Iranian Journal of Learning and Memory

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: This exploratory, hypothesis-generating study investigated alpha-band EEG activity during resting state and cognitive task performance in adults with Attention-Deficit/Hyperactivity Disorder (ADHD) and examined its relationship with symptom severity, without a healthy control group.
Method: EEG (8-12 Hz) was recorded in 28 adults with ADHD (21-31 years) during (1) eyes-closed rest and (2) a cognitive task requiring sustained attention. Absolute power and NeuroGuide z-scores were extracted. ADHD symptoms were assessed using the ASRS. Paired t-tests, Pearson correlations, and exploratory median split comparisons were performed.
Results: Resting and task alpha activity were strongly correlated (r = 0.77, p < 0.01). At the group level, alpha activity unexpectedly increased from rest to task (t(27) = 2.34, p = 0.027). Linear correlations between ASRS total score and alpha activity at rest (r = 0.07) and during task (r = 0.20) were weak and non-significant (p > 0.05). In exploratory median-split comparisons (higher vs. lower symptom severity), individuals with higher severity showed significantly lower task-related alpha (t(26) = 2.12, p = 0.044, d = 0.81), but no significant difference in resting alpha (t(26) = 1.92, p = 0.066).
Conclusions: In this hypothesis-generating study of adults with ADHD conducted without a neurotypical control group, we observed within-sample patterns of alpha modulation. The unexpected task-related alpha increase and the association between higher symptom severity and reduced task-related