Iranian Journal of Learning and Memory

Abstract Objective: Enhancing executive functions through a gamification-based training program may represent an effective approach to improving the academic achievement goals of students with specific learning disorder. Therefore, the present study aimed to examine the effects of a gamification-based executive function training program on academic achievement goals and social goals in students with Specific Learning Disorder (Reading Impairment).
Methods: This study employed a quasi-experimental design with a pretest–posttest control group. The study population consisted of all fourth-, fifth-, and sixth-grade students with Specific Learning Disorder (Reading Impairment) in Piranshahr during the 2025–2026 academic year. A total of 30 participants were selected using purposive sampling and were randomly assigned to either the experimental group or the control group (15 participants in each group). Data were collected using the Academic Achievement Goal Orientation Questionnaire and the Social Achievement Goals Questionnaire. The experimental group received the gamification-based executive function training program in eight sessions, whereas the control group received conventional instruction. Data were analyzed using descriptive statistics (means and standard deviations) and inferential statistics, including multivariate and univariate analyses of covariance (MANCOVA and ANCOVA), with IBM SPSS Statistics version 26.
Findings: The findings indicated that gamification-based executive function training had a significant effect on improving academic achievement goals and social goals among students with learning disorders.
Conclusion: Based on the obtained findings, it is recommended that educational authorities and curriculum planners in schools serving students with learning disorders utilize artificial intelligence and gamified executive function software to promote academic achievement goals and social development.

Abstract Objective: The increasing reliance of Iran's educational system on technology-based approaches, accelerated by the COVID-19 pandemic, has significantly impacted students' learning processes and academic engagement. Although the seven-stage learning cycle (7E) is recognized as an effective model, its impact within online learning environments on the multidimensional construct of academic engagement among elementary students remains underexplored.
Method: This quasi-experimental study employed a pretest-posttest control group design. The study was conducted during the 2023-2024 academic year in Arak, Iran. Using convenience sampling, 40 sixth-grade students were selected and randomly assigned to experimental (n=20) and control (n=20) groups. Academic engagement was measured using the Fredricks, Blumenfeld, and Paris (2004) questionnaire, which assesses behavioral, emotional, and cognitive dimensions. The experimental group received online instruction in the "Thinking and Research" course based on the 7E model over seven sessions, while the control group received traditional face-to-face instruction. Data were analyzed using multivariate and univariate analysis of covariance.
Results: The results indicated a statistically significant difference between the experimental and control groups in the linear combination of academic engagement dimensions (p < 0.001, effect size = 0.55). Follow-up analyses revealed significant improvements specifically in behavioral engagement (p < 0.001, effect size = 0.38) and emotional engagement (p < 0.001, effect size = 0.41) for the experimental group. However, no significant difference was found between the two groups in cognitive engagement (p > 0.05).
Conclusions: Online teaching structured around the 7E learning cycle can effectively enhance behavioral and emotional dimensions of academic engagement i

Abstract Objective: The present study aimed to investigate the effectiveness of cognitive-behavioral therapy (CBT) on anxiety and self-esteem in children with specific learning disorders (SLD).
Method: This research was applied in purpose and employed a quasi-experimental design with a pretest-posttest and two-month follow-up design including a control group. The statistical population of the study consisted of 96 students aged 10–12 years with learning disorders who had referred to the learning disorder centers of the Education Department in Tonekabon County during the first half of the 2025–2026 academic year. Among them, 30 individuals were selected through simple random sampling after initial screening using the Anxiety Questionnaire by Allen et al. (2018) and the Eysenck Self-Esteem Questionnaire (1976). They were then assigned to an experimental group and a control group using the same random method. The experimental group received a 12-session intervention program (each session 40 minutes) based on "Facing Your Fears at School" by Smith and Reyon (2024), grounded in cognitive-behavioral therapy.
Results: Data analysis using repeated-measures analysis of variance showed a statistically significant difference between pretest-posttest and pretest-follow-up scores in the experimental group, indicating the effectiveness of CBT in reducing anxiety and increasing self-esteem in children with specific learning disorders. Furthermore, no statistically significant difference was observed between posttest and follow-up scores, demonstrating the stability of treatment outcomes.
Conclusion: cognitive behavior therapy can effectively reduce anxiety and enhance self-esteem in children with SLD, highlighting its potential as an effective intervention for changing mood disorders and traits in SLD children.

