About the Journal
The Iranian Journal of Educational sociology (IJES) publishes top research in the area of educational and social sciences which seeks to be applied in a variety of educational contexts, formal and informal, and involving different education levels and people of all ages. The articles published in IJE deal with educational and social and Interdisciplinary problems that are relevant for the education communities, and their contributions serve as scientific tools to improve school education and education in general in relation to processes and outcomes. The second objective of IJE is the publication of theoretical works that advance the literature in educational and social sciences, opening new lines of research in the field. IJES publishes articles that, from a variety of perspectives and methods, deepen in the understanding of the processes, tools, contexts, and outcomes of school and non-school learning. The aim of the Journal of Sociology of Education is to provide an intellectual environment for national and international researchers to discuss their latest findings in the social, legal, educational and psychological fields. Therefore, it is hoped that this publication will improve the situation of this field in Iran and the world and provide solutions to theoretical and practical problems facing this field. To achieve this goal, we encourage researchers to submit authoritative and unpublished articles to this journal for publication.
This journal publishes authoritative articles in the following areas:
- Education
- Educational Sociology
- Social Issues (Psychology, Management,Philosophy of Education,...)
- Civil and Social Law of Citizenship
- Philosophy of education
- Educational Management
The Mediating Role of Social Isolation in the Relationship Between School Bullying and Academic Commitment Among Lower Secondary Students in Babylon, Iraq
Purpose: This study aimed to determine the mediating role of social isolation in the relationship between school bullying and academic commitment among lower secondary students in the city of Babylon, Iraq.
Methods and Materials: The research method was correlational, and the statistical population consisted of lower secondary school students in Babylon, Iraq, during the spring of 2024. From this population, 368 students were selected through convenience sampling and responded to three instruments: the Academic Commitment Questionnaire (Huenemann-Vogel & Roby, 2015), the School Bullying Questionnaire (Álvarez Marín et al., 2022), and the Social Isolation Questionnaire (Chelabi & Amirkafi, 2004). The data were analyzed using Pearson correlation coefficient and structural equation modeling (SEM) through SPSS version 26 and AMOS version 26.
Findings: The results indicated that school bullying was significantly associated with both social isolation and academic commitment, and that social isolation was significantly related to academic commitment (p < .05). The structural equation modeling results showed that social isolation served as a full mediating variable in the relationship between school bullying and academic commitment.
Conclusion: Based on the findings of the present study, it is essential to consider the role of school bullying and social isolation in academic commitment and to implement measures aimed at enhancing students’ level of academic commitment.
Identifying the Components of the Moral and Social Education Curriculum for Lower Secondary Schools in Hormozgan
Purpose: This study aimed to identify and validate the core components of a moral and social education curriculum model tailored for lower secondary schools in Hormozgan Province, Iran.
Methods and Materials: The research employed a qualitative design using the classical grounded theory approach as developed by Glaser and Strauss (1967). Data were collected through semi-structured interviews with 30 experts, including educators, curriculum specialists, and policy advisors in the field of moral and social education. Participants were selected based on academic expertise or practical experience in teaching or policymaking for moral education at the lower secondary level. Data analysis was conducted in three coding phases—open, axial, and selective—to construct a comprehensive conceptual model. Coding was manual and iterative, ensuring conceptual saturation through constant comparative analysis.
Findings: The findings revealed seven core dimensions of the curriculum model: causal conditions, background conditions, intervening conditions, strategies, main phenomenon, outcomes, and facilitating factors. Causal factors highlighted the need to improve cognitive, emotional, and skill-based educational goals. Strategies emphasized the integration of values into teaching methods, evaluation systems, and technological tools. Intervening conditions such as teacher readiness, institutional support, and infrastructural adequacy were found to be critical. Outcomes included enhanced student engagement, moral reasoning, psychosocial well-being, and teacher awareness. Facilitating factors—such as administrative backing and favorable social attitudes—were identified as pivotal for successful implementation.
Conclusion: The proposed model offers a holistic, culturally responsive, and theoretically grounded framework for designing and implementing moral and social education curricula in lower secondary schools. By addressing developmental, institutional, and cultural variables, the model supports the formation of ethically conscious and socially responsible students, adaptable to Iran’s diverse educational contexts.
