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  3. Vol. 1 No. 2 (2024): Serial Number 2

Vol. 1 No. 2 (2024): Serial Number 2

					View Vol. 1 No. 2 (2024): Serial Number 2
Published: 2025-03-19

مقالات

  • cover

    Examining the Role of Self-Regulated Learning in Enhancing Academic Performance and Motivational Persistence among Students

    Amirhossein Dadgar ; Narges Hajizadeh *
    1-9
    • PDF
  • cover

    Elucidating the Psychological Dimensions of E-Learning and Their Consequences for Learners’ Academic Engagement

    Mohammadreza Ghasemi ; Elaheh Naderikhah * ; Reza Yousefi
    1-10
    • PDF
  • cover

    Analyzing the Interaction Between Learning Styles and Digital Learning Environments in Enhancing Effective Learning

    Nasrin Sharifi ; Farzad Rostami *
    1-10
    • PDF
  • cover

    The Role of Emotional Intelligence in Predicting Academic Adjustment and Educational Success among Students

    Sara Karimi ; Hamidreza Shams * ; Mahdieh Tavakoli
    1-9
    • PDF
  • cover

    Analyzing the Impact of School Climate on Students’ Mental Health, Academic Motivation, and Educational Performance

    Elham Nikrosh *
    1-9
    • PDF
  • cover

    An Analytical Review of the Role of the Family in Shaping Academic Attitudes and Educational Developmental Pathways of Children and Adolescents

    Hossein Rafie ; Maryam Zamani *
    1-10
    • PDF

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Cover
  • Editor-in-Chief: Dr. Maryam Taghvaei Yazdi
  • Contact mail:
  • admin@jltestm.com
  • Open access: Yes
  • Peer-review: Yes
  • Article Processing Charges: 3,000,000 Tomans
  • Frequency: Bimonthly

Keywords

Information Table

Number of Volumes

2

Number of Issues

6

Acceptance Rate

41

Language

  • English
  • فارسی

Journal Archive

  In Press
Issue
  Volume 2 (2025)
Issue 4 Issue 3 Issue 2 Issue 1
  Volume 1 (2024)
Issue 2 Issue 1

Average time from submission until

  • Internal Review: 1 weeks
  • Review: 3 weeks
  • Final Decision: 5 weeks
  • Production: 9 weeks

Indexing & Abstracting

Banner 0 Banner 1 Banner 2 Banner 3 Banner 4 Banner 5
Creative Commons License

This work is licensed under CC BY-NC 4.0

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