شناسایی مؤلفه‌های مدلی جهت ارتقای عملکرد تحصیلی دانش‌آموزان متوسطه دوم شاخه نظری استان گلستان با تأکید بر متغیرهای شناختی

مریم  میرکبیر; محمد صالحی; مهسا  غلامحسین زاده

Authors

Maryam Mirkabir PhD Student, Department of Educational Management, Sar.C., Islamic Azad University, Sari, Iran Author https://orcid.org/0000-0001-5637-0447
Mohammad Salehi Department of Educational Management, Sar.C., Islamic Azad University, Sari, Iran Corresponding author https://orcid.org/0000-0003-4557-7287
Mahsa Gholamhosseinzadeh Department of Educational Management, Sar.C., Islamic Azad University, Sari, Iran Author https://orcid.org/0000-0003-2991-2882

Keywords:

Academic Performance, Cognitive Variables, Cognitive Empowerment, Metacognition, Upper Secondary Students, Grounded Theory, Golestan Province

Abstract

This study aimed to identify the components and develop a model for enhancing the academic performance of upper secondary theoretical-branch students in Golestan Province with emphasis on cognitive variables. This applied qualitative study was conducted using grounded theory based on the systematic approach of Strauss and Corbin. Participants included experts in education and educational psychology, university faculty members, school principals, counselors, experienced teachers, an educational deputy, and an education specialist in Golestan Province. Participants were selected through purposive sampling, which continued until theoretical saturation was reached. A total of 15 individuals participated in the study. Data were collected through in-depth semi-structured interviews lasting approximately 45–60 minutes. Interviews were transcribed verbatim and analyzed through open, axial, and selective coding. MAXQDA software was used to organize and manage the qualitative data. Credibility, dependability, confirmability, and transferability were applied to establish the trustworthiness of the findings. Five causal categories were identified: strengthening cognitive skills, developing metacognitive strategies, strengthening motivation and cognitive beliefs, improving teaching-learning processes, and providing psychological-educational support. Six contextual categories emerged: family support, school educational and cultural climate, educational leadership and management, educational facilities and resources, teachers’ professional competencies, and social-cultural conditions. Six intervening categories included psychological and emotional challenges, family and economic barriers, educational-system challenges, adverse effects of digital media, individual and cognitive differences, and social-cultural factors. Six major strategies were identified: developing cognitive and metacognitive skills, improving teaching methods, empowering teachers, strengthening counseling services, expanding family participation, and creating a motivational and supportive educational environment. The consequences included improved learning quality, enhanced intellectual abilities, improved personal characteristics, stronger educational and social interactions, greater academic and career readiness, and increased school effectiveness. The core phenomenon was “students’ cognitive empowerment within a supportive learning environment for sustainable enhancement of academic performance.”

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