Comparison of the Effectiveness of Stress Management Training and Communication Skills on Academic Adjustment
Purpose: This study aimed to investigate the impact of communication skills and stress management training on the academic motivation of students at the University of Education.
Methods and Materials: In this quasi-experimental study, 60 students were selected through purposive sampling and divided into experimental and control groups. The experimental group received 10 sessions of training: two weekly sessions on communication skills and eight sessions on stress management. Data were collected using the Academic Adjustment Questionnaire by Baker and Siryk (1984).
Findings: The results of the data analysis, conducted using multivariate analysis of covariance (MANCOVA) and the Bonferroni post hoc test, revealed that the training in communication skills and stress management significantly increased academic motivation in the experimental group compared to the control group.
Conclusion: Based on the findings, it can be concluded that training in communication skills and stress management may serve as an effective strategy for enhancing academic motivation in students.
Identifying the Dimensions and Components of Overcoming Organizational Trauma in the Faculty of Fine Arts at the University of Baghdad
Purpose: This study aimed to identify the key dimensions and components necessary for overcoming organizational trauma within the Faculty of Fine Arts at the University of Baghdad.
Methods and Materials: A qualitative research design with a descriptive phenomenological approach was employed. Twelve faculty members from the Faculty of Fine Arts, familiar with organizational dynamics and trauma, were selected through purposive theoretical sampling until data saturation was achieved. Data were collected through semi-structured, in-depth interviews, each lasting between 50 to 70 minutes. Interviews were transcribed and analyzed using Colaizzi’s seven-step method, supported by MAXQDA 2020 software. The credibility of the findings was enhanced through member checking and thematic validation.
Findings: The analysis yielded 105 initial codes, which were synthesized into 59 core concepts grouped into six major dimensions of overcoming organizational trauma: managerial, structural, psychological, cultural, technological, and environmental. Each dimension contained secondary components such as ethical leadership, process simplification, mental health services, inclusive policies, digital infrastructure, and safe physical environments. The findings underscore the multidimensional nature of trauma in academic institutions and emphasize the interrelation between leadership practices, institutional structure, and psychological well-being. Participants emphasized that organizational recovery requires both emotional and systemic interventions tailored to the context of post-conflict higher education environments.
Conclusion: Overcoming organizational trauma in academic institutions demands a holistic and context-sensitive framework addressing not only psychological and emotional healing but also structural, cultural, and environmental reform.
Presenting a Conceptual Model of Body Management among Male Bodybuilding Athletes: A Sociological Perspective on Sport
Purpose: This study aimed to present a sociologically grounded conceptual model of body management among male bodybuilding athletes in Iran by exploring the causal, contextual, and psychological factors influencing their practices.
Methods and Materials: The research employed a mixed-methods approach. In the qualitative phase, grounded theory methodology following Strauss and Corbin’s paradigm was used. Data were gathered through semi-structured interviews with 33 experts, including bodybuilding coaches and sports specialists across different provinces of Iran. The interviews were analyzed through open, axial, and selective coding using MaxQDA software. In the quantitative phase, a structured questionnaire was developed based on the qualitative findings and distributed to 367 level-3 certified male bodybuilding coaches nationwide. Statistical analyses were performed using SPSS 25 and SmartPLS 3.2.7 to validate the model through structural equation modeling, assessing reliability, validity, R², Q², and the Goodness-of-Fit (GOF) index.
Findings: The qualitative phase revealed five major components: causal conditions (e.g., self-superiority, social comparison, and societal enthusiasm), intervening conditions (e.g., anxiety, fantasizing, and commercial influence), contextual conditions (e.g., family support, gym culture, and socioeconomic status), strategies (e.g., persistence or withdrawal based on satisfaction), and outcomes (ranging from discipline and social respect to injury and stereotyping). The quantitative phase confirmed high AVE and composite reliability for all constructs, with R² values indicating strong explanatory power for body management (R² = 0.738). The GOF index of 0.479 indicated excellent model fit, and Q² values confirmed strong predictive relevance for key constructs like familial encouragement and body idealization.