Abstract Objective: This study investigated the effect of an artificial intelligence-based digital learning environment on the digital skills and digital flourishing of lower secondary school teachers in Naqadeh. Method: In this quasi-experimental study with a pre-test-post-test control group design, 30 teachers (15 experimental, 15 control) were selected using convenience sampling. The experimental group participated in an 8-session AI-based digital learning environment intervention. Data were collected using the standard Digital Skills Questionnaire and Digital Flourishing Questionnaire and analyzed using MANCOVA and ANCOVA. Results: Descriptive findings showed increased mean scores for digital skills, digital flourishing, and all their components in the experimental group post-intervention. MANCOVA results indicated a significant effect of the AI environment on the linear combination of teachers' digital skills and flourishing (Wilks' Lambda = .181, F(2,25) = 56.59, P < .05). ANCOVA confirmed significant effects on digital skills (F = 130.95, P < .001, η² = .829) and all six components (P < .05), as well as on digital flourishing (F = 216.98, P < .001, η² = .889) and all four components (P < .05). Effect sizes ranged from moderate to very strong (η² = .273 to .910). Conclusions: The findings indicate that an AI-based digital learning environment can effectively enhance teachers' digital skills and flourishing. The intervention improved both technical competencies and psychological well-being in digital contexts. These results have important implications for designing AI-integrated professional development programs to prepare teachers for the digital age.

Abstract Objective: Electric potential difference is a fundamental concept in physics, yet students frequently experience conceptual difficulties in understanding it. Although previous research has documented common misconceptions through different assessment frameworks, relatively little is known about the structural quality of students' understanding as described by the SOLO taxonomy. Therefore, this study aimed to assess high school students' conceptual understanding of electric potential difference using the SOLO taxonomy and to identify the common misconceptions reflected in their responses. Method: The study employed a descriptive study with a quantitative approach. The participants were 92 female high school students in grades 11 and 12. Data were collected using a researcher-developed open-ended diagnostic assessment ( ) aligned with the SOLO taxonomy. Written responses were analyzed to determine understanding levels and identify common misconceptions. Results: Most students demonstrated understanding at the unistructural and multistructural levels, with few reaching relational or extended abstract levels. Analysis revealed persistent conceptual difficulties in distinguishing electric potential difference from electric potential and electrical energy, highlighting students' fragmented knowledge.

Abstract Objective: This narrative review examines the emergence, psychological and social consequences, and mitigation strategies of cognitive dissonance in digital environments. As users increasingly encounter contradictory information, algorithmic content curation, and socially evaluative online spaces, cognitive dissonance has become a central factor shaping attitudes, behaviors, and patterns of digital engagement. Method: Nineteen empirical and theoretical studies published between 2010 and 2024 were synthesized using a narrative review approach to identify core mechanisms, impacts, and explanatory models. Results: Cognitive dissonance in digital contexts arises from informational conflict, cognitive–affective tension, social pressure, and algorithmic exposure. These mechanisms contribute to emotional strain, anxiety, information avoidance, polarization, and reduced dialogue quality. Three theoretical models—Expressed vs. Private Opinions, Social Network, and Social Evolution—explain how individual‑level dissonance can scale into collective and structural transformations. Although users employ strategies such as information management, cognitive literacy, and truth‑oriented messaging, many coping responses are short‑term and avoidance‑based. Conclusions: Cognitive dissonance functions as a cumulative and evolving process in digital environments, influencing both individual well‑being and broader social dynamics. Future research should adopt longitudinal, cross‑cultural, and multi‑platform approaches and develop evidence‑based interventions to support healthier digital engagement.

