Iranian Journal of Learning and Memory

Abstract Objective: The present study aimed to examine the effectiveness of stress inoculation training on students’ academic buoyancy among students with academic stress. Method: The research employed an experimental design using a pretest–posttest with a control group. The study population consisted of all male tenth-grade students in the second cycle of secondary education in Ardabil city. From this population, using a cluster random sampling procedure, 40 students with academic stress were selected and randomly assigned to the experimental group (n=20) and the control group (n=20). Participants in the experimental group received eight sessions of stress inoculation training, while the control group participants continued with their usual routine. Data collection was conducted using the Academic Buoyancy Scale developed by Hossein Chari and Dehghani Zadeh (2012) and the Zajacova, Lynch & Espenshade Academic Stress Questionnaire (2005). Data were analyzed using one-way analysis of covariance (ANCOVA) in SPSS software. Results: The findings indicated that, in the posttest phase, students in the experimental group who experienced academic stress demonstrated significantly higher academic buoyancy than students in the control group. Accordingly, the research hypothesis asserting the effectiveness of stress inoculation training on the academic buoyancy of students with academic stress was supported. Conclusions: Therefore, it can be concluded that stress inoculation training is effective in increasing academic buoyancy among students with academic stress. Accordingly, stress inoculation training may be implemented in schools to enhance students’ academic buoyancy.

Abstract Objective: The purpose of this study was to examine the effect of the HOPS (Homework, Organization and Planning Skills) educational program on academic self-regulation of procrastinating students. Method: The method of the current research was semi-experimental including pretest and posttest designs with a control group. All female students of secondary education of Ardabil city in the academic year of 2025-2026 comprised the population of this research. 40 procrastinating students were recruited through randomized cluster sampling which were randomly assigned to experimental group (n=20) and control group (n=20). The participants of the experimental group, received 12 sessions of the HOPS educational program. The Bufford's Self-Regulation Questionnaire (1995) and Solomon and Ruth Bloom's Academic Procrastination Scale (1984) were taken to collect data. The data were analyzed using statistical method of covariance. The results demonstrated that the academic self-regulation of procrastinating students in posttests of the experimental group significantly outperformed the control group and the research hypothesis based on the effect of the HOPS educational program on academic self-regulation of procrastinating students was approved. Results: The results demonstrated that the academic self-regulation of procrastinating students in posttests of the experimental group significantly outperformed the control group and the research hypothesis based on the effectiveness of the HOPS educational program on academic self- regulation of procrastinating students was approved.
Conclusions: Thus, it can be concluded that the HOPS educational program is indeed effective on academic self-regulation of procrastinating students; therefore, applying this program in case of increasing student's academic self-regulation in schools is suggested.

Abstract Objective: The main purpose of present study was to explain academic dishonesty among secondary school students in Eqlid based on problematic internet use, with mediating role of adaptive and maladaptive cognitive emotion regulation strategies.
Method: This descriptive-correlational study used an availability sampling method with a sample of 385 secondary school students from Eqlid in 2024-2025. Data collection instruments included the Academic Dishonesty Questionnaire, Problematic Internet Use Questionnaire, and the Cognitive Emotion Regulation Questionnaire. 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<0/001, β =-0/538; p<0/001 β= - 0/308). Another finding indicated a direct and negative relationship between problematic internet use and adaptive emotion regulation strategies (p<0/001, β =-0/313). 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: With the rapid evolution of digital tools and resources, understanding how educators integrate technology into their pedagogy and content is critical for enhancing teaching effectiveness and students’ engagement resulting in productive educational system. This study investigated the relationship between EFL teachers’ Technological Pedagogical Content Knowledge (TPACK) and their professional success. Method: This study was conducted during 2024-2025, applying a mixed-methods correlational design. The instruments included: the teachers’ self-assessment regarding their TPACK questionnaire by Bostancıoğlu and Zoe Handley (2018), the Effective English Language Teacher Questionnaire (EELTQ) by Babai Shishavan and Sadeghi (2009)- as well as a semi-structured interview. 204 EFL learners completed the questionnaires, from whom, 15 volunteered to take part in the interview. To analyze the data, the researchers performed Pearson Correlation and One-Way ANCOVA using SPSS version 23 and Notta AI.
Results: The study showed that both novice and experienced teachers perceive their TPACK positively, particularly in terms of technology knowledge (p > .05). The results revealed that a robust understanding of TPACK contributes to effective teaching practices and enhances professional outcomes, while highlighting that experience alone does not guarantee higher professional success.
Conclusions: This study results advocate for targeted training programs that equip educators with the necessary skills to effectively integrate technology into their teaching, ultimately fostering a more engaging and successful learning environment for students. Furthermore, policymakers should provide workshops that upgrade educators’ TPACK and foster a collaborative environment where novice teachers can learn from experienced colleagues through mentorship programs.