Conclusion: Body management among male bodybuilders is a multi-layered phenomenon influenced by psychological drives, cultural pressures, and social structures. The model developed provides a nuanced framework for understanding how athletic identity, appearance norms, and sociocultural dynamics intersect in shaping bodily practices.
The Relationship Between Emotional Intelligence and Attachment Styles With Impulsivity and Resilience Among Mothers of Children With Specific Learning Disorders
Purpose: The primary objective of this research is to investigate the correlation between emotional intelligence and attachment styles in mothers of children with specific learning disorders, and how these aspects relate to levels of impulsivity and resilience.
Methodology: The study employed a descriptive design and focused on all mothers with a child diagnosed with a specific learning disorder who sought assistance from Rasht Learning Disorders Centers between 2017-18. A targeted sampling method was employed to choose 120 participants for the research. Surveys on emotional intelligence (Bar-On, 1997), Attachment style (Hazan and Shivar, 1987), Impulsivity Inventory (Dickman, 1985), and resilience (Connor & Davidson, 2003) were administered. An essential correlation test was carried out. The statistical analysis in this study utilized SPSS-21 software.
Findings: The findings indicated that the focal correlation between the expected variables (emotional intelligence and attachment styles) and criteria variables (impulsivity and maternal resilience) showed a significant level of significance (P < 0.05).
Conclusion: In conclusion, the study found that increased emotional intelligence was associated with fewer mothers of children with specific learning disorders. However, it also improved the resilience of these mothers. As secure attachment styles increased, mothers showed decreased impulsivity towards their children with specific learning disorders, as well as increased concern and affection through secure and ambivalent attachment styles. Moreover, an increase in secure attachment patterns led to a decrease in resilience for mothers of children with specific learning disabilities. Adopting reciprocal attachment patterns resulted in an increase in resilience among these mothers.
Factor Structure Analysis and Validation of a Virtual Media Literacy Education Model in Cyberspace for Teaching Biology: A Structural Equation Modeling Approach
Purpose: The objective of this study was to design and validate a virtual education model for media literacy in cyberspace aimed at teaching biology.
Methods and Materials: This research employed a quantitative approach using Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA). After extracting the initial dimensions and components of the model through qualitative studies and a review of the literature, a researcher-developed questionnaire was constructed and administered to a sample of 217 biology teachers in Wasit Province, Iraq.
Findings: The results of a three-order confirmatory factor analysis indicated that the designed model demonstrated a good fit (SRMR = 0.081; GOF = 0.621) and comprised three main dimensions: instructional, supportive, and technological. The instructional dimension, with a factor loading of 0.981, was identified as the most significant factor in virtual media literacy education. Reliability indices (Cronbach’s alpha, composite reliability) and convergent and discriminant validity indicators (AVE, HTMT, Fornell and Larcker) also showed acceptable values. The findings revealed that the components of “continuous assessment and feedback,” “interactive learning,” and “gamification in online education” had the greatest impact on the success of the model.
Conclusion: Based on the results, the proposed model can serve as an effective framework for designing virtual instruction grounded in media literacy, and it can be utilized by teachers, curriculum planners, and educational policymakers.
Presenting a Model for Human Capital Excellence with a Cultural Approach in the Education System of Qom Province
Purpose: This study aimed to design and validate a model for human capital excellence with a cultural approach in the educational system of Qom Province.
Methods and Materials: This applied research was conducted using a sequential mixed-methods design with an exploratory approach. In the qualitative phase, systematic literature review and expert interviews were used to extract key dimensions and indicators of culturally grounded human capital excellence. Twenty experts in education and human resource management were selected through purposive sampling. The Delphi technique was employed to refine indicators. In the quantitative phase, a sample of 250 educational staff in Qom was surveyed using a researcher-made questionnaire. The data were analyzed using structural equation modeling (SEM) via SmartPLS 3, with additional validity and reliability testing using Cronbach's alpha, convergent and discriminant validity, and content validity measures.
