran Province who were studying in the academic year 2024. The research sample consisted of 30 female high school students in the second period of District 14 of Tehran Province with low achievement motivation, who were selected by multi-stage cluster random sampling. The research questionnaires were: the Academic Performance Questionnaire by Taylor and Pham (1990), the Short Form Psychological Well-being Questionnaire by Ryff and Singer (2019), the Academic Engagement Questionnaire by Reeve (2023), and the Achievement Motivation Questionnaire by Hermans (1977). The results obtained from the research findings showed that the approach of training cognitive emotion regulation strategies affects all three components of academic performance, academic engagement, and psychological well-being in students with low achievement motivation. https://journal.iocv.ir/article_236945.html This study aimed to investigate the relationship between corporal punishment and the mental health and social competence of female students aged 13 to 18 in District 2 of Tehran. In terms of purpose, the research was basic, and in terms of data collection method, it was descriptive-correlational with a regression design. The statistical population consisted of all female secondary school students in District 2 of Tehran during the 2023-2024 academic year. A sample of 285 participants was selected using a non-random sampling method. The research instruments included the Misbehavior Assessment Questionnaire(Demareh, 1995), the Social Competence Questionnaire(Felner et al., 1990), and the short form of the Mental Health Questionnaire(Keyes, 2002). Data were analyzed using Pearson’s correlation coefficient and simple linear regression analysis. The results indicated that corporal punishment has a significant negative relationship with mental health(r = -0.527) and social competence(r = -0.516) and is able to explain 27.8% of the variance in mental health and 26.6% of the variance in social competence(p < 0.01). The findings of this study highlight the destructive role of corporal punishment on adolescents’ psychosocial indicators and underscore the need to design educational interventions for teachers and parents to promote positive disciplinary methods and create supportive educational environments. https://journal.iocv.ir/article_242009.html AbstractThe present study was conducted with the aim of presenting a causal model of the relationship between early maladaptive schemas and perceived social support with internet addiction among university students, with the mediating role of stress coping strategies. The research method was descriptive–correlational using structural equation modeling (SEM). The statistical population consisted of students of the North Tehran Branch of Islamic Azad University during the 2024–2025 academic year. From this population, 301 participants were selected through multistage cluster sampling as the sample group and completed the Young Internet Addiction Test (IAT), the Young Schema Questionnaire (1998), the Multidimensional Scale of Perceived Social Support (MSPSS) by Zimet, and the Coping Inventory for Stressful Situations – Short Form (CISS-SF) by Endler and Parker. The obtained data were analyzed using structural equation modeling with AMOS version 26. The findings indicated that early maladaptive schemas, emotion-focused coping, and avoidance coping were positively associated with internet addiction, whereas perceived social support and problem-focused coping were negatively associated with internet addiction among students (p < 0.001). All three coping styles significantly and positively mediated the relationship between early maladaptive schemas and internet addiction in students (p = 0.001). Furthermore, all three coping styles significantly and negatively mediated the relationship between perceived social support and internet addiction (p = 0.001). Based on the results of the present study, early maladaptive schemas are associated with increased internet addiction, while perceived social support is associated with its reduction. Emotion-focused and avoidance coping styles strengthen this relationship, whereas problem-focused coping weakens it. Therefore, enhancing problem-focused coping skills is essential for the prevention and reduction of internet addiction. Strengthening problem-focused coping skills among students and within social networks may help reduce internet addiction. These findings can be utilized by psychologists and family counselors https://journal.iocv.ir/article_241601.html Background and Objectives: The teaching-learning process is the core of the teaching profession and the most important factor influencing the quality of education. While previous research has generally compared the overall performance of teachers trained through two main pathways in Iran (Farhangian University's four-year program and Article 28's one-year program), a detailed component-level analysis of the teaching-learning process is lacking. This study aims to conduct an in-depth, component-wise comparison of 12 specific teaching-learning indicators between these two groups of elementary school teachers and prioritize improvement areas based on effect sizes. Methods: : This applied research employed a causal-comparative design with an evidence-based evaluation approach. The statistical population included all elementary schools in Tehran that had both groups of teachers with at least three years of experience. A sample of 162 schools was selected through cluster random sampling from the four geographical regions of Tehran. Data were extracted from Barati's Job Performance Questionnaire (2010), specifically the 12 items comprising the "teaching-learning" component. Items were scored on a 5-point Likert scale (1 = very high, 5 = very low), meaning lower scores indicate better performance. Descriptive statistics (mean, standard deviation) and inferential statistics (independent t-test and Cohen's d effect size) were used for data analysis with SPSS 26. Findings: Farhangian University graduates demonstrated significantly better performance on all 12 teaching-learning indicators (p<0.05). The largest significant differences were observed in "attention to students' individual needs and differences" (t=-22.17, p<0.001, d=2.47) and "providing appropriate learning opportunities based on