Iranian Journal of Learning and Memory

Abstract Objective: This study sought to examine the relationships between self-regulated learning, AI literacy, and entrepreneurial intention among Nigerian postgraduate students studying in Nigeria and Iran. Method: A cross-sectional survey design was employed, involving 530 postgraduate students selected from universities in both countries. Data were collected using Liñán and Chen's Entrepreneurial Intention Questionnaire (EIQ) (2009), Barnard et al.'s Online Self-regulated Learning Questionnaire (OSLQ) (2009), and Wang et al.'s (2023) Artificial Intelligence Literacy Scale (AILS). Data were analyzed using descriptive statistics, multivariate analysis of variance, and hierarchical multiple regression. Results: The findings revealed that both self-regulated learning and AI literacy significantly and positively predicted entrepreneurial intention, with self-regulated learning demonstrating the stronger unique contribution. In addition, Nigerian postgraduate students studying in Iran reported significantly higher levels of entrepreneurial intention, self-regulated learning, and AI literacy than those studying in Nigeria. These findings highlight the importance of learning-related competencies in fostering entrepreneurial intention and suggest that differences in educational contexts were associated with variations in entrepreneurial intention, self-regulated learning, and AI literacy. Conclusion: The study establishes self-regulated learning and AI literacy as key digital human capital drivers of entrepreneurial intention, with implications for context-sensitive curriculum design.

Abstract Objective: Memory and attention are two processes that influence most aspects of life. Cognitive psychologists believe that teaching self-regulation strategies can have a positive effect on these two processes. Therefore, the aim of the present study was to identify the effectiveness of teaching self-regulation strategies, based on Zimmerman's cyclical model, on everyday memory and selective attention. Method: The present study adopted a quasi-experimental design with a pre-test/post-test and a control group. The statistical population included all eighth-grade students in Shiraz. The sample consisted of volunteer eighth-grade students who met the inclusion criteria for participating in the research and were randomly assigned to the experimental and control groups (each with 15 participants). To collect data, the Everyday Memory Questionnaire by Sunderland et al. (1983) and the Stroop software were used. The experimental group underwent ten sessions of training in self-regulation strategies based on Zimmerman's cyclical model. The collected data were analyzed using ANOVA with SPSS-26 software (P < .05). Results: The results of the analysis showed that all attention variables (Stroop test) and memory were significant at the .05 level (.001 ≤ p ≤ .033). The effect size (eta squared) ranged from .23 to .34, indicating the effectiveness of the intervention. Therefore, training in self-regulation strategies based on Zimmerman’s cyclical model led to a significant improvement in attention and everyday memory in the experimental group compared to the control group (P < .05). Conclusions: Based on the findings of the present study, by utilizing a self-regulation training program, problems related to concentration and attention can be reduced and memory capacities can be improved.

Abstract Objective: Environmental crises, public policies, and shifts in cultural decision-making have diminished traditional opportunities for direct engagement with open spaces and nature. The reduced human-nature connection has led to significant psychological effects, particularly among children. Numerous studies highlight the pivotal role of green and natural environments in enhancing social well-being by offering diverse spaces that respond to children's needs and interests, thereby addressing the aforementioned issues.
Creating a spectrum of sensory variations fosters enriched emotional development in children and effectively regulates their emotions. Additionally, such environments enhance children's emotional capacities, including self-confidence, group interactions, dynamic communication, exposure to diverse emotions, and motivation for learning—elements closely tied to emotional intelligence. In this regard, urban design, architecture, and landscape architecture hold substantial potential for preserving and reinforcing nature experiences within contemporary built environments.
Method: This study goes beyond conventional cognitive learning frameworks by employing a biophilic approach tailored to children's developmental needs, examining its influence on emotional intelligence. The primary objective is to identify biophilic design characteristics that effectively support the enhancement of children's emotional intelligence. To achieve this, expert perspectives were systematically analyzed using Q-factor analysis, allowing for the extraction of key indicators that define the relationship between biophilic design and emotional intelligence. This methodological approach ensures that findings are grounded in interdisciplinary insights, reinforcing the role of nature-integrated spaces in fostering emotional growth.
Conclusions: these indicators summarized into four factors: personal experience, social aspects, spatial characteristics, and ecological nature and landscape.

Abstract This study explores the metacognitive abilities of students with high working memory capacity in the context of solving mathematical problems. The measuring instruments include two researcher-developed tests, a structured interview, and the Working memory index from the Wechsler Intelligence Scale. The total 262 nine-year-old female students from Tehran were randomly selected to participate in the study. From this group, 31 highly proficient students with strong working memory were selected. Data analysis indicated that the students rarely engaged in conscious retrieval of prior knowledge during problem-solving. Approximately 61% of participants showed no evidence of strategic effort when encountering unfamiliar mathematical tasks. Moreover, 90% reported that they never asked themselves reflective questions. While students recognized practice as a helpful factor, their approach was largely imitative, often modeled after teachers or parents. These findings suggest a predominant reliance on automatic, habitual strategies rather than deliberate, goal-directed engagement with the problem-solving process. The findings highlights a significance gap between cognitive capacity and metacognitive strategy use in high-working-memory students. Despite their cognitive advantage, these students rarely employed reflective practices when solving problems, indicating that current instructional approaches may emphasize rote repetition over strategic thinking. This tendency appears particularly pronounced within teacher-centered educational contexts. To address this imbalance, curricula should incorporate explicit metacognitive training, including guided strategy-transfer exercises, problem classification activities, and structured reflection protocols. Such interventions may enhance students’ ability to engage in adaptive problem-solving and could contribute to improved outcomes in international mathematics assessments, particularly within educational systems like Iran’s.