Abstract Objectives: Recent developments in positive psychology emphasize leveraging individual strengths to improve personal and academic outcomes. This study evaluated the effectiveness of structured group training in positive thinking on enhancing self-esteem and self-efficacy among male secondary school students in Javanrood. Method: Employing a quasi-experimental design with a pretest-posttest and a control group, the study involved 30 first-year male students selected through multistage random cluster sampling during the 2024–2025 academic year. Participants were randomly assigned to either an experimental group (n = 15) receiving the intervention or a control group (n = 15). Instruments included Sherer’s Self-Efficacy Scale and Coopersmith’s Self-Esteem Inventory. The experimental group participated in 8 sessions of positive thinking skills training, each lasting 90 minutes conducted twice weekly. Data were analyzed using analysis of covariance (ANCOVA) via SPSS-21. Results: The ANCOVA results indicated that students who participated in the positive thinking training showed statistically significant improvements in both self-esteem and self-efficacy compared to the control group. For self-esteem, a large effect size was observed (η²p = .18, F = 6.15, p < .05). For self-efficacy, a very large effect size was found (η²p = .35, F = 14.92, p < .01). These findings suggest that structured positive thinking interventions can effectively foster psychological resilience and personal competence in adolescent males. Conclusion: Implementing positive thinking group training in school settings can serve as a practical and evidence-based approach to promote students' mental health, self-confidence, and academic performance. The large to very large effect sizes support the practical significance of the intervention beyond mere statistical significance. These interventions can be integrated into school counseling programs to support holistic students' development.

Abstract Objective: This study examined whether blended learning (BL) enhances creative thinking and academic self-regulation in pre-service mathematics teachers compared to traditional instruction. The aim was to provide evidence for updating teacher education with methods that develop these essential skills for future educators. Method: A quasi-experimental pre-test/post-test design was implemented. Forty-five pre-service teachers were non-randomly assigned to an experimental group (n=22) or a control group (n=23). The experimental group received a 12-session BL course on Algebraic Structures, which integrated online modules with face-to-face collaboration, while the control group received standard lecture-based instruction for identical content. Primary measures were the Welch and McDowall Creative Thinking Scale and the Bouffard Academic Self-Regulation Scale. Multivariate Analysis of Covariance (MANCOVA) was used for analysis via SPSS-26, controlling for pre-test scores. The validity of the “JabrAmoz” software was confirmed using the Content Validity Index (CVI), and its reliability was confirmed through the development of a standardized implementation protocol and the monitoring of 20% of the sessions by an observer, with a protocol adherence rate (Fidelity) of 96%. Results: The experimental group achieved substantially higher post-test scores in both creative thinking (P < .05, η² = .246) and academic self-regulation (P < .05, η² = .117) compared to the control group. A significant group × time interaction was observed for creative thinking (F = 12.04, P < .01, η² = .215) and academic self-regulation (F = 6.78, P < .05, η² = .133). For self-regulation subcomponents, both cognitive and metacognitive strategies improved significantly in the experimental group (P < .05). Conclusions: The findings indicated that a structured blended learning model is a more effective strategy than traditional methods for developing critical creative and self-regulatory skills in pre-service mathematics teachers, enhancing innovative thinking and metacognitive control, thus, it can equip educators for contemporary classroom demands.

Abstract Objective: The present study aimed to examine the effectiveness of gamification-based instruction on the executive functions of secondary school students. Method: A semi-experimental design with pretest–posttest and control groups was employed. The study involved 30 twelfth-grade mathematics students from two randomly selected schools in District 3 of Tehran. The experimental group received gamification-based mathematics instruction once a week for ten 70-minute sessions, while the control group received no intervention. Executive functions were measured using the Executive Functions Questionnaire, the Digit Span subscale of the Wechsler Adult Intelligence Scale, and the Cattell Intelligence Test to control for intelligence differences. Results: The findings indicated that gamification-based instruction significantly improved students’ executive functions and memory span (P ≤ 0.05). The experimental group outperformed the control group in inhibition, shifting attention, emotional control, task initiation, working memory, planning, organization, monitoring, and both forward and backward digit span. Conclusions: Gamification-based mathematics instruction can effectively enhance executive functioning and memory in secondary school students, highlighting its potential as a practical educational intervention for improving cognitive skills.