students' interests and talents" (t=-17.89, p<0.001, d=1.99). The smallest difference was found in "establishing classroom discipline and participatory management with adequate mastery" (t=-3.78, p<0.05, d=0.42). Effect sizes were large (above 0.8) for most indicators, indicating strong practical significance. Based on effect size ranking, the priority areas for improving Article 28 programs are: attention to individual differences (critical), providing appropriate learning opportunities (critical), encouraging students' active participation in learning activities (very high), and lesson plan implementation (very high) . Conclusion: The coherent curriculum and extensive, gradual practicum in Farhangian University's four-year program lead to significantly superior performance in teaching-learning components compared to the one-year Article 28 training. The effect size ranking provides a clear roadmap for targeted revision of Article 28 programs, with priority given to strengthening high-priority indicators. https://journal.iocv.ir/article_242003.html Background and Aim: Developing student researchers in elementary schools, as a key educational strategy, plays a significant role in enhancing critical thinking, creativity, and problem-solving skills. This study aimed to identify and classify the elements influencing the development of student researchers in elementary schools and to determine the structural relationships among these factors. Methods: This study employed a mixed-methods (qualitative-quantitative) exploratory approach. In the qualitative phase, semi-structured interviews with 12 experts and thematic analysis using the Attride-Stirling method were conducted to identify the influential elements. In the quantitative phase, Interpretive Structural Modeling (ISM) was applied, and a survey of 15 specialists was used to determine the relationships and hierarchical levels of the factors. Results: Qualitative analysis led to the identification of four global themes: Basic literacy and competencies (knowledge and skills), Student’s internal factors (attitude and individual characteristics), Supportive and foundational factors (supportive features), Educational-pedagogical factors (teaching methods, participation-centricity, and problem-centricity). Using ISM, these factors were categorized into five levels, indicating that "teaching methods" were at the lowest level (most influential), while "knowledge" and "supportive features" were at the highest level (most influenced). Conclusion: The results indicate that to foster student researchers, attention must be paid to foundational factors such as active teaching methods, group participation, and problem-centric approaches. Moreover, comprehensive support from school administrators and the provision of necessary infrastructure are among the key factors for the success of this approach. This study provides a structured framework for the effective planning and implementation of inquiry-based programs in elementary schools. https://journal.iocv.ir/article_242007.html AbstractObjective: The present study was conducted with the aim of investigating the relationship between parenting and sensory processing sensitivity.Materials and methods: The present study is a systematic review research in which the articles indexed in English databases such as Scopus, ScienceDirect, PubMed, Scholar and the academic Jihad database (SID), the country's publications information bank (Magiran) and Google Scholar in The period from 2013 to 2023 was searched. The search was done using the keywords Sensory processing, Parenting styles. Persian databases were searched for the keywords of sensory processing, parenting styles. 1119 articles were found, according to the inclusion and exclusion criteria, nine articles were selected for the final review.Conclusions: After fully reviewing the text of nine selected articles, their results were explained in detail in Table 1 and in the discussion section.Conclusion: based on this, it can be concluded that sensory processing sensitivity and parenting styles have a two-way relationship with each other; Sensory processing sensitivity was not only related to authoritarian and permissive parenting styles, but avoidantly attached parents may exhibit more authoritarian or permissive parenting styles due to their level of sensory sensitivity.Key words: sensory processing; Parenting styles; Sensory processing sensitivity https://journal.iocv.ir/article_242013.html Background and Objective: The aim of the present study was to compare the effectiveness of psychological capital, adolescent-centered mindfulness, and healthy person theory training packages on academic engagement, procrastination, and goal orientation of female high school students.Reasearh Method: The present study was a quasi-experimental study with a pre-test, post-test, and three-month follow-up design. The statistical population of the study included female high school students in the second year of the second year of the second district of Isfahan in the academic year 1402, of which 80 people were selected through multi-stage sampling and randomly assigned to three experimental groups and a control group (20 people in each group). The first experimental group received healthy human theory counseling (Aghaei, 2018), the second experimental group received Burdick's adolescent-centered mindfulness training (2014), and the third experimental group received Lotaz psychological capital training (Alipour et al., 2013) as a group. The data collection tools were goal orientation questionnaires (Bouffard et al., 1998), procrastination (Solomon and Raelum, 1984), and academic engagement (Shaffley et al., 2002). The data were analyzed using repeated measures analysis of variance and Bonferroni post hoc test in SPSS23 software.Results: The results showed that all three educational methods were effective in reducing procrastination, increasing academic engagement, and goal orientation in the post-test phase, and their effectiveness remained in the follow-up phase, and no significant difference was observed between the three groups in this regard (p<0.05).Conclusion: Psychological capital, adolescent-centered mindfulness, and healthy human theory educational packages play an effective role in improving procrastination, academic engagement, and goal orientation in adolescents.