Iranian Journal of Learning and Memory

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 The present study aimed to examine the effectiveness of gamification-based instruction on the executive functions of secondary school students. This research employed a semi-experimental design with a pretest–posttest and control group. The statistical population included all 12th-grade mathematics students in District 3 of Tehran during the 2023–2024 academic year. The sample consisted of 30 students (15 in each group) selected through cluster random sampling; two schools were randomly chosen from among the 12th-grade mathematics students. Data were collected using the Executive Functions Questionnaire by Gioia et al. (2000), the Digit Span subscale of the Wechsler Adult Intelligence Scale, and the Cattell Intelligence Test was administered to control for intelligence across groups. The experimental group received gamification-based mathematics instruction once a week for ten 70-minute sessions, while the control group received no intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA). The results indicated that gamification-based instruction had a significant effect on students’ executive brain functions and memory span (P ≤ 0.05). Specifically, the experimental group outperformed the control group in key components of executive functioning — including inhibition, shifting attention, emotional control, task initiation, working memory, planning, organization, and monitoring — as well as in both forward and backward digit span.

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 from 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 formation 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. 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: 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 current study examines the efficacy of cognitive rehabilitation approaches in managing behavioral issues and emotional self-regulation in students with attention deficit hyperactivity disorder (ADHD). Using a quasi-experimental approach with a pretest and posttest control group design, the sampling frame included all students between the ages of 9-13 years with ADHD seeking counseling at a counseling center in Yazd province in Iran in the 2023-2024 academic year. A sample of 30 students was systematically selected using convenience sampling and randomly assigned to the experimental and control groups. Both the Rutter Behavioral Problems Questionnaire (RBPQ) and the Emotional Self-Regulation Questionnaire (ESRQ) were utilized to assess the variables of interest in the pretest and posttest phases. While the experimental group underwent eight one-hour sessions using the computerized cognitive rehabilitation program in weekly sessions, the control group did not receive any intervention. Analysis of the results using analysis of covariance (ANCOVA) showed that cognitive rehabilitation had a positive impact in managing behavioral problems and boosting the emotional self-regulation abilities of students with ADHD. As a result, computerized cognitive rehabilitation interventions are an effective approach in reducing behavioral problems and improving emotional self-regulation in students with ADHD.