University of Mohaghegh ArdabiliA Review of Theorizing of Behavioral Sciences3060-70271220240401Clarifying the Effect of Job Rotation on Teachers' Burnout Through the Mediation of Education Management Model114357110.22098/j9032.2024.14545.1015ENAbbasMirzaiPhD student in Educational Administration, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, IranShokoufeNaderlouElementary School Teacher, Zanjan City, IranSeyyede MahsaMousavviPhD in Educational Administration, Lecturer at Farhangian University, University of TehranJournal Article20240130This research has been done by explaining the effect of job turnover with the mediation of education management model on the job burnout of teachers in Zanjan city with the applied method and according to the descriptive-analytical method in a survey way. The library method was used in compiling the theoretical foundations and in surveying the questionnaire, the validity of which was confirmed in the form of construct validity and reliability of the questionnaire through Cronbach's alpha method. The statistical population in this research is all the teachers of the first secondary schools for boys in the first education district of Zanjan province with a number of 6786. A simple random method was used to collect the statistical sample, and Cochran's formula was used to determine its volume, which was distributed and collected based on the calculation of 363 questionnaires. Also, descriptive statistics and inferential statistics including structural equations with the help of SPSS and Lisreal software have been used in data analysis. The results of the research showed that job turnover has a significant effect on teachers' job burnout, and the education management model mediates the effect of job turnover on teachers' job burnout.https://rtbs.uma.ac.ir/article_3571_044216ebe5a3843fea522177bf8a04b1.pdfUniversity of Mohaghegh ArdabiliA Review of Theorizing of Behavioral Sciences3060-70271220240621Prediction of Emotion Regulation Based on Problem-Solving Skills and Metacognitive Skills...1530357310.22098/j9032.2024.15062.1014ENFaezehShahdadnezhadMaster’s in General Psychology, Faculty of Humanities, Islamic Azad University, Ardabil Branch, Ardabil, IranSadegFarahmand AminDepartment of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, IranJournal Article20240113The present study aimed to predict cognitive emotion regulation based on problem-solving skills and metacognitive beliefs among students. This research was descriptive-correlational with a predictive approach. The statistical sample was selected through cluster random sampling, and according to the Krejcie-Morgan table, 310 female high school students from Ardabil city participated in the study. To collect data, three questionnaires were used: the Cognitive Emotion Regulation Questionnaire by Garnefski et al. (2001), the Metacognition Questionnaire by O’Neill and Abedi (1996), and the Problem-Solving Skills Questionnaire by Cassidy and Long (1996). Pearson correlation tests and multiple linear regression analyses were employed to analyze the data. The correlation analysis results revealed a significant positive correlation between metacognitive beliefs and cognitive emotion regulation (r=0.64, p<0.01). Similarly, a significant positive correlation was found between problem-solving skills and cognitive emotion regulation (r=0.56, p<0.01). Furthermore, the regression analysis indicated that cognitive emotion regulation could be predicted based on problem-solving skills and metacognitive skills (F=37.119, p<0.001). These findings suggest that by institutionalizing meaningful teaching-learning processes and creating stress-free environments, it is possible to enhance students’ cognitive emotion regulation.https://rtbs.uma.ac.ir/article_3573_28edd1cd42d287c094004b0132fc2df2.pdfUniversity of Mohaghegh ArdabiliA Review of Theorizing of Behavioral Sciences3060-70271220240401Identifying Strategies of Primary School Teachers in Developing Social Competencies3144372810.22098/j9032.2025.16511.1028ENLilyBeiranvandMaster of Philosophy of Education, Faculty of Literature and Human Sciences, Malayer University, Malayer, IranKiumarsAzizmalayeriAssistant Professor of Curriculum Studies, Faculty of Literature and Humanities, Malayer University, Malayer, IranMohammad SharifTaherpourAssistant Professor of Philosophy of Education, Faculty of Literature and Humanities, Malayer University, Malayer, IranJournal Article20240110Social competence is the human ability to perform personal independence and social responsibility. This study aimed to identify the strategies used by female fifth-grade elementary school teachers in Khorramabad to foster students' social competencies during the 2023-2024 academic year.The research was qualitative and was conducted with a phenomenological approach. To select the participants with rich information in the present study, the researcher's diagnosis and teachers' readiness (available sampling) and semi-structured interviews were used to collect information. The interviews continued until the data saturation stage; Therefore, the final sample size consisted of 20 participants. The information obtained from the interviews was coded (open, axial and selective), categorized and analyzed using theme analysis method. The reliability of the research was obtained through agreement between the coders, which showed an agreement coefficient of 0.90. The validation of the extracted themes was done by obtaining the views of the participants and comparing them with the processes in the research background. Findings of this study included teaching strategies of 4 main components of social competence (cognitive; behavioral; emotional and motivational skills) based on the four-dimensional model of Flanner, Liz & philhps (1990). According to the result of the theme analysis; Strategies used to develop elementary students' social competence include an interactive learning model of social approach models; The model of social learning was one of the patterns of approach of behavioral systems and the model of learning through counseling was one of the models of individual approach.The result of this research showed that teachers use different teaching models to teach different components of social competence. Identifying these models is the starting point to examine the suitability of each model with different components in future researches.https://rtbs.uma.ac.ir/article_3728_2510e48a05635e4c7de65caaa6cd9f11.pdfUniversity of Mohaghegh ArdabiliA Review of Theorizing of Behavioral Sciences3060-70271220240401Identification, Validation, and Ranking of the Challenges of Implementing a Competency-Based Education System at Imam Hussein University4568407110.22098/j9032.2025.18425.1053ENZahraDorostkar NavaeiMaster’s Student in Educational Management, The Imam Hossein Comprehensive