Findings: The results showed that the model had good fit indices (GoF = 0.683; R² = 0.886 for the main construct), indicating strong predictive power and structural coherence. The path coefficients for the three main dimensions—individual (β = 0.941), group (β = 0.933), and organizational (β = 0.785)—were all significant at p < 0.01. Subcomponents such as skills and competencies, cultural communication, collaborative work, and leadership systems exhibited high factor loadings (all above 0.79), confirming their critical role in the conceptual framework. The Q² values for predictive relevance of constructs ranged from 0.234 to 0.292, suggesting acceptable forecasting strength.
Conclusion: The findings confirm that a culturally adapted model of human capital excellence is both statistically valid and contextually relevant for Qom's educational system. Emphasizing cultural sensitivity, collaboration, and institutional support can significantly enhance the quality and sustainability of human capital in education.
The Mediating Role of Social Isolation in the Relationship Between School Bullying and Academic Commitment Among Lower Secondary Students in Babylon, Iraq
Purpose: This study aimed to determine the mediating role of social isolation in the relationship between school bullying and academic commitment among lower secondary students in the city of Babylon, Iraq.
Methods and Materials: The research method was correlational, and the statistical population consisted of lower secondary school students in Babylon, Iraq, during the spring of 2024. From this population, 368 students were selected through convenience sampling and responded to three instruments: the Academic Commitment Questionnaire (Huenemann-Vogel & Roby, 2015), the School Bullying Questionnaire (Álvarez Marín et al., 2022), and the Social Isolation Questionnaire (Chelabi & Amirkafi, 2004). The data were analyzed using Pearson correlation coefficient and structural equation modeling (SEM) through SPSS version 26 and AMOS version 26.
Findings: The results indicated that school bullying was significantly associated with both social isolation and academic commitment, and that social isolation was significantly related to academic commitment (p < .05). The structural equation modeling results showed that social isolation served as a full mediating variable in the relationship between school bullying and academic commitment.
Conclusion: Based on the findings of the present study, it is essential to consider the role of school bullying and social isolation in academic commitment and to implement measures aimed at enhancing students’ level of academic commitment.
Identifying the Components of the Moral and Social Education Curriculum for Lower Secondary Schools in Hormozgan
Purpose: This study aimed to identify and validate the core components of a moral and social education curriculum model tailored for lower secondary schools in Hormozgan Province, Iran.
Methods and Materials: The research employed a qualitative design using the classical grounded theory approach as developed by Glaser and Strauss (1967). Data were collected through semi-structured interviews with 30 experts, including educators, curriculum specialists, and policy advisors in the field of moral and social education. Participants were selected based on academic expertise or practical experience in teaching or policymaking for moral education at the lower secondary level. Data analysis was conducted in three coding phases—open, axial, and selective—to construct a comprehensive conceptual model. Coding was manual and iterative, ensuring conceptual saturation through constant comparative analysis.
Findings: The findings revealed seven core dimensions of the curriculum model: causal conditions, background conditions, intervening conditions, strategies, main phenomenon, outcomes, and facilitating factors. Causal factors highlighted the need to improve cognitive, emotional, and skill-based educational goals. Strategies emphasized the integration of values into teaching methods, evaluation systems, and technological tools. Intervening conditions such as teacher readiness, institutional support, and infrastructural adequacy were found to be critical. Outcomes included enhanced student engagement, moral reasoning, psychosocial well-being, and teacher awareness. Facilitating factors—such as administrative backing and favorable social attitudes—were identified as pivotal for successful implementation.
Conclusion: The proposed model offers a holistic, culturally responsive, and theoretically grounded framework for designing and implementing moral and social education curricula in lower secondary schools. By addressing developmental, institutional, and cultural variables, the model supports the formation of ethically conscious and socially responsible students, adaptable to Iran’s diverse educational contexts.
Comparison of the Effectiveness of Stress Management Training and Communication Skills on Academic Adjustment
Purpose: This study aimed to investigate the impact of communication skills and stress management training on the academic motivation of students at the University of Education.
