Family Relational Boundaries Questionnaire (FRBQ): Developing and Standardization

Objective: The present study attempted to develop and validate the Family Relationships Questionnaire (FRQ) Based on Minuchin’s Structural Family Therapy (SFT). Methods: The study sample was comprised of 200 high school students; they were selected by cluster sampling method from Mazandaran, Sari City, Iran. The research instrument included a researcher-developed questionnaire, based on Minuchin’s SFT. Results: The exploratory factor analysis data have led to extracting 3 factors; normal boundary, enmeshment boundary, and disengaged boundary. Additionally, the obtained results suggested that the 3 elicited factors explained 62.28 variances of family relationships boundaries. Confirmatory factor analysis results revealed that elicited factors can also measure family relationships boundaries. Reliability analysis, distinctive, and convergent validity of the components of family relationship boundaries indicated that questions in assessing the components of family relationships boundaries are clear and defined. Reliability testing with Cronbach’s alpha coefficient reported a score of above 0.60 and the structural reliability was measured to be above 0.70. In other words, all 3 components can define the FRQ constructs as well. For validation, we first calculated the scores of family relationships boundaries and categorized those in a frequency table. The results scores of T and Z values revealed that the scores above the mean value indicated that more participants were aware of their family relationship boundaries. Conclusion: The present research results suggested that this questionnaire has proper validity and reliability; thus, it is proper for assessing family relationship boundaries. Therefore, the collected results can help to assess family relationship boundaries and to develop proper strategies for treatment and future researches.

The Role of Academic Emotion Regulation and Resilience in Predicting Students’ Academic Burnout

Objective: The current study aimed to investigate the role of Emotional Regulation (ER) and resilience in predicting students' academic burnout. Methods: This was a descriptive correlational study. The statistical population of the study included all female secondary school students of the 10th-grade of the humanities and experimental sciences (N=305) in the second semester of 2018-2019 in Shabestar City, Iran. Accordingly, a sample of 100 individuals was selected by cluster sampling method. To collect the required data, the Academic Burnout Questionnaire (Breso et al., 1997), the Emotion Regulation Questionnaire (ERQ; Gross & John, 2003), and the Samuels' Academic Resilience Scale (2004) were used. Results: The collected data were analyzed using Pearson correlation coefficient and regression analysis methods. The obtained results indicated that ER and academic resilience explained 37% of the total variance of academic burnout in the examined students. The F-value indicated that the prediction of academic burnout was significantly based on ER and academic resilience in the study participants (P=0.001). Conclusion: As per the present study, the long-term planning to increase the explored variables will be an essential step in preventing students' academic burnout.

Investigating the Role of Information Literacy and Self-directed Learning in Predicting Students’ Academic Motivation

Objective: The present study aimed to predict academic motivation based on self-directed learning and information literacy. Methods: This was an applied and correlational study. The statistical population of the study includes all high school students in Ardabil City, Iran, in the academic year of 2018-2019. Of them, 360 students from the 11th and12th grades (180 girls and 180 boys) were selected by multistage cluster random sampling. To collect the necessary data, the Self-Directed Learning Scale, the Multidimensional Assessment of School Motivation, and the Information Literacy Assessment of Students were used. Pearson correlation coefficient and stepwise multiple linear regression analysis were employed to analyze the obtained data in SPSS v. 20. Results: The current research results signified a significant direct relationship between information literacy, self-directed learning, and academic motivation; information literacy also could predict academic motivation in the study subjects (P<0.01). This predictability was significant concerning self-directed learning. Conclusion: The obtained data indicated that self-directed learning skills training and improving information literacy were effective in students’ learning and academic motivation.

Relationship Between Organizational Agility, Innovative Work Behaviors, and Job Satisfaction Among the Second-grade High School Teachers

Objective: The present study explored the relationship between organizational agility, innovative work behaviors, and job satisfaction in second-grade secondary school teachers in Ardebil City, Iran. Methods: This was a descriptive correlational study. The statistical population of this research was all secondary school teachers in Ardebil City, Iran, in the academic year of 2016-2017. Among them, 129 teachers were selected by cluster random sampling method. The research tools were the Organizational Agility Scale (Zhang et al., 2000), the Innovative Work Behavior Questionnaire (Holman et al., 2011), and the Job Satisfaction Scale (Berifield et al., 1951). Data analysis was performed using Pearson’s correlation coefficient and regression analysis method. Results: The obtained results indicated a significant positive correlation between organizational agility, innovative work behaviors, and teachers' job satisfaction. Furthermore, the results of regression analysis revealed that roughly 0.42% of the total variance of job satisfaction was predicted based on organizational agility and innovative work behaviors (P<0.001). Conclusion: The obtained results suggested that organizational agility and innovative work behaviors were related to the prevention of teachers' job satisfaction, which calls for the attention of authorities and educators to these variables.

A Comparative Study of Variables Related to Students’ Success in the 2015 International TIMSS Test

Objective: This study aimed to investigate the factors affecting students' academic achievement based on Thames international test data. Methods: The method of this study is quantitative comparative. The statistical sample of this study consists of eighth-grade students from 57 countries who participated in the 2015 Thames International Test. The data set was analyzed using the fuzzy logic approach. Results: The necessary and sufficient individual conditions showed that the conditions of the relationship between home and school, school social atmosphere, students' attitudes, and educational activities in the classroom are each a necessary condition, and family background is a sufficient condition for achievement (academic achievement). Conclusion: In the causal and combined causes, among the many causal paths, only one causal path based on theoretical and experimental adequacy criteria (coverage and adaptation coefficient) was of theoretical and experimental importance was necessary. In this causal path, family background and the relationship between home and school in combination provided a sufficient turning point in the occurrence of the desired result (academic success).

