Iranian Journal of Learning and Memory

Abstract Objective: The main purpose of present study was to explain academic dishonesty among senior high school students in Eqlid based on problematic Internet use, with mediating role of adaptive and maladaptive cognitive emotion regulation strategies. Method: This study employed a descriptive-correlational design. The sample consisted of 385 senior high school students from Eqlid. Participants were selected using an availability sampling method during the 2024–2025 academic year. Data collection instruments included the Academic Dishonesty Questionnaire (McCabe & Trevino, 1996), Problematic Internet Use Questionnaire (Kaplan, 2002; revised format, 2010), and the Cognitive Emotion Regulation Questionnaire (Garnefski & Kraaij, 2006). The collected data were analyzed using Structural Equation Modeling (SEM) along SPSS and Amos software packages. Results: The results of the present study confirmed a direct and positive effect of problematic Internet use on academic dishonesty and maladaptive emotion regulation strategies (p<.001, β =-.538; p<.001 β= - .308). Another finding indicated a direct and negative relationship between problematic internet use and adaptive emotion regulation strategies (p<.001, β =-.313). Overall, the findings suggest that problematic internet use enhances academic dishonesty in adolescents both directly and indirectly by weakening emotion regulation adaptive strategies and strengthening maladaptive ones. These results emphasize the necessity of considering the role of emotion regulation strategies in future preventative programs. Conclusions: With regard to the findings of this study, educational counselors and therapists should pay attention to the role of problematic Internet use, as well as maladaptive cognitive emotion regulation strategies, in their interventions aimed at reducing academic dishonesty among students and adolescents. Furthermore, the necessity of teaching adaptive emotion regulation strategies to students, holds significant importance in this context.

Abstract Objective: The present study aimed to determine the effectiveness of a multisensory educational intervention based on the Fernald method on the information processing speed of elementary school students with processing speed deficits. Method: This research was applied in terms of purpose and employed a quasi-experimental design with a pretest–posttest and a control group. The statistical population included all third- to sixth-grade students enrolled in public schools in Kerman during the 2024–2025 academic year. Following screening using the Processing Speed Index of the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V), the required sample size was estimated using G*Power software (version 3.1). Based on this analysis, 30 eligible students (with scores below 85 on this index) were selected through multistage cluster sampling and assigned to either the experimental group (n = 15) or the control group (n = 15) through simple random assignment. The experimental group received the Fernald (1921) multisensory educational intervention for one and a half months, consisting of 15 sessions of 45 minutes each, while the control group received no intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA) in SPSS version 26. Results: The results of MANCOVA, after controlling for pretest scores, indicated a statistically significant difference between the two groups in posttest mean scores of information processing speed (F = 96.52, p < .01). The adjusted mean of information processing speed in the experimental group (M = 105.72) was significantly higher than that of the control group (M = 84.67). In addition, the calculated effect size (η² = .598) indicated a strong effectiveness of the Fernald multisensory educational intervention. Conclusions: The Fernald multisensory educational intervention is effective in increasing the information processing speed of elementary school students with deficits in this domain. By simultaneously engaging visual, auditory, tactile, and motor modalities and relying on neural plasticity, this method can be used as an effective educational strategy in educational settings and rehabilitation centers to improve core cognitive functions.