Abstract Objective: This review examined recent studies (2024–2025) to identify new conceptualizations of learning in the AI era, characterized by hybrid human-system collaboration, real-time personalization using multimodal data, interpretability, and a shift from teacher-centered to learner- and technology-driven approaches. Method: Nine peer-reviewed studies from 2024–2025 were analyzed thematically, sourced from databases including Scopus, Web of Science, PubMed, Google Scholar, and ResearchGate using keywords like "learning definition", "conceptualization of learning", "AI in education" and "hybrid intelligence." Result: The findings reveal that learning in the AI era is conceptualized as a dynamic, adaptive, and multidimensional process integrating cognitive, emotional, social, and interactive elements. Emerging theoretical frameworks include hybrid intelligence emphasizing human-system co-evolution, the integration of cognitive load theory with AI and educational neuroscience, and generalized online learning models prioritizing interpretability and continuous autonomous learning. Key novel features encompass multimodal learning leveraging neurophysiological tools, real-time adaptive pathways, human-machine collaborative processes, incorporation of behavioral and interactional data alongside neurophysiological indicators, and a strong emphasis on transparency and interpretability Conclusions: The core transformation is a paradigm shift toward learner- and technology-centered models, with social interaction gaining prominence in AI-mediated settings. While AI enables personalized feedback and dynamic adaptation, its limitations in context and causal reasoning underscore the necessity of human-AI synergy. Practical implications highlight the need for educator training in new technologies and careful attention to ethics and equitable access. These insights derive from a constrained sample of nine studies and may not encompass the entire scope of research on learning during 2024–2025.

Abstract Objective: University professors feedback is a central component of pre-service teacher education, influencing not only performance but also emotional, cognitive, and relational experiences of learners. Despite extensive research on feedback, little is known about how pre-service teachers experience feedback as an emotional–cognitive phenomenon that affects learning, memory, and professional identity. This research aimed to conceptualize university professors feedback as an “emotional–cognitive catalyst” and explore its role in shaping learning, memory consolidation, and professional identity in pre-service teachers. Method: A qualitative approach grounded in Van Manen’s (2016) interpretive phenomenology was employed. Semi-structured interviews were conducted with pre-service teachers at Farhangian University. Data were analyzed to identify themes related to emotional, cognitive, relational, and memorization aspects of feedback experiences. Results: Analysis revealed that feedback functions as a multidimensional and existential event and meaning-making and relational feedback facilitated deep learning, long-term memory consolidation, intrinsic motivation, and professional self-image development. Conversely, controlling or harmful feedback led to superficial processing, reduced motivation, and disruption of educational memory. The findings highlight the mediating role of feedback in linking emotion, cognition, and professionalization. Conclusions: Well-structured, emotionally supportive feedback is essential for enhancing learning outcomes and professional identity in teacher education. Attention to both content and relational quality is crucial for feedback to serve as an effective emotional–cognitive catalyst, suggesting practical strategies for teacher training and future research directions.

Abstract Objective: The aim of this study was to investigate the effect of active education based on poetry reading, picture reading, and dramatization on strengthening the speaking skills of fourth grade elementary school students. Method: This study was applied in terms of purpose and quasi-experimental in terms of method with a pre-test-post-test design and a control group. The statistical population included all fourth grade male students in Nazarabad city in the academic year 2024-2025 Sampling was conducted using the convenience method and two selected classes, each containing 20 people, were randomly assigned to the experimental and control groups. The research instrument included a researcher-made speaking skill checklist with twenty questions, whose validity was confirmed by 5 experts and its reliability, using Cronbach's alpha, was calculated as .87. The experimental group underwent active education based on poetry reading, picture reading, and demonstration during 10 sessions of 60 minutes. Examples of activities included performing poetry while observing the tone and rhythm, analyzing and retelling images based on “seeing, thinking, and saying,” and performing short plays to enhance public speaking and speech coherence. Results: Data were analyzed using univariate analysis of covariance (ANCOVA) in SPSS software. The findings showed that active education based on these three activities significantly improved the performance of students in the experimental group in all components of speaking skill, including coherent speaking, public speaking, speaking appropriate to the context and audience, observing tone and rhythm, and understanding visual messages.
Data were analyzed using analysis of covariance (ANCOVA) in SPSS. The findings revealed that active learning based on these three approaches significantly improved the students’ performance in all components of speaking skills, including coherent speech, public speaking, context- and audience-appropriate communication, tone and rhythm, and comprehension of visual messages. These results highlight that active and interactive teaching methods are effective tools for empowering students’ oral communication skills.

