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 Wisdom is one of the highest virtues and in a wide range of social activities, ultimately improves oneself and society. It is inherently involved in ethical behavior and the pursuit of social justice and equity for all. Moral intelligence is also one of the moral constructs that lead humans to perform great valuable actions. The purpose of this study was to explain wisdom based on the moral intelligence. For this purpose, a sample of 350 adults (220 females and 130 males) in the age range of 20 to 72 was selected by multistage cluster sampling method from different districts and communities. They answered the wisdom questionnaire of San Diego and the moral intelligence of Lennik and Kiel. Data were analyzed using structural equation modeling. The results of the analysis demonstrated that the model fits best for this purpose as the effect of moral intelligence and its dimensions on wisdom was confirmed. Based on the results of this study, it is suggested that social and educational settings and environments, in addition to conventional intelligence, can benefit from moral intelligence where wise people with high wisdom can contribute effectively to a better community development.