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 and employed 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.

Abstract Objective: Adolescence is a critical developmental stage where self-efficacy plays a
pivotal role. The aim of the present study was to determine the effect of responsibility
training based on the Reality Therapy approach on the self-efficacy of female vocational
high school students.
Method: The research employed a quasi-experimental design with a pre-test and post
test involving an experimental group and a control group. The statistical population
consisted of all female vocational high school students in Arak city during the 2024
academic year. Using purposive sampling, an initial screening was conducted by
administering the Adolescent Self-Efficacy Questionnaire to 150 students. Thirty
students with the lowest scores were selected and randomly assigned to the experimental
group (n=15) and the control group (n=15). The experimental group received eight 90
minute sessions of responsibility training based on Reality Therapy (Garavandnia et al.,
2024), while the control group received no intervention. Data were collected using the
Self-Efficacy Questionnaire (SEQ-C) developed by Muris (2001) and analyzed using
Analysis of Covariance (ANCOVA).
Results: The results indicated a significant difference in the mean scores of overall,
social, academic, and emotional self-efficacy in the experimental group compared to the
control group (P < 0.05).
Conclusions: The findings suggest that responsibility training based on Reality Therapy
significantly enhances self-efficacy components among female adolescents. This
intervention can be utilized as an effective method to improve students' psychological
capabilities and social adjustment.
Keywords: Self-efficacy, Responsibility Training, Reality Therapy, Vocational
Students, Adolescence.

Abstract The aim of the present study was to examine the role of executive functions in predicting rational decision-making among adolescents, with the mediating role of moral judgment. Rational decision-making, as one of the key functions of cognitive development during adolescence, plays a fundamental role in individual, social, and academic adjustment. Given that adolescence is accompanied by extensive biological, cognitive, and emotional changes, understanding the underlying factors influencing rational decision-making is of particular importance.

The present study employed a quantitative, correlational research design using structural equation modeling (SEM). The statistical population consisted of first-grade secondary school students in Yazd during the 2024–2025 academic year, from whom a cluster-random sample was selected. Research instruments included the General Decision-Making Styles Questionnaire (GDMS), the Cognitive Functions Questionnaire (Nejati), and Rest’s Moral Judgment Questionnaire. Data were analyzed using AMOS-24 software.

The findings indicated that executive functions directly predicted rational decision-making (β = 0.17, p < 0.05). Moreover, moral judgment played a mediating role in this relationship (β = 0.308, p < 0.002). In other words, adolescents with higher executive functioning also demonstrated better moral judgment, which in turn enhanced the quality of their rational decision-making. The results highlight the importance of integrating cognitive and moral processes and can provide a foundation for designing educational and counseling interventions aimed at improving adolescents’ decision-making skills.

Abstract Objective: Information and Communication Technology (ICT) holds significant potential for enhancing children’s knowledge and skills by enabling personalized learning, multisensory approaches, and increased content engagement. Augmented Reality (AR), in particular, offers novel learning pathways and improves the quality of conventional education by merging real-world environments with virtual content. This study aimed to examine the effectiveness of Augmented Reality-Based Training (ARBT) on working memory performance and cognitive flexibility in children.
Method: A quasi-experimental design with pretest-posttest and control/experimental groups was employed. The population consisted of 3,612 fifth-grade students in Aqqala County during the 2022–2023 academic year. Using cluster sampling, 36 children were selected as the research sample. Data were collected using Dennis and Vander Wal’s (2010) Working Memory Questionnaire (WMQ) and Cognitive Flexibility Inventory (CFI). Content validity was confirmed by experts in psychology and education after minor revisions, and reliability was established via Cronbach’s alpha coefficients (0.71 for WMQ; 0.74 for CFI). Data were analyzed using SPSS-26 through descriptive (frequency, percentage) and inferential statistics (Kolmogorov-Smirnov test, ANCOVA).
Results: The results indicated that Augmented Reality-Based Training had a significant positive effect on children’s working memory performance (Pillai’s Trace = 0.85, F= 58.74, p<.001, partial η² = 0.85) and cognitive flexibility (Pillai’s Trace =0.80, F= 64.15, p<.001, partial η² = 0.80).
Conclusions: Augmented Reality-Based Training significantly enhances children's working memory and cognitive flexibility, improving key functions like attention and problem-solving.