Methods and Materials: In this quasi-experimental study, 60 students were selected through purposive sampling and divided into experimental and control groups. The experimental group received 10 sessions of training: two weekly sessions on communication skills and eight sessions on stress management. Data were collected using the Academic Adjustment Questionnaire by Baker and Siryk (1984).
Findings: The results of the data analysis, conducted using multivariate analysis of covariance (MANCOVA) and the Bonferroni post hoc test, revealed that the training in communication skills and stress management significantly increased academic motivation in the experimental group compared to the control group.
Conclusion: Based on the findings, it can be concluded that training in communication skills and stress management may serve as an effective strategy for enhancing academic motivation in students.
Identifying the Dimensions and Components of Overcoming Organizational Trauma in the Faculty of Fine Arts at the University of Baghdad
Purpose: This study aimed to identify the key dimensions and components necessary for overcoming organizational trauma within the Faculty of Fine Arts at the University of Baghdad.
Methods and Materials: A qualitative research design with a descriptive phenomenological approach was employed. Twelve faculty members from the Faculty of Fine Arts, familiar with organizational dynamics and trauma, were selected through purposive theoretical sampling until data saturation was achieved. Data were collected through semi-structured, in-depth interviews, each lasting between 50 to 70 minutes. Interviews were transcribed and analyzed using Colaizzi’s seven-step method, supported by MAXQDA 2020 software. The credibility of the findings was enhanced through member checking and thematic validation.
Findings: The analysis yielded 105 initial codes, which were synthesized into 59 core concepts grouped into six major dimensions of overcoming organizational trauma: managerial, structural, psychological, cultural, technological, and environmental. Each dimension contained secondary components such as ethical leadership, process simplification, mental health services, inclusive policies, digital infrastructure, and safe physical environments. The findings underscore the multidimensional nature of trauma in academic institutions and emphasize the interrelation between leadership practices, institutional structure, and psychological well-being. Participants emphasized that organizational recovery requires both emotional and systemic interventions tailored to the context of post-conflict higher education environments.
Conclusion: Overcoming organizational trauma in academic institutions demands a holistic and context-sensitive framework addressing not only psychological and emotional healing but also structural, cultural, and environmental reform.
Presenting a Conceptual Model of Body Management among Male Bodybuilding Athletes: A Sociological Perspective on Sport
Purpose: This study aimed to present a sociologically grounded conceptual model of body management among male bodybuilding athletes in Iran by exploring the causal, contextual, and psychological factors influencing their practices.
Methods and Materials: The research employed a mixed-methods approach. In the qualitative phase, grounded theory methodology following Strauss and Corbin’s paradigm was used. Data were gathered through semi-structured interviews with 33 experts, including bodybuilding coaches and sports specialists across different provinces of Iran. The interviews were analyzed through open, axial, and selective coding using MaxQDA software. In the quantitative phase, a structured questionnaire was developed based on the qualitative findings and distributed to 367 level-3 certified male bodybuilding coaches nationwide. Statistical analyses were performed using SPSS 25 and SmartPLS 3.2.7 to validate the model through structural equation modeling, assessing reliability, validity, R², Q², and the Goodness-of-Fit (GOF) index.
Findings: The qualitative phase revealed five major components: causal conditions (e.g., self-superiority, social comparison, and societal enthusiasm), intervening conditions (e.g., anxiety, fantasizing, and commercial influence), contextual conditions (e.g., family support, gym culture, and socioeconomic status), strategies (e.g., persistence or withdrawal based on satisfaction), and outcomes (ranging from discipline and social respect to injury and stereotyping). The quantitative phase confirmed high AVE and composite reliability for all constructs, with R² values indicating strong explanatory power for body management (R² = 0.738). The GOF index of 0.479 indicated excellent model fit, and Q² values confirmed strong predictive relevance for key constructs like familial encouragement and body idealization.
Conclusion: Body management among male bodybuilders is a multi-layered phenomenon influenced by psychological drives, cultural pressures, and social structures. The model developed provides a nuanced framework for understanding how athletic identity, appearance norms, and sociocultural dynamics intersect in shaping bodily practices.