Abstract Objective: This study aimed to examine whether metacognition mediates the relationship between self-regulated learning strategies and problem-solving skills among upper-secondary students in Khorramabad. Self-regulated learning and problem-solving are recognized as essential for academic achievement, yet many students have not fully developed effective strategies in these areas.
Method: A descriptive-correlational design using structural equation modeling was employed. The sample consisted of 384 secondary school students selected through stratified random sampling. Data were collected using three standardized instruments: the Self-Regulated Learning Strategies Questionnaire, the Problem-Solving Inventory, and the Meta-Cognitions Questionnaire—Adolescent Version. Reliability and validity of the instruments were confirmed prior to analysis. The study tested the direct effect of self-regulated learning on metacognition and the mediating role of metacognition in problem-solving.
Results: The results indicated a significant direct effect of self-regulated learning strategies on metacognition (β = 0.357, t = 5.785) and a significant indirect effect on problem-solving through metacognition (β = 0.528, t = 13.855). The measurement and structural models demonstrated strong psychometric properties, with satisfactory factor loadings, composite reliability, and goodness-of-fit indices, confirming the stability and robustness of the observed relationships. Conclusions: Findings confirm that metacognition serves as a key mediator in transmitting the influence of self-regulated learning strategies to problem-solving performance. The results underscore the importance of developing educational programs that simultaneously enhance self-regulatory and metacognitive skills to improve students’ problem-solving abilities and academic outcomes. Limitations include the cross-sectional design, reliance on self-report measures, and the focus on one city, suggesting directions for future longitudinal and multi-context research.

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.

Abstract Objective: Educating wisdom, whether implicitly or explicitly, in the first grade of primary school, through the content of textbooks, plays a fundamental role in the formation of children's personalities. At this sensitive stage of development, children not only learn language skills, but also become familiar with basic concepts such as empathy, responsibility, reflection, and analysis of moral situations. Accordingly, the use of theoretical frameworks of wisdom allows for a more accurate evaluation of educational content and shows how textbooks can be used to cultivate wise and responsible citizens. This research aimed to study the components of wisdom in the content of Persian textbooks for the first grade of primary school based on the three wisdom models of Ardlet, Webster, and Sternberg. Method: The method was a descriptive-qualitative systematic review through content analysis. In this regard, the text of all lessons related to the first, second, and third grade Persian textbooks was examined using the explicit content analysis method. Results: The results showed that the components of wisdom include academic knowledge, cultural and historical identity, spirituality, ethics/compassionate love, love of homeland and national responsibility, learning from nature with an aesthetic perspective, acquiring knowledge, openness to experience, public good, reflective perspective, recognizing emotions, social/group interactions, family-orientedness, practical intelligence, learning and teaching, awakening and learning from history, and applicant of cognitive tools. Comparing these components with three theoretical models including Ardlet's Three-Dimensional Model of Wisdom (2011), Webster's Five-Factor Model (2003), and Sternberg's Balance Theory (1998) showed that the components of wisdom in the Persian textbooks of the first grade overlap with many theoretical dimensions of wisdom, and in some cases, such as humor, reviewing memories and revising them, and tacit knowledge, there are visible gaps and have been given less attention. Conclusions: It is noteworthy that components such as having an aesthetic view of nature and learning from it, spirituality, and learning from history have been given attention, which are not seen in the models of wisdom of Ardlet, Webster, and Sternberg, and this is one of the strengths of the Persian textbooks. It is suggested that in future revisions of textbooks, these dimensions should be included in a purposeful and educational manner through practical activities similar to real-life situations in order to pave the way for the upbringing of a wise, balanced, and responsible generation in society.

Abstract Objective: This study aimed to compare the effectiveness of mindfulness training and self-efficacy training on psychological well-being and job engagement of physical education teachers in Tabriz. Method: A quasi-experimental pretest-posttest design with a control group was employed during the academic year 2024-2025. The statistical population included all physical education teachers in Tabriz, from which 45 participants were selected via convenience sampling and randomly assigned to three groups: two experimental (mindfulness training (n=15) and self-efficacy training (n=15) and one control (n=15). The mindfulness training was based on the program developed by Segal et al. (2002), consisting of 8 sessions while the self-efficacy training was based on Bandura's (1997) theory, consisting of 8 weekly sessions of 90 minutes each. Data were collected using the Job Engagement Questionnaire (Schaufeli & Bakker, 2006) and the Psychological Well-being Questionnaire (Ryff et al., 2004) and then analyzed using MANCOVA, ANCOVA, and MANOVA with SPSS-22 software. Results: Both mindfulness and self-efficacy training significantly improved psychological well-being in the experimental groups compared to the control group (p<.01), with no significant difference between the two intervention groups. For job engagement, both interventions showed the experimental groups’ significant improvements over the control group (effect sizes: 18.40 for self-efficacy, 19.73 for mindfulness). However, mindfulness training had a more significant effect on job engagement than self-efficacy training (p<.05). Conclusions: Mindfulness and self-efficacy training enhance psychological well-being and job engagement among physical education teachers, with mindfulness training demonstrating a superior effect on job engagement. These findings suggest that both interventions are effective, but mindfulness training may offer additional benefits for improving job engagement. Hence, educational policymakers may integrate mindfulness and self-efficacy programs to foster resilient, motivated physical educators.