Abstract In an attempt to explore the status-quo of the teaching styles appealed and adopted by Iraqi EFL teachers, the researchers in the current study selected 120 English language teachers from the context of Iraqi high schools. To gather the data, the researchers made use of Grasha-Riechmann’s (1996) Teaching Styles Questionnaire. The analysis of data mainly through quantitative measures and frequency analysis revealed a clear discrepancy between the teachers’ preferences and practices of teaching styles. More specifically, while the most desired teaching style among the teachers was expert type, and the least preferred one was facilitator type, in real practice of teaching, they made a greater use of personal model style. Furthermore, expert style which was the most favored type was used less frequently than the other styles. However, a go-togetherness was witnessed in the obtained data with regard to facilitator style of teaching which ranked the least based on the teachers’ practices in a manner identical to what was found concerning their preferences. The study findings provide fruitful implications for language teachers in the context of Iraqi high schools, particularly as regards their increased familiarity with the practical teaching styles and their attempts targeted at bridging the gap between their style preferences and practices.

Abstract Objective: This research aimed to investigate the relationships between future self-continuity, savoring beliefs, and academic procrastination with the academic grit of Urmia University students in the 2023-2024 academic year.
Method: This was descriptive and correlational research. The study's statistical population consisted of all Urmia University students in the academic year 2023-2024 (N=13,000). A total of 393 students were selected through convenience sampling. The data collection tools included the Future Self-Continuity Questionnaire (FSCQ) (2020), the Savoring Beliefs Inventory (SBI) (2003), the Academic Procrastination Questionnaire (APQ) (2012), and the Academic Grit Scale (AGS) (2017). Pearson correlation and multiple regression were used for data analysis.
Results: The results of the data analysis revealed a significant positive relationship between future self-continuity and savoring beliefs with students’ academic grit, and a significant negative relationship between academic procrastination and academic grit (P<0.01). Moreover, based on the results of multiple regression analysis, future self-continuity had the highest predictive power (β=0.304) for academic grit in students.
Conclusions: Based on the results of this study, strengthening future self-continuity, savoring beliefs, and skills for reducing academic procrastination is recommended to enhance the academic grit of students.

Abstract The aim of this research was to model the structural equations of students' sense of responsibility and formative assessment by teachers, with the mediating role of self-regulated learning strategies among students. The research method was applied in terms of purpose, descriptive-correlational in terms of data collection, and quantitative in nature. The statistical population included all students in the Zanjanrud region for the academic year 2023-2024, totaling 258 individuals. For sampling, a proportional stratified method was used, and based on the Krejcie and Morgan (1970) table, 152 individuals (139 female students and 119 male students) were randomly selected for this study. The research tool consisted of three types of questionnaires: the formative assessment questionnaire by Yusefi Afrashteh and colleagues (2014), the sense of responsibility questionnaire by Kordloo (2008), and the self-regulated learning strategies questionnaire by Pintrich and De Groot (1990). For data analysis, the Kaiser-Meyer-Olkin test, Bartlett's test of sphericity, and structural equation modeling were employed. The findings of the study indicated that self-regulated learning strategies play a mediating role between teachers' formative assessment and students' sense of responsibility. Therefore, it can be concluded that self-regulated learning strategies act as a mediator in the relationship between formative assessment and students' sense of responsibility, and that formative assessment, through continuous feedback, helps to enhance their sense of responsibility and improve their learning strategies. Accordingly, it is recommended that educational programs and interventions be designed based on formative assessment to strengthen self-regulated learning strategies and sense of responsibility among students.