The Relationship Between Emotional Intelligence and Attachment Styles With Impulsivity and Resilience Among Mothers of Children With Specific Learning Disorders
Purpose: The primary objective of this research is to investigate the correlation between emotional intelligence and attachment styles in mothers of children with specific learning disorders, and how these aspects relate to levels of impulsivity and resilience.
Methodology: The study employed a descriptive design and focused on all mothers with a child diagnosed with a specific learning disorder who sought assistance from Rasht Learning Disorders Centers between 2017-18. A targeted sampling method was employed to choose 120 participants for the research. Surveys on emotional intelligence (Bar-On, 1997), Attachment style (Hazan and Shivar, 1987), Impulsivity Inventory (Dickman, 1985), and resilience (Connor & Davidson, 2003) were administered. An essential correlation test was carried out. The statistical analysis in this study utilized SPSS-21 software.
Findings: The findings indicated that the focal correlation between the expected variables (emotional intelligence and attachment styles) and criteria variables (impulsivity and maternal resilience) showed a significant level of significance (P < 0.05).
Conclusion: In conclusion, the study found that increased emotional intelligence was associated with fewer mothers of children with specific learning disorders. However, it also improved the resilience of these mothers. As secure attachment styles increased, mothers showed decreased impulsivity towards their children with specific learning disorders, as well as increased concern and affection through secure and ambivalent attachment styles. Moreover, an increase in secure attachment patterns led to a decrease in resilience for mothers of children with specific learning disabilities. Adopting reciprocal attachment patterns resulted in an increase in resilience among these mothers.
Factor Structure Analysis and Validation of a Virtual Media Literacy Education Model in Cyberspace for Teaching Biology: A Structural Equation Modeling Approach
Purpose: The objective of this study was to design and validate a virtual education model for media literacy in cyberspace aimed at teaching biology.
Methods and Materials: This research employed a quantitative approach using Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA). After extracting the initial dimensions and components of the model through qualitative studies and a review of the literature, a researcher-developed questionnaire was constructed and administered to a sample of 217 biology teachers in Wasit Province, Iraq.
Findings: The results of a three-order confirmatory factor analysis indicated that the designed model demonstrated a good fit (SRMR = 0.081; GOF = 0.621) and comprised three main dimensions: instructional, supportive, and technological. The instructional dimension, with a factor loading of 0.981, was identified as the most significant factor in virtual media literacy education. Reliability indices (Cronbach’s alpha, composite reliability) and convergent and discriminant validity indicators (AVE, HTMT, Fornell and Larcker) also showed acceptable values. The findings revealed that the components of “continuous assessment and feedback,” “interactive learning,” and “gamification in online education” had the greatest impact on the success of the model.
Conclusion: Based on the results, the proposed model can serve as an effective framework for designing virtual instruction grounded in media literacy, and it can be utilized by teachers, curriculum planners, and educational policymakers.
Presenting a Model for Human Capital Excellence with a Cultural Approach in the Education System of Qom Province
Purpose: This study aimed to design and validate a model for human capital excellence with a cultural approach in the educational system of Qom Province.
Methods and Materials: This applied research was conducted using a sequential mixed-methods design with an exploratory approach. In the qualitative phase, systematic literature review and expert interviews were used to extract key dimensions and indicators of culturally grounded human capital excellence. Twenty experts in education and human resource management were selected through purposive sampling. The Delphi technique was employed to refine indicators. In the quantitative phase, a sample of 250 educational staff in Qom was surveyed using a researcher-made questionnaire. The data were analyzed using structural equation modeling (SEM) via SmartPLS 3, with additional validity and reliability testing using Cronbach's alpha, convergent and discriminant validity, and content validity measures.
Findings: The results showed that the model had good fit indices (GoF = 0.683; R² = 0.886 for the main construct), indicating strong predictive power and structural coherence. The path coefficients for the three main dimensions—individual (β = 0.941), group (β = 0.933), and organizational (β = 0.785)—were all significant at p < 0.01. Subcomponents such as skills and competencies, cultural communication, collaborative work, and leadership systems exhibited high factor loadings (all above 0.79), confirming their critical role in the conceptual framework. The Q² values for predictive relevance of constructs ranged from 0.234 to 0.292, suggesting acceptable forecasting strength.
