Iranian Journal of Learning and Memory

Abstract Objective: Academic boredom, as one of the key negative emotions in educational environments, particularly in mathematics, can lead to numerous effects. The present study was conducted with the aim of examining the model of mathematics academic boredom based on metacognitive strategies and goal orientations, mediated by academic procrastination, among high school students. Method: This research was descriptive in nature employing structural equation modeling and path analysis. The statistical population included all female high school students in public schools in Tehran during the academic year 2024-2025, from which 400 individuals were selected using multi-stage cluster sampling. Data collection tools included the Academic Boredom Questionnaire (Pekrun et al., 2002), Self-Regulated Learning Questionnaire (Bouffard et al., 1995), Goal Orientations Questionnaire (Bouffard et al., 1998), and Academic Procrastination Questionnaire (Solomon & Rothblum, 1984). The data were analyzed using path analysis in SPSS 24 and AMOS 2024 software. Results: The results indicated that the proposed model has a good fit. Metacognitive strategies (β=-0.13) and mastery goal orientation (β =-0.29), performance goal orientation (β= 0.19), and avoidance goal orientation (β= 0.05) had a direct and significant effect on mathematics academic boredom. Furthermore, academic procrastination mediated the relationship between goal orientations and academic boredom. Conclusions: These findings can inform the design of effective educational interventions to reduce academic boredom, emphasizing the strengthening of metacognitive strategies and promotion of mastery goal orientations as key self-regulatory tools. Such approaches not only mitigate academic procrastination but also enhance overall motivation and academic performance.ance.

Abstract Objective: The present study examined the effectiveness of a reality therapy-based educational package on pain perception and self-care behaviors in older adults with Type 2 Diabetes. Method: This quasi-experimental study employed a pretest-posttest design with a control group and a 2-month follow-up. The statistical population included older adults with Type 2 Diabetes in Tehran, Iran, in 2023-2024, from which 50 participants were selected using convenience sampling. Participants were randomly assigned to the experimental (n = 25) and control (n = 25) groups. The experimental group received nine sessions of the reality therapy-based educational package while the control group received no intervention. Instruments included the researcher-developed Pain Perception Questionnaire and the Self-Care Questionnaire for Older Adults by Hemati and Hashemloo (2015). Data were analyzed using repeated measures ANOVA and Bonferroni post hoc tests with SPSS version 27. Results: Findings indicated that the reality therapy-based educational package significantly improved self-care behaviors and reduced pain perception in older adults with Type 2 Diabetes. These effects were maintained after the two-month follow-up. Conclusions: The results suggest that reality therapy-based interventions can be an effective psychosocial approach to enhance self-care and reduce pain perception in older adults with Type 2 Diabetes. Psychologists, counselors, and healthcare providers are encouraged to implement this educational package to promote better health outcomes in this population.

Abstract This study was conducted in order to provide a structural model of social-emotional competence based on psychological capital with the mediation of career motivation among primary teachers. The correlation method was applied in this cross-sectional research. The statistical population of the present study was consisted of all teachers who were teaching in the elementary schools of Tehran in 2021-2022 and among them 350 people were selected by multi-stages cluster-sampling method. Psychological capital (Luthans, 2007), career motivation (Robinson, 2004) and social-emotional competence (Boyatzis, 2007) methods were applied which had acceptable validity and reliability. SPSS-V23 and Lisrel-V7.8 software were applied in order to analyze the data. Structural equation modeling was used to respond to the research hypotheses. The research findings suggested that psychological capital has a direct effect on social-emotional competencies of elementary teachers (p<0.05). Psychological capital has an indirect effect on social-emotional competencies of primary teachers (p<0.05). Also, the results showed that the indirect effect of psychological capital along with social-emotional competencies mediated by career motivation was confirmed by 95% confidence. Therefore, social-emotional competencies can play a better role in increasing their career motivation through making psychological capital among teachers.