https://www.jrses.ir/ Research Strategies in Educational Sciences en daily 1 Fri, 20 Feb 2026 00:00:00 +0330 Fri, 20 Feb 2026 00:00:00 +0330 https://www.jrses.ir/article_245029.html Background and Aim: The aim of the research was to identify the consequences of the lack of counselors in elementary schools in the educational and training areas of students from the perspective of teachers at this level to achieve this goal.Methods: A critical paradigm, qualitative approach, and data-based strategy were used. The research field included elementary school teachers in Sanandaj. In-depth semi-structured interviews with data saturation criteria were used with 20 teachersFindings: The findings were obtained in two main sections: 1. Areas of counselors' presence in elementary schools: For students, teachers, and parents: such as dealing with students in puberty, identifying and rooting out students' problems before they become crises in adulthood, constructive interaction with students, helping teachers in many educational and training areas, interacting properly with parents and attracting their cooperation to solve students' problems, and sexual education of students. 2. Consequences of the absence of counselors in schools: for students, teachers and parents. Waste of teachers' training time by dedicating it to counseling, the prevalence of widespread problems related to puberty, the prevalence of child abuse, poor academic performance, domestic violence, confusion of students, etc.Conclusion: The results showed the need for these schools to have counselors. So that the absence of counselors has a negative impact on their educational performance and future as citizens, rather than on their academic performance. https://www.jrses.ir/article_245030.html AbstractBackground and Objective: With the expansion of virtual education in the Iranian education system, the discussion of educational justice and equal opportunities has become a serious challenge. This study aimed to conduct a sociological analysis of distance education policies and their attention to social justice.Research Method: This study is applied in terms of purpose and qualitative-documentary in nature. To analyze educational justice in distance education policies in Iran, an exploratory mixed qualitative-documentary approach was used. In this approach, policy documents were first reviewed, and then qualitative data were collected through semi-structured interviews to complete the analysis. Combining the data allows for a simultaneous understanding of the "policy text" and the "experts' experience."Findings: The results showed that distance education policies are overly focused on infrastructure and technology, and cultural, class, and cultural capital dimensions have received less attention. Four main themes were extracted, including inequality in access, quality of education, cultural capital, and the dominance of a technological perspective.Conclusion: The aim of this study was to examine educational equity in distance education policies in Iran. The findings showed that although the development of virtual education has created opportunities for expanding access, these opportunities have not led to educational equity due to structural inequality, the digital divide, limited cultural capital of families, and technology-oriented policymaking..Keywords: Distance learning, educational justice, equal opportunity, cultural capital, inequality https://www.jrses.ir/article_245031.html Background and Aim: Academic engagement، as one of the most significant components of educational progress and success، plays a crucial role in students’ motivation، persistence، and academic performance. Accordingly، the objective of the current research was to investigate the structural equation modeling of predicting academic engagement based on social adaptation، with the mediating role of self-defeating academic behaviors. Method: The present study employed a descriptive-correlational research design. The statistical population comprised all second-grade high school students enrolled in public schools in Maragheh city during the year 2024. A sample of 100 students was selected using a multi-stage cluster random sampling method. These students completed questionnaires on academic engagement (Wang et al.، 2011)، the Bell Adjustment Scale (Bell، 1961)، and the Self-Defeating Behavior and Cognition Scale (2007) in groups within their educational settings. The data were analyzed using descriptive and inferential statistics with SPSS version 26 and SmartPLS version 4 software. Findings :The findings indicated that the research model exhibited a good fit with the collected data. Furthermore، the results demonstrated that social adaptation has a direct and significant effect on academic engagement. The indirect effect of social adaptation on academic engagement، mediated by self-defeating academic behaviors، was also confirmed. Conclusion In summary، this research highlights the significant role of self-defeating academic behaviors in the relationship between academic engagement and social adaptation. It is recommended that educational authorities focus on enhancing students’ social adaptation and addressing their self-defeating