Conclusion: The findings confirm that a culturally adapted model of human capital excellence is both statistically valid and contextually relevant for Qom's educational system. Emphasizing cultural sensitivity, collaboration, and institutional support can significantly enhance the quality and sustainability of human capital in education.
The Mediating Role of Social Isolation in the Relationship Between School Bullying and Academic Commitment Among Lower Secondary Students in Babylon, Iraq
Purpose: This study aimed to determine the mediating role of social isolation in the relationship between school bullying and academic commitment among lower secondary students in the city of Babylon, Iraq.
Methods and Materials: The research method was correlational, and the statistical population consisted of lower secondary school students in Babylon, Iraq, during the spring of 2024. From this population, 368 students were selected through convenience sampling and responded to three instruments: the Academic Commitment Questionnaire (Huenemann-Vogel & Roby, 2015), the School Bullying Questionnaire (Álvarez Marín et al., 2022), and the Social Isolation Questionnaire (Chelabi & Amirkafi, 2004). The data were analyzed using Pearson correlation coefficient and structural equation modeling (SEM) through SPSS version 26 and AMOS version 26.
Findings: The results indicated that school bullying was significantly associated with both social isolation and academic commitment, and that social isolation was significantly related to academic commitment (p < .05). The structural equation modeling results showed that social isolation served as a full mediating variable in the relationship between school bullying and academic commitment.
Conclusion: Based on the findings of the present study, it is essential to consider the role of school bullying and social isolation in academic commitment and to implement measures aimed at enhancing students’ level of academic commitment.
Identifying the Components of the Moral and Social Education Curriculum for Lower Secondary Schools in Hormozgan
Purpose: This study aimed to identify and validate the core components of a moral and social education curriculum model tailored for lower secondary schools in Hormozgan Province, Iran.
Methods and Materials: The research employed a qualitative design using the classical grounded theory approach as developed by Glaser and Strauss (1967). Data were collected through semi-structured interviews with 30 experts, including educators, curriculum specialists, and policy advisors in the field of moral and social education. Participants were selected based on academic expertise or practical experience in teaching or policymaking for moral education at the lower secondary level. Data analysis was conducted in three coding phases—open, axial, and selective—to construct a comprehensive conceptual model. Coding was manual and iterative, ensuring conceptual saturation through constant comparative analysis.
Findings: The findings revealed seven core dimensions of the curriculum model: causal conditions, background conditions, intervening conditions, strategies, main phenomenon, outcomes, and facilitating factors. Causal factors highlighted the need to improve cognitive, emotional, and skill-based educational goals. Strategies emphasized the integration of values into teaching methods, evaluation systems, and technological tools. Intervening conditions such as teacher readiness, institutional support, and infrastructural adequacy were found to be critical. Outcomes included enhanced student engagement, moral reasoning, psychosocial well-being, and teacher awareness. Facilitating factors—such as administrative backing and favorable social attitudes—were identified as pivotal for successful implementation.
Conclusion: The proposed model offers a holistic, culturally responsive, and theoretically grounded framework for designing and implementing moral and social education curricula in lower secondary schools. By addressing developmental, institutional, and cultural variables, the model supports the formation of ethically conscious and socially responsible students, adaptable to Iran’s diverse educational contexts.
Current Issue
Articles
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Coping Strategies as Moderators of Bereavement Experience and Psychological disorders in Mothers who have Lost their Child in a Short Time
Masoumeh Sheikh Choukami1, * , Abbas Hasiri Rizi2, , Fatemeh Sadat Heidarieh3, , Masoumeh HoseinAbadi4, , Zahra Dabbaghha5*0-0 -
Designing and Validating a Conceptual Model of Challenges and Solutions for Arabic Language Education to Reduce Miscomprehension Based on the Lived Experience of Teachers in the Iraqi Educational System
Ali Abbas Neamah Alibadi * ; Mehdi Shariatmadari , Haidar Mohsen Salman Al-Shuwaili , Zohreh Agha-Kasiri1-13