Abstract Objective: This study examined the effectiveness of water-based games in improving the reading skills of eight-year-old male students with dyslexia. Method: A quasi-experimental design with pre-test and post-test measures and a control group was used. From a population of 150 second-grade male students referred to specialized learning disability centers in Hamadan in 2022, 30 students diagnosed with dyslexia were selected via convenience sampling and randomly assigned to experimental and control groups (n=15 each). The experimental group received 15 sessions of structured water-based games (three times per week), while the control group received no intervention. Data were collected using the Dyslexia Syndrome Checklist (Teacher Form; validity and reliability reported by Pakdaman Savoji, 2009), the Wechsler Intelligence Scale for Children–Revised (WISC-R; Wechsler, 1974), and the NEMA Dyslexia Scale (Karami-Nouri & Moradi, 2008). Statistical analysis was performed using MANCOVA. Results: The results demonstrated that the experimental group achieved significantly higher overall reading performance than the control group (F = 45.09, p < .01; η² = .62). Significant improvements were also observed in reading-related skills, including word reading, rhyme, picture naming, text comprehension, and word understanding (p < .01). However, no significant progress was found in word strings, phoneme deletion, pseudoword reading, letter symbols, or category symbols (p > .05). Conclusions: The findings suggest that structured water-based games can effectively enhance reading performance in children with dyslexia, particularly in comprehension and vocabulary-related skills. However, limited improvements in phonological processing indicate that such interventions are most beneficial when combined with explicit phonological instruction.

Abstract Objective: The Persian writing system is characterized by features such as the optional omission of short vowels (diacritics) and obligatory letter connectivity, which may increase its orthographic complexity. This study investigated the impact of this inherent complexity on working memory capacity and cognitive load during reading texts. Method: A within-subjects design was employed with 45 skilled adult Persian readers. Participants read texts under two conditions: (a) Vowelized (with full diacritics), and (b) Non-Vowelized (standard script). Working memory capacity was assessed using a reading span task administered after each condition. Cognitive load was measured via a self-report 9-point Likert scale and a dual-task paradigm (secondary reaction time task). Eye-tracking metrics (fixation duration and regressions) were also recorded. Results: Repeated-measures ANOVA revealed a significant main effect of script type across all measures. Reading non-vowelized texts led to significantly higher subjective cognitive load scores (p < .001), longer reaction times in the dual-task paradigm (p < .001), and lower performance on the reading span task (p < .001) compared to vowelized texts. Eye-tracking data showed significantly longer average fixation durations (p < .001), more regressions (p < .001), shorter forward saccades (p < .01), and longer first-pass reading times (p < .001) for non-vowelized texts. Bonferroni-corrected pairwise comparisons confirmed these effects, and hierarchical regression analyses indicated that working memory capacity moderated the impact of script type on reaction time but not on accuracy. Qualitative analysis further revealed that readers employed compensatory strategies such as rereading and context-based vowel inference during non-vowelized reading. Conclusions: The findings demonstrate that the orthographic complexity of standard Persian script, particularly the omission of short vowels, imposes substantial cognitive demands on working memory and increases overall cognitive load. Non-vowelized reading requires greater top-down processing and less automatic visual word recognition, affecting reading fluency and comprehension efficiency. Both quantitative and qualitative evidence indicate that readers adopt adaptive strategies to cope with this complexity. These results have implications for reading instruction, text design, and theoretical models of reading in vowel-optional scripts, highlighting the importance of orthographic transparency and cognitive resource allocation.