Abstract This study addresses the academic challenges faced by students with learning difficulties by examining the mediating role of psychological capital and achievement goals (mastery and performance) in the relationship between family emotional climate (FEC) and academic well-being. The study utilized a cross-sectional correlational design to assess contemporaneous associations between the investigated variables. The sample consisted of 150 high school students with a history of learning difficulties, selected from those who had recorded at special education centers in four districts of Ahvaz during elementary school. Data were collected using self-report questionnaires assessing FEC, psychological capital, achievement goals, and academic well-being. Structural equation modeling (SEM) was employed to analyze the hypothesized relationships. This study identified positive associations between psychological capital, mastery goals, and academic well-being (p<0.01), while performance goals showed a negative link to well-being (p<0.01). Interestingly, a positive FEC fostered psychological capital and mastery goals but discouraged performance goals, with no direct effect on well-being (p<0.01). results revealed that psychological capital and achievement goals significantly mediated the positive relationship between FEC and academic well-being (p<0.01). In other words, FEC fostered students' psychological capital and mastery goals, which in turn, led to greater academic well-being. Interestingly, this analysis suggests that the beneficial effect of a positive family environment on academic well-being is achieved indirectly, through its influence on these psychological resources. These results suggest that supportive family environments promote academic success by fostering specific psychological resources, rather than directly impacting well-being.

Abstract ABSTRACT
The current study examined the effectiveness of the educational Lego “More Math” on the mathematical progress, spatial understanding, working memory, and processing speed of students in female first grade of elementary school. female first-grade students. The research employed a quasi-experimental design incorporating a pre-test and post-test framework, with the inclusion of a control group. The population of this study consisted of female first-grade students studying in the schools of Tehran District 14 in the academic year 2022-2023. Among the available schools in District 14, Mihrab Girl’s Elementary School was selected as the sample. Then, 30 students were selected by convenience sampling and randomly assigned to the experimental (15 students) and control (15 students) groups. The data were collected by the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), which consisted of ten sub-tests comprising five sub-scales for fluency, language comprehension, visual-spatial reasoning, processing speed, and working memory, and the teacher-made math test. The Lego More to Math educational protocol consisted of weekly training sessions over the course of 15 weeks, with each session lasting for 60 minutes. The data were analyzed using univariate and multivariate analyses of covariance by SPSS26.The analysis revealed significant differences between groups for spatial perception (F = 1.48, p = 0.00, η² = 0.36), working memory (F = 12.13, p = 0.00, η² = 0.32), processing speed (F = 18.16, p = 0.00, η² = 0.42), and math progress (F = 5.78, p = 0.00, η² = 0.29, test power = 0.9), with non-significant pre-test results (p = 0.88) and significant group differences (F = 11.36, p = 0.00). The study demonstrated that the Lego "More to Math" educational program significantly enhanced first graders' mathematical progress, spatial understanding, working memory, and processing speed. These findings suggested that incorporating structured, play-based learning tools like Lego into early education effectively boosted cognitive and mathematical skills in young students

Abstract In today's educational world, the importance of academic life skills and self-regulated motivation for students, especially in the senior high school, has been noted repeatedly. Thus, the purpose of this research was to investigate the effectiveness of teaching life skills and self-regulation of motivation on the academic motivation of female students of the senior high schools. This research is a quantitative applied study adopting a quasi-experimental design, with a pre-test/post-test and a control group. The statistical population included 31180 female students of the senior of high schools in Tabriz in the academic year of 2021-2022. From this population, 90 students were selected by multi-stage cluster random sampling method and were randomly divided into three groups with 30 participants. The control group received its traditional instruction while the first and second experimental groups received educational life skills and self-regulated motivation interventions respectively for eight sessions of two hours. The instruments included the academic motivation questionnaire (Vallerand et al., 1992). For data analysis, in addition to descriptive statistics, Shapiro-Wilk test, MANOVA, regression slope homogeneity test, Box's M Test, Leven test, MANCOVA, and Bonferroni post hoc test were used. The findings showed that the educational life skills and self-regulation of motivation training programs had a positive effect on the academic motivation of female students of the senior high schools. Also, motivational self-regulation training has a higher effectiveness in the academic motivation of the participants than teaching life skills. According to the results, it is concluded that the integration of educational self-regulation motivation and academic life skills training programs in the school environment can have positive effects on students. Schools and educational centers should look for ways to incorporate these skills into their curricula, so that students can develop the skills to manage their motivation and behaviors in a supportive and interactive environment. Also, it is important that teachers and trainers receive the necessary training to be able to effectively impart these skills to students.