University, Tehran, IranRasoolGolkarAssistant Professor, Department of Educational Sciences, The Imam Hossein Comprehensive University, Tehran, IranRezaHosseinpourAssistant Professor, Department of Educational Sciences, The Imam Hossein Comprehensive University, Tehran, IranJournal Article20240120The aim of this study was to identify and prioritize the challenges of implementing a competency-based education system at Imam Hussein University (A.S.). The research was applied in terms of its purpose and mixed-methods (qualitative-quantitative) in nature, with an exploratory approach. The qualitative sample consisted of professors with over 25 years of experience at Imam Hussein University (A.S.), while the quantitative sample included all faculty members of the university, totaling 432 individuals. In the qualitative section, the sample size was determined based on the principle of theoretical saturation, amounting to 11 individuals. The sample size for the quantitative section was calculated using Cochran’s formula, resulting in 217 participants. Data were collected through interviews and a researcher-designed questionnaire. Thematic analysis was used for data description, while Structural Equation Modeling (SEM) and Friedman tests were employed for data analysis. The findings revealed that the challenges of implementing a competency-based education system could be categorized and validated under seven components: weaknesses in the educational structure, the gap between theory and practice, ineffective implementation, inadequate understanding of the nature of the competency-based education system, neglect of individual differences among students and faculty, deficiencies in facilities and infrastructure, lack of proper monitoring and evaluation, and inherent limitations in establishing a competency-based education system (p<0.05). Based on the findings, recommendations were made to the Ministry of Science, including collaboration with industry and the labor market, updating and revising educational programs, launching practical training programs, advancing educational technologies, and creating continuous learning opportunities to address the challenges of the competency-based education system.https://rtbs.uma.ac.ir/article_4071_e94c644174d315087b5b03bda833c08a.pdfUniversity of Mohaghegh ArdabiliA Review of Theorizing of Behavioral Sciences3060-70271220240401Investigating the Effect of a Researcher-Made Educational Simulation Software for Science on the Learning and Academic Achievement Motivation of Sixth Grade Students in Smart Schools of Tehran6984407310.22098/j9032.2025.18427.1054ENMostafaSaeediPhD Candidate, Educational Management, Mohaghegh Ardabili University, Ardabil, IranKhadijehAliabadiAssociate professor in Allameh Tabataba’i UniversityJournal Article20240129The purpose of this study is to examine the effect of a researcher-made educational simulation software for science on the learning and academic achievement motivation of sixth-grade students in smart schools in Tehran. This research, in terms of its nature, subject, objectives, and hypotheses, is applied in type and falls under the category of quasi-experimental designs. The statistical population of the study consisted of all sixth-grade male students in smart schools of Tehran who were studying during the 2023–2024 academic year. For sampling, Nezam Mafi Smart Elementary School was selected using a purposive sampling method. The dependent variables of this research were learning and academic achievement motivation, which were measured using the relevant tests for each variable. The instruments of the study included: (1) a researcher-made science learning test for sixth grade, and (2) Hermans’ academic achievement motivation questionnaire. The validity of the learning test was confirmed by the supervisors, advisors, and experienced science teachers, and the validity of the academic achievement motivation questionnaire was also approved by supervisors, advisors, and experts in the field. The reliability coefficient of the learning test was calculated using the Kuder–Richardson method and was 0.75, and the reliability coefficient of the academic achievement motivation questionnaire, calculated using Cronbach’s alpha, was 0.84. The data obtained from these tests were analyzed using analysis of covariance (ANCOVA) with SPSS software. The findings indicated that the learning and academic achievement motivation of students who were taught using the educational simulation software were significantly higher at the 95% confidence level than those who were taught using the traditional school method.https://rtbs.uma.ac.ir/article_4073_a7564aed022f440baf9a394877525ff7.pdfUniversity of Mohaghegh ArdabiliA Review of Theorizing of Behavioral Sciences3060-70271220240401Meta-Analysis of Factors Correlated with Academic Alienation8598372710.22098/j9032.2025.16776.1032ENRaminGharibzadehAssistant Professor of Educational Administration, Sayyed Jamaleddin Asadabadi University, Hamadan, IranRezaMohammadzadehPhD Student in Educational Administration, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.Journal Article20250211Considering the problems and issues of students, one of the most important concerns of efficient school administrators at different levels is how to create appropriate environments for students in schools, so that they can study with a sense of joy, security, and enthusiasm and not suffer from academic alienation. The solution to these problems considered by administrators is to accurately identify the issue of academic alienation and the factors affecting it in Iranian society. This research aims to describe, analyze, and synthesize the presented findings in the field of factors correlated with academic alienation. The method of this research is of the meta-analytic type. The statistical population of the present study consisted of written documents, including theses, research papers, and articles published in scientific research journals between 1400 and 1390 that have addressed the issue of factors correlated with academic alienation. From among the published works available in the authoritative scientific database and unpublished works in the reference section of the libraries of Mohaghegh Ardabili, Tehran, and Urmia universities, 19 documents were selected in 28 research factors. The information collected from each of the documents and studies in question was analyzed using CMA-2 and SPSS 22 software. The research findings showed that the value of the chi-square index was 0.418 and the value of the effect size in the fixed model was calculated as 0.259, and the study identified 28 influential factors and their impact was assessed as significant. All of the aforementioned values were assessed as significant at a 95% confidence level.https://rtbs.uma.ac.ir/article_3727_1064e07421d07d4d994061bd35267432.pdf