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Quarterly Journal of Education Studies
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Journal Archive

Volume 11 (2025)
Issue 42
Issue 41
Volume 10 (2024)
Volume 9 (2023)
Volume 8 (2022)
Volume 7 (2021)
Volume 6 (2020)
Volume 5 (2019)
Volume 4 (2018)
Volume 3 (2017)
Volume 2 (2016)
Volume 1 (2015)

      

    

 

Most Visited Articles
Study of Comparative Education of Islamic and naturalism doctrine, Features and Elements of the curriculum
Construction and Validation of the Questionnaire on Attitudes Toward Artificial Intelligence among Iranian Students
Emancipatory or captivity: Students reconstruction of schools meaning
The relationship between fluid intelligence and personality traits with divergent thinking in elementary school students
Reverse teaching method; A new way to reduce shyness in students
Current Issue: Volume 11, Issue 42, September 2025 

The effectiveness of the time perspective educational package on students' long-term self-regulation learning and anxiety reduction among second-grade elementary school students

Pages 1-13

Zahra Babadi Akashe; Mousa Mousavi

  • View Article
  • PDF 492.72 K

The Effectiveness of Social-Emotional Skills Training on Social Adjustment and Self-Regulation of Learning of Male Students with Low Academic Performance

Pages 14-29

Mahmood Noori; Mohammad Javad Farhadipour; Samira Zare; Effat Ebrahimi

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  • PDF 354.91 K

Publication Information

Publisher
Farhangian University

Editor-in-Chief
Babak Shamshiri
Director-in-Charge
Kourosh Zare Sheybani
Deputy Editor
Ali Shiravani Shiri
Editorial Board
Mahbobeh Alborzi Ali Emanzadeh Amin Bagheri karachi Mokhtar Zakeri Sodabeh Basak Nejad Afzal Sadat Hoseini Dehshiri Babak Shamshiri
International Advisory Board
Dr. Mohammad Attaran Prof. Aslam Fataar Prof. Mogamat Noor Davids
Technical Editor
Zeynab Dehghani
English Text Editor
Ali Shiravani Shiri
Executive Manager
Bahram Esmaeili

Frequency
Quarterly
Print ISSN
2588-4182
Online ISSN
2645-3673

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  • This quarterly is also ready to receive articles in English language. 2019-01-26

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This work is licensed under a Creative Commons Attribution 4.0 International License.

 
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