Abstract Loneliness is a distressing experience and has destroying psychological consequences for children. This paper explored the effectiveness of instructing philosophy for children on children’s loneliness after controlling the role of the social-emotional learning. This study adopted a quasi-experimental method. The statistical population included sixth grade primary school male students of Urmia (N=50) chosen by cluster random sampling method and then randomly assigned to the experimental (N=25) and Control (N=25) groups. The experimental group participated in 12 sessions of philosophy for children instruction while the control group did not receive any special instruction. Children loneliness questionnaire by Asher and Wheeler (1985) and the Social-Emotional Learning scale of Coryn et al. (2009) were administrated. The results of this study showed the same patterns as Westerns studies. After controlling the role of covariates variables (the pre-test and social-emotional learning) on loneliness by ANCOVA test, instructing philosophy for children has a significant effect on loneliness. Moreover, after instructing philosophy for children, the experimental group showed lower levels of loneliness than the control group (P<0.001). Although there were two covariate variables, pre-test, and social-emotional learning, instructing philosophy for children had an effect on loneliness, accordingly these findings highlight the importance of philosophy for children in mitigating children’s loneliness. This findings may be helpful for school psychologists in schools.

Abstract EFL textbooks play a challenging role in underpinning or imposing certain ideological values, such as gender-related values on students. Thus, this inquiry examined Iranian high school teachers’ perceptions of the issue in mandated EFL textbooks (Vision series). This study adopted an exploratory descriptive method with a qualitative approach to collect and interpret the data. The population comprised all members of the Iranian high school EFL teachers’ channel from whom, thirty teachers were selected through a volunteer sampling method. As the study concurred with the COVID-19 pandemic, a researcher-made semi-structured interview was administered via WhatsApp and Telegram, and then, the responses were analyzed and interpreted using thematic analysis via the Nvivo 12 software. The data analysis showed that most teachers believed in the unequal representation of male and female characters in the series. Moreover, it was held that gender representation has educational effects on students' learning motivation, desire, and educational goals through the creation of gender stereotype roles. The findings revealed the permanence of male dominance in the textbooks and highlighted the must for the stakeholders to address gender inequalities as one of the most crucial sociocultural concerns of Iranian EFL educational textbooks.

Abstract Scientific thinking is a type of knowledge seeking involving intentional information seeking, including asking questions, testing hypotheses, making observations, recognizing patterns, and making inferences. The purpose of this research was designing a package of scientific thinking training and its ‘effect on problem-solving skill in preschool children. For this purpose, a study was designed in two steps. At first time, based on Kuhn theory and by reviewing and analysing available resources, the scientific thinking training package was designed. This teaching package includes discussions between the researchers and the child about stories with topics related to children's environment that they may not have encountered in everyday situations in the form of questions. At second step, in order to determine the effect of scientific thinking training on problem-solving, 30 children aged 5 to 6 (15 girls-15 boys) with a moderate score in Raven intelligence test was chosen from three primary schools. Subjects were trained individually in scientific thinking for 8 sessions. Data were analysed using repeated measures analysis of variance. Findings showed that teaching scientific thinking significantly improves problem solving skills (p <005) and this effect is stable over time. The results of this study show that preschool education and interaction with teacher is an opportunity to provide stimulus situations appropriate to children's abilities, and provide conditions for improving problem-solving.

Abstract During the Coronavirus pandemic, online classes and exams became popular to protect people's health. Despite the benefits, there were security issues and exam cheating. This research was conducted with the aim of comparing the amount and type of cheating in online and face-to-face exams using a qualitative method. The statistical population was all male and female students of the sixth grade of Pirbakran city in the academic year 2021-2022. In this research, a mixed rural school was selected using available sampling method and a structured face-to-face interview was conducted with all 14 sixth-grade students of the school. The interview questions were written and checked in MAXQDA software version 2020. From the analysis of the interviews, it was concluded that the rate of student cheating in online tests is much higher than that in face-to-face tests. The most common methods of cheating in online tests are the use of textbooks, the help of classmates, and the use of the Internet. Also, the most common method of cheating in face-to-face exams was the help of a classmate, and they considered the objective questions in the exams to be one of the important reasons for the ease of cheating. According to the findings of the research, the exams should be held in person as much as possible. In order to reduce cheating in the design of face-to-face and online tests, it is better to use more conceptual, in-depth and descriptive questions not published on the Internet browser; design different questions for students and explain the importance of studying and the negative points of cheating for students; replace four-choice questions with explanatory questions; increase the distance between the students in the face-to-face exam and control to prevent the presence of embedded fraud; not to answer the questions by the invigilators, and check students' pockets and hands in order to prevent cheating and avoid providing them with multiple draft sheets.