academic behaviors to foster greater academic engagement. https://www.jrses.ir/article_245032.html Background and Aim: Academic stress plays an important role in students' mental health. The aim of the present study is to present a model of factors affecting students' academic stress.Method: This study was conducted in terms of strategy, qualitative; and in terms of approach, based on the data-based theory of Strauss and Corbin. The statistical population was 340 administrators, teachers, heads of educational groups, and education experts in Ardabil province, of whom 20 were selected through cluster random sampling and then criterion-based purposive sampling. The data were obtained through semi-structured interviews, in such a way that data saturation was achieved by repeating concepts and not appearing new codes or categories, and analyzed in three coding stages with Atlas.ti 23.2 software. The validity of the study was confirmed by participant review, peer review, and external audit, reliability was confirmed with a kappa coefficient of 0.84.Findings: The findings showed that students' academic stress is the result of the interaction of various factors such as homework pressure, parental expectations, competitive school environment, and experience of failure. These factors are strengthened or weakened in the context of individual characteristics, family circumstances, educational environment, and peer relationships. Also, coping skills, resilience, and social support play a role in stress modulation, and its consequences can range from improved performance to anxiety and academic failure. Conclusion: The results showed that students' academic stress is the result of the interaction of individual, family, and school factors, which was explained in the form of a paradigmatic model. https://www.jrses.ir/article_245033.html Background and Aim: The current study aimed to develop a structural model exploring the impact of attitudes toward Artificial Intelligence (AI) and social media on academic dishonesty behaviors among elementary and middle school students.Methods: This study utilized a quantitative, descriptive-correlational strategy. The statistical population consisted of all students in Urmia with N=90,000 during the 2024-2025 academic year, from which a sample of 401 students was selected using stratified random sampling. Data collection instruments included the General Attitudes Toward AI scale by Shipman and Rodway (2020), Use of Social Media scale by Hejazi et al. (2016), and the Academic Dishonesty scale by McCabe and Trevino (1996). Data analysis was performed using Structural Equation Modeling (SEM) through SPSS and Amos software.Results: The findings indicated that attitude toward AI has a direct and significant effect on social media (beta=0.33, P<0.05) and an academic dishonesty (beta=0.28, P<0.05). Also, social media was the strongest direct predictor of academic dishonesty behaviors with a path coefficient (beta=0.54, P<0.01). Testing for indirect effects also confirmed the significant mediating role of social media in the relationship between attitudes toward AI and academic dishonesty (beta=0.39, P<0.05).Conclusion: The research results elucidate that AI serves as a "tool" and social media as a "platform" which, by establishing group norms and fostering cognitive dependency, facilitate academic misconduct among the new generation. These results underscore the urgent necessity of revising traditional assessment models and integrating digital ethics and media literacy into school curricula to safeguard academic integrity. https://www.jrses.ir/article_245034.html Background and Aim: The flipped classroom approach, as an innovative and dynamic instructional model, has attracted considerable attention from researchers over the past two decades due to the challenges associated with the teaching–learning process in traditional classroom settings. Accordingly, the present study aimed to compare the effects of flipped classroom instruction and traditional teacher-centered lecture-based instruction on the academic motivation and critical thinking of sixth-grade female elementary school students in science education. Methods: This study was conducted as a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population included all sixth-grade female students in Chabahar city in the academic year 2024-2025 (810 people), of whom 30 were selected by convenience sampling and randomly assigned to two experimental and control groups (15 people in each group). After the pre-test, the intervention was held for the experimental group in the flipped classroom method during one academic semester and for the control group in the conventional method. Results: The results showed that the mean scores of intrinsic, extrinsic motivation, and critical thinking in the experimental group at the post-test were significantly higher than those of the control group; also, the mean scores of amotivation in the experimental group at the post-test were significantly lower than those of the control group. Conclusion: flipped classroom teaching can be considered an effective method in improving motivation and strengthening critical thinking in elementary school students.