Investigating the Effect of Parent Participation on Quality of Life and Adjustment in Students

Objective: The aim of this study was The effect of parental participation on the quality of academic life and the Compatibility of students. Methods: The research method was descriptive and structural equations. The population of this study was male and female high school students in the fourth district of Tabriz in the academic year 2018-2019, which using Cochran's formula and random sampling method 371 people (172 girls and 119 boys). The instruments used included the Williams and Button quality of life questionnaire, Sinha and Singh adaptation questionnaire, and Fan and Williams academic conflict questionnaire. Data analysis using structural equation statistical test with Smart PLS.2 software was developed. Results: The results showed that there was a positive and significant relationship between parental participation and quality of academic life (r=96.969, t=10) and also between parental participation and student adjustment) (r=0.309, t=4). The structural equations also show that parental involvement plays a mediating role in students' quality of academic life and adjustment. Conclusion: Therefore, parental involvement can play an essential role in the quality of education and student adjustment.

The Effects of Cognitive-metacognitive Strategies Training and Positive Psychology Training on Academic Self-efficacy, Academic Burnout, and Learning Strategies

Objective: The present research aimed to explore the effects of cognitive-metacognitive strategies and positive psychology training skills on academic self-efficacy, academic burnout, and learning strategies. Methods: This was a quasi-experimental with an unequal control group design. The statistical population included students in Arak City, Iran, in the academic year 2019-2020. Accordingly, 45 of whom were selected using the convenience sampling method and randomly divided into 3 experimental and control groups (n=15/group). The study participants completed the Academic Self-Efficacy Scale, Bresso et al.’s (1997) Burnout Questionnaire, and the Learning Strategies Scale. The study hypotheses were tested by Multivariate Analysis of Covariance (MANCOVA) and One-way Analysis of Variance (ANOVA). Results: The present study data indicated that concerning self-efficacy and academic burnout, teaching cognitive-metacognitive strategies was more effective than positive psychology training (P<0.01). Conclusion: The present research results that teaching cognitive-metacognitive strategies and positive psychology promoted academic self-efficacy and learning strategies and reduced academic burnout.

Effectiveness of Social-emotional Learning vs Mindfulness Training in Increasing Positive Orientation Towards School

Objective: The purpose of this study was to investigate the effect of perceived justice and organizational norms on teachers' psychological well-being. Methods: In 2017-2018, from high school graduates in Varamin County, 120 teachers were selected by simple random sampling and randomly assigned to eight groups. The instruments included the Holland vignette aimed to manipulate justice and organizational norms and psychological well-being questionnaire. The data were analyzed by multivariate covariance analysis. Results: The results indicated that perceived justice and organizational norms based on confirmation of positive behaviors and disapproval of negative behaviors affect admission, positive relationship, and teachers' psychological well-being growth. Conclusion: Regarding this finding, it seems necessary to pay attention to justice and reinforcement of positive organizational norms to improve teachers' psychological well-being.

The Effect of Perceived Organizational Justice and Organizational Norms on Teacher’s Psychological Well-being

Objective: The purpose of this study was to investigate the effect of perceived justice and organizational norms on teachers' psychological well-being. Methods: In 2017-2018, from high school graduates in Varamin County, 120 teachers were selected by simple random sampling and randomly assigned to eight groups. The instruments included the Holland vignette aimed to manipulate justice and organizational norms and psychological well-being questionnaire. The data were analyzed by multivariate covariance analysis. Results: The results indicated that perceived justice and organizational norms based on confirmation of positive behaviors and disapproval of negative behaviors affect admission, positive relationship, and teachers' psychological well-being growth. Conclusion: Regarding this finding, it seems necessary to pay attention to justice and reinforcement of positive organizational norms to improve teachers' psychological well-being.

The Effects of Cognitive and Metacognitive Strategies Training on Problem-solving Skills and Self-esteem in Students

Objective: The present study aimed to explore the effects of cognitive and metacognitive strategies training on problem-solving skills and self-esteem in students. Methods: This was an experimental study with pretest-posttest and a control group design. The statistical population of the study consisted of all 11th-grade students in the second secondary school of Meshkinshahr City, Iran, in the academic year of 2016-2017. Eighty male students with low self-esteem and problem-solving skills impairments in physics were selected and randomly assigned to 3 study groups (one control group & two experimental groups) (n=20/ group). The experimental groups were trained in cognitive and metacognitive strategies. To collect the required data, the Cassidy and Lang's Problem-Solving Style Questionnaire and Coopersmith's (1967) Self-Esteem Inventory were used. The obtained data were analyzed by Multivariate Analysis of Covariance (MANCOVA). Results: The collected results suggested that the mean posttest scores of the students in the experimental groups were significantly higher in problem-solving skills and self-esteem, compared to the control group. Conclusion: The presented cognitive and metacognitive strategies training was impactful on problem-solving skills and self-esteem in the examined students.