Abstract ABSTRACT
Objective: The purpose of this study was to investigate the impact of metacognitive strategies on improving educational processes. The study focused on reviewing prior research to highlight the effectiveness of these strategies in enhancing students' learning and academic performance. Specifically, it emphasized the roles of teachers, learners, and curriculum in this context.
Method: The present study employed a systematic review methodology, following a narrative structure. The review process adhered to the four-stage model proposed by Okoli and Schabram (2015), with the second stage involving Silva’s (2015) selection procedure for article inclusion. A total of 50 scholarly articles were systematically reviewed, sourced from international databases such as Google Scholar, ScienceDirect, JSTOR, Springer, ProQuest, and ERIC, as well as national databases, including IranDoc, Magiran, Noormags, and SID database.
Results: The findings of this study revealed several key results: 1) For learners, metacognitive strategies were found to significantly enhance academic performance, motivation, self-efficacy, reading comprehension, and problem-solving skills.2) For teachers, metacognitive awareness contributed to more effective classroom management, reflective teaching practices, and the ability to adapt instruction to students’ needs.3) For curriculum design, the integration of metacognitive strategies into learning objectives, teaching methods, assessments, and content areas led to improved instructional quality and adaptability.
Conclusions The study concluded that metacognitive strategies are essential not only for fostering self-regulated learners but also for improving instructional quality and promoting educational equity. The research recommends embedding explicit metacognitive training into teacher education programs and curriculum frameworks to support sustainable, student-centered learning environments.

Abstract Objective: This study aimed to investigate the relationship between self-directed learning (SDL) and problem solving, with a focus on the mediating role of self-regulated learning (SRL) and the moderating role of gender among Iraqi university students.
Method: A correlational research design was employed. The statistical population included all the students of Qadisiyah University in Iraq in the academic year 2023-2024. A sample of 300 students were selected using a convenience sampling method. Data were collected using the Problem-Solving Inventory (Cassidy & Long, 1996), The Self-Directed Learning Readiness Scale (Cheng, Kuo, Lin & Lee-Hsieh, 2010), and the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990). Data was analyzed using Pearson correlation coefficient and Structural Equation Modeling (SEM) with SPSS and AMOS software.
Results: The results indicated a good model fit. SDL had a direct impact on problem solving. Additionally, SRL partially mediated the relationship between SDL and problem solving. However, gender did not significantly moderate the relationship between SRL and problem solving.
Conclusions: The findings suggest that increasing SDL and SRL among students can enhance their problem-solving skills.

Abstract Objective: This study aimed to examine the impact of rumination on both cognitive and sports performance, with sleep quality serving as a mediating factor.

Methods: The research was practical in purpose and employed a structural equation correlation design, conducted in a field setting. The statistical population consisted of all student athletes who participated in the table tennis tournaments in Khorasan in 2022, totaling 97 individuals. Sampling was performed using a census method, with 80 participants consenting to engage in the study. Data were collected using the rumination questionnaires developed by Nolen-Hoeksema and Morrow (1991), a sports performance scale by Charbonneau et al. (2001), a cognitive performance assessment by Folstein et al. (1975), and the Pittsburgh Sleep Quality Index (1989). For data analysis, Pearson's correlation coefficient and path analysis modeling were utilized.
Results: The findings indicated that rumination has a direct influence on both cognitive and sports performance (P=0.01). Furthermore, rumination significantly affects these performances indirectly through the mediation of sleep quality (P=0.01) among student athletes.
Conclusion: Based on the results of this study, rumination is correlated with cognitive and sports performance both directly and indirectly via sleep quality. It is recommended to engage a sports psychologist to conduct educational workshops on rumination management and to monitor and regulate the sleep patterns of student athletes.

