Rooyesh-e- Ravanshenasi Journal(RRJ)

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The aim of this study was to predict the positive development of adolescence based on basic psychological needs and parental bonding. The present study, according to the basic purpose and nature of the subject, was a descriptive-correlational study. The study population is the first high school students in Bahman, all of whom have entered the research (182 people). The data collection instruments were the positive youth development questionnaire of Goldoff et al. (2014), Basic Psychological Needs Scale of Desi and Ryan (2000), and the Parental Bonding Scale of Parker (1987). Data were analyzed by SPSS software version 18 and Pearson correlation tests and multiple regression were run. The results of regression analysis showed that the basic psychological needs (autonomy, competence, and communication)  and parental care directly, and parental control inversely predicted the positive adolescent development. Therefore, it is concluded that the positive development of adolescence can be predicted through basic psychological needs and parental bonding.

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Academic engagement is one of the multifaceted constructs that affect students' academic performance. The aim of this study was to determine the mediating role of a sense of belonging in the relationship between teacher-student Relationship and academic engagement. The method of the present study was descriptive-correlational. The statistical population of this study consisted of all the students of the first secondary level of Mashhad city in 1400-1401, 360 of whom (251 girls and 109 boys) were selected as a sample using the multi-stage cluster random sampling method. Data collection tools included academic engagement Reev (2013) RAEQ, the student-teacher relationship questionnaire Murray & Zvoch (2011) IT-SR, and the school of Belonging questionnaire of  Brew & Et.al (2004). The collected data were analyzed using the Structural Equation Model. The results showed that the research model is approved in terms of significance and fit indicators and The teacher-student relationship variable indirectly affects academic engagement through the sense of belonging to the school. The direct effect of teacher-student relationships on academic engagement was not significant. Based on this, the sense of belonging to the school can play a mediating role between the teacher-student relationship and academic engagement.

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This research was conducted with the aim of meta-analysis of the influencing factors on improving the emotional-functional capabilities of adolescents by the integrated developmental approach. The statistical population was all the articles and theses related to the subject that were published in Persian in Iranian specialized scientific journals databases included in (magiran, irandoc, and sid) at years 2013 to 2023. Searching using keywords; Interactions, emotion regulation, cognitive skills (problem-solving, questioning, logical and flexible thinking), and metacognition was conducted with a focus on adolescents. Among the researchers included in this research, 40 cases were selected for review and analyzed with CMA2 software. The Funnel diagram was utilized to calculate the effect size, the Hedge's g, and the fixed and random effects model and To check the amount of publication bias in the studies. Also, I2 and Q tests indicated that the studies were not homogeneous. The results of the data analysis showed that the size of the combined effect of the factors that were affecting emotional-functional capabilities was 0.771 in the fixed model and 0.885 in the random model, which was statistically significant. Also, the greatest impact on emotional-functional capabilities was related to the effective interaction factor (1.784) and the least impact was related to the skill learning factor (0.053). Finally, the most important point was that among the factors affecting the emotional-functional abilities of adolescents, effective interactions, problem-solving ability, and emotion regulation strategies had the most meaningful effect, which means the importance of these three factors in improving the developmental performance of adolescents.