Abstract Objective: This study aimed to determine the effectiveness of cognitive rehabilitation with I-Math program on executive functions and math performance of first grade children with math anxiety. The focus was on assessing mathematical progress and anxiety reduction.
Methods: The research employed a semi- experimental design with pre-test and post-test control group. The research population included all first-grade students in Yazd city in 2024. the sample comprised 30 first grade students with math anxiety in Yazd, selected through convenience sampling and randomly assigned to experimental and control groups. The experimental group participated in sixteen 60-minute sessions of cognitive rehabilitation with I-Math program. Date were collected using The Behavior Rating Inventory of Executive Function (BRIEF) and Mathematical anxiety test. In order to analysis the data MANCOVA were used with SPSS 22.
Results: The results indicated significant improvements in the experimental group’s executive functions, particularly in working memory, planning and attention compared to control group. Additionally, cognitive rehabilitation with I-Math program can decrease the anxiety in first grade students with math anxiety.
Conclusion: So we can conclude cognitive rehabilitation with I-Math program proves to be an effective tool for enhancing math performance in first grade students through improvement in their executive functions.
Keywords: Cognitive rehabilitation, I-Math program, Executive function, Math performance

Abstract Wisdom can be understandd as a psychological competence in facing difficult and ambiguous or unsolvable problems of life and helps people endure or cope with complex and uncertain life conditions in the future. Also, wisdom is based on experience. Experience in itself is not necessarily effective, but lessons learned from successes and failures that people gain are helpful. The present study was conducted with the aim of investigating the effectiveness of the educational package of wisdom and self-compassion and psychological well-being in students. Also, this research is semi-experimental with a pre-test and post-test design with a control group. The statistical population was all undergraduate students of psychology at Azad University, Rodehen branch, in the academic year of 2021-2022 Among them, 45 students have been randomly replaced in control and experimental groups. The research tool included Nef self-compassion questionnaire and Rif psychological well-being. For this purpose, the educational package of wisdom was first designed and compiled based on the theoretical foundations and also the existing packages according to the target group and was approved by the experts. Then, from both control and experimental groups, in a pre-test session, including the implementation of research tools, the students of the experimental group were taught wisdom training package during 8 90-minute sessions, 2 sessions per week And finally, after the completion of the training sessions, a post-test was taken from both groups. The data were analyzed using analysis of covariance test in SPSS26 software.

Abstract This study was aimed at clarifying the position of environment and heredity in scholastic aptitude by investigating the role of family, educational, and economic factors in the scholastic aptitude of ninth-grade students. This applied study adopted a quantitative approach and a descriptive causal- comparative method in terms of data collection. The statistical population of the research included all 1,234,641 students in the ninth grade of the secondary schools in Iran in the academic year of 2020–2021. The sample size contained 11790 students selected through proportionate stratified random sampling. The data were collected using a 64-question Scholastic Aptitude Test and analyzed using descriptive statistics as well as the MANOVA using the SPSS 25 software. The research results showed that among the family factors, the mother's educational level; among the educational factors, the type of school and educational assistance classes; and among the economic factors, the family income, had a significant role in the students' scholastic aptitude (P < 0.05). Moreover, the linear combination of family factors and educational factors does not have a significant role in scholastic aptitude while the linear combination of economic factors has a significant role. In general, among family, economic, and educational factors, economic factors have a more significant role in scholastic aptitude.

Abstract The present study was conducted to investigate the effectiveness of cognitive rehabilitation on the executive functions (behavioral and cognitive regulation) of students with specific learning disorder. The research method was experimental with a pre-test-post-test design and a control group. The statistical population of the research was made up of all the students with specific learning disorder who referred to the learning disorders center of Ardabil in the academic year of 2021-2022, from which 40 students were selected using the available sampling method. Then, they were randomly replaced in the experimental group (20 participants) and the control group (20 participants). The experimental group was exposed to cognitive rehabilitation intervention for 11 sessions. To collect data, the behavioral rating questionnaire of Gioia et al. (2000) was used. The data were analyzed through the analysis of covariance statistical test. The findings showed that cognitive rehabilitation intervention improved executive functions (behavioral and cognitive regulation) in students with specific learning disorder of the experimental group (P<0.01). Considering the effect of cognitive rehabilitation intervention in students with special learning disorder, schools and counseling centers can use this type of treatment in working with these children to improve their executive functions (behavioral and cognitive regulation).