Abstract The present study was conducted to investigate the mediating role of achievement anxiety in the relationship between perfectionism and cognitive flexibility in math learning in students. The study was correlational using structural equation modeling. The statistical population included senior high school female students in the academic year of 2022-2023. According to the obvious variables, allocation of 25 coefficients, and taking into account the incomplete questionnaires, 231 students were selected by convenience sampling. The instruments included Hewitt and Flett’s perfectionism (1991) questionnaire, Dennis and Vander Wal's cognitive flexibility (2010) questionnaire, and Alpert and Haber's achievement anxiety (1960) questionnaire. Also, the students’ math scores at the end of the semester were used to measure their math learning. The data were analyzed by Pearson's correlation coefficient test and structural equation modeling using SPSS18 and AMOS24 software. The results showed that perfectionism and achievement anxiety have a negative direct effect, and cognitive flexibility has a positive direct effect on math learning. Also, perfectionism and cognitive flexibility have an indirect effect on math learning through achievement anxiety. The research model was also confirmed and the result showed that the variable measurement models have a good fit and 41% of the math learning variance is explained by the research variables. The findings of this research can be beneficial for teaching and learning of students. With educational planning and helping students, their cognitive capacities and competencies can be increased and their mathematical learning can be effectively improved.

Abstract The purpose of this research was to design a personal brand digital storytelling learning model.
The present research was conducted with a qualitative approach and research methods of content analysis and theme analysis. The research community is all the written sources, articles, books and researches related to the digital storytelling of personal brands in various scientific bases in the years 2000 to 2024 and all specialists and experts in the field of personal branding. The purposeful sampling method is of the criterion type and the criterion for determining the sample size is to reach the saturation volume. The data collection tool was a semi-structured interview and a researcher-made questionnaire. Qualitative analysis and thematic analysis were used to collect data. In this way, the theoretical foundations of storytelling were studied and analyzed, and semi-structured interviews were conducted with 11 experts from educational, commercial, and industrial fields familiar with personal brand storytelling at Allameh Tabataba'i University, and thematic analysis was done, and finally based on The model was created based on the data of content analysis and theme analysis.
The research findings showed that the personal brand digital storytelling learning model has 4 dimensions: personal branding, personal brand storytelling, personal brand story content production, and personal brand story content evaluation, and includes 15 components and 57 indicators.
The results showed that the personal brand digital storytelling learning model for students is a multi-dimensional and multi-component process and its realization demands the comprehensive attention of higher education officials and students.

Abstract Previous studies generally showed that achievement goals are linked with academic engagement. However, the association between the newly-developed model of achievement goals (i.e. the 3*2 model) and agentic engagement has received relatively little attention. Furthermore, the underlying mechanism of this relationship is unclear, more specifically, among university students. Guided by the assumptions of the control-value theory of emotions, epistemic curiosity could be a potential mediator. The current study aimed to explore the mediating role of epistemic curiosity in the relationship between achievement goals and agentic engagement among 350 university students from Ferdowsi University of Mashhad in the academic year of 2019-2020. Participants completed the measures of the Achievement Goals Questionnaire, Epistemic Curiosity Scale, and Agentic Engagement Scale. Data analysis was performed using SPSS version 24.0 and AMOS software. The findings showed that epistemic curiosity significantly mediated the association between approach goals and avoidance goals with agentic engagement (P<0.001). Overall, the findings offer new evidence on the association between variables of the present study and shed light on the underlying processes. Theoretical and practical implications are also discussed.

Abstract The aim of this study was to investigate the relationship of math anxiety with math self-efficacy and math attitude, considering the mediating role of numerical memory via the structural equation modeling. The research adopted a correlational method. The statistical population of the study comprised secondary school students from Oshnavieh city in Iran (N= 4280) in 2019. From this statistical population, 200 students were selected as the sample using the cluster random sampling method, and were administered the Plack and Parker math anxiety tests (1982), Wechsler Numerical Memory Scale (2003), Liu and Koirala Math Self-Efficacy Scale (2009) and the Fennma-Sherman Math Attitude Scale (1976). The structural equation modeling approach was used to examine the data using SPSS 26 and AMOS 26 software. The findings of the study indicated that students' math anxiety is directly influenced by numerical memory (p= 0.001), mathematical self-efficacy (p=0.01), and mathematical attitude (p=0.1). Additionally, it was observed that mathematical self-efficacy indirectly influences students' math anxiety via numerical memory (p= 0.05). Furthermore, the indirect effect of math attitude via numerical memory on students' math anxiety was not confirmed (p=0.54).   Based on these findings, it can be concluded that it is imperative to address both math self-efficacy and math attitude to reduce students' math anxiety. Consequently, it is recommended that educators create an environment that fosters a positive attitude towards mathematics lessons and enhances students' self-efficacy in mathematics.