Abstract Given that academic procrastination originates from various factors, two of the most important factors in this field are cyberspace addiction and executive functions. Therefore, this research aims to model structural equations for predicting academic procrastination based on cyberspace addiction and executive functions. The research method is a descriptive-correlation type of structural equation modeling. The statistical population of this research includes 8150 female first-secondary school students in the city of Kerman in the academic year 2022-2023; according to Morgan's table, 384 people have been selected as a sample using stratified random sampling. Widyanto and McMorran's (2004) cyberspace dependence, Brief's (2000) executive functions, and Solomon and Rothbloom's (1984) academic procrastination questionnaires were used to collect data. Data analysis was done with SPSS25 and AMOS24 software, and descriptive and inferential statistics such as mean, standard deviation, and structural equation modeling were used. The research results showed that the model for predicting academic procrastination based on dependence on cyberspace and executive functions has an acceptable fit. There is a significant relationship between cyberspace addiction, executive functions, and academic procrastination (p<0.05), so cyberspace addiction and executive functions simultaneously explain 0.70 of the variance of academic procrastination. Therefore, it can be concluded that the high dependence on cyberspace and spending much time aimlessly in this space cause students to procrastinate in doing their homework and to suffer from a kind of procrastination in academic subjects. Also, defects in executive functions aggravate the academic procrastination of students.

Abstract This study aimed to investigate the intermediating role of self-regulation in the relationship between mathematical educational beliefs and students' math anxiety. The descriptive method was correlation sort which is based on structural equations. The statistical subjects of this study were selected from 2710 male students in the ninth grade of secondary school in public schools in the 4th district of Tehran in the educational years 2020-2021. In this study, 300 students were chosen by a two-step cluster method as the sample size, to collect data, Plake and Parker’s Math Anxiety Questionnaire (1982), Ledder & Forgasz’s Math Educational Beliefs Questionnaire (2002), and Sawari & Arabzadeh’s Self-Regulation Questionnaire (2013) were applied. Structural equation modeling(SEM) with SPSS 18 and AMOS23 were used to analyze the data. The findings showed that math educational beliefs and self-regulation have a direct effect on students' math anxiety (p<0.01)., and mathematical educational beliefs have an indirect effect on math anxiety with mediating of self-regulation (p<0.01), and the research model was approved. This study shows the importance of educational cognitive elements in math anxiety and it is suggested that the educational systems set plans to improve students' positive educational and cognitive beliefs and as a results decrease anxiety in educational settings especially math anxiety.

Abstract The purpose of the present study was to model the structural relationships between academic adjustment and mindfulness with the mediation role of academic hope emotion and academic anxiety emotion. This research adopted a descriptive correlational design using the structural equation modelling. The statistical population included all secondary school female students in Bushehr city in 2022-2023, and based on Cochran’s formula and Random clustering sampling method, 256 people were selected. In order to examine the research variables of the participants, the mindfulness scale Drotman, Galub, Ogansianrid (2018), the compatibility questionnaire High school students completed the Sinha and Singh (1993) and Pakrun, Goetz, Tietz and Perry (2002) academic excitement scale. analyses were done by the structural equation modeling method. The findings showed that the research model has a good fit with the collected data. The findings indicated that the structural relationship of between academic adjustment and mindfulness with the mediation role of academic hope emotion and academic anxiety emotion had an optimal fit. The findings showed that mindfulness was able to predict academic adjustment either indirectly through the emotion of academic hope and emotion of academic anxiety. In general, the findings of the current research show the role of emotion of academic hope and the emotion of academic anxiety in relationships between mindfulness and academic adjustment.It can be concluded that the requirement to increase the academic adjustment of students is to pay attention to their mindfulness, academic hope and academic anxiety.

Abstract Considering the recent change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered education models, this research aimed to design a reverse learning model and investigate the effectiveness of the resulted educational program on the academic engagement and the sense of belonging to the school of the senior high school students. The research was developmental in nature, with a sequential exploratory mixed-method design adopting meta-synthesis and quasi-experimental approach. The research scope included all scientific articles and documents published from 2011 to 2021. The validity of the articles was checked via the CASP, the validity and reliability of the meta-synthesis was checked by the Laushe and the Scott’s pi tests respectively. Finally, to implement the educational intervention, 40 male and female senior high school students of Bukan were selected by standardized random sampling method and assigned to two groups of experimental and control. The research instruments included Rio's academic engagement questionnaire (2013), Brown and Evans' (2002) sense of belonging to school questionnaire as well as the researcher designed reverse learning package. Based on the meta-synthesis of the related studies, 4 categories, 8 concepts, and 23 codes for reverse learning were discovered, labeled, and confirmed based on which, a training package was designed and implemented in 10 sessions of 45 minutes. The results showed that reverse learning model has a positive and significant effect on students' academic engagement and belonging to school (sig<0.05).

Abstract This study quantitatively explored a causal model of the association between two focal self-regulation constructs (executive functioning and effortful control) and social school readiness in preschoolers. The population comprised all preschool children and their mothers who resided in Tehran (2018-2019). With the help of their mothers, 342 children with a mean age of five years completed the Cambridge Neuropsychological Test Automated Battery (CANTAB; 1994), the Children’s Behavior Questionnaire (Very Short Form) – (CBQ-VSF; 2006), the Child Behavior Checklist (CBCL; 2001), and the Social School Readiness Scale (1982). The data were analyzed using structural equation modeling (SEM) in AMOS 22. Effortful control and socio-emotional competence significantly affected social school readiness (p<0.01). Moreover, executive functioning affected social school readiness, mediated by effortful control in the alternative model (p<0.01). These findings expand the existing early childhood research by specifying the link between two major aspects of self-regulation and social-emotional school readiness. An integrative approach considering the behavioral and neuropsychological measurements of self-regulation would help elucidate the predictors of social school readiness in early childhood.

Abstract This study aimed to evaluate the effect of Neurofeedback (NFB) Therapy with Play Therapy in improving attention and cognitive function in students with Learning Disorder (LD). This study was a quasi-experimental research with a pre-test and post-test design. The statistical population of the research was about 600 elementary school students with LD in Lar city in 2017 (N=212). A sample of 60 LD children who were identified in schools was selected by multistage cluster random sampling and randomly divided into four groups fifteen-three experimental and one control group. The tools used in the study were the Wechsler Intelligence Scale for Children (WISC-R) (Wechsler, 2003) and integrated visual and auditory continuous performance (IVA) (Sandford and Turner, 1995). NFB training was done according to the guidelines recommended by Monastra et al. (2005) in 20 sessions and play therapy cognitive performance and attention therapy were done according to the guidelines recommended by Drewes (2009) in 20 sessions, while no intervention was performed in the control group. Data were analyzed by the covariance analysis method. The results showed that NFB and play therapy were effective in increasing cognitive performance (p<0.01) and attention (p<0.01) compared to the control group. The combination of play therapy and NFB intervention was more effective on cognitive performance and attention rather than the two interventions separately. According to the results, it is recommended that therapists and clinical psychologists use NFB and play therapy to increase the sustained attention and working memory of students with LD.

Abstract The purpose of the present study was to model the structural relationships of job stressors and teachers' autonomy support with mediation of emotional exhaustion. This research was descriptive of the correlation type by the method of structural equations. The statistical population included all the teachers of first and second grade of secondary schools in Noor’s and Chamestan’s public schools in the academic year of 2019-2020, that based on Cochran’s formula and stratified random sampling method, 240 people were selected. The tools of this research were the job stressor factors questionnaire of Otero-Lopez et al. (2006), the teacher as social context questionnaire Welborn et al. (1992) and the teachers’ burnout inventory of Maslach et al. (1996). All analyzes were done by structural equation modeling method. The findings indicated that the structural relationship model of job stressors and teachers' autonomy support with the mediation of emotional exhaustion in teachers of first and second grade of secondary schools has favorable fit and significance. In this research, all the direct and indirect paths that lead to the prediction of teachers' autonomy support have been significant. The research’s results indicate that job stressors have a direct and indirect effect, through emotional exhaustion, on teachers' autonomy support and also emotional exhaustion directly affects autonomy support. Addressing these variables can be effective in solving the problems of teachers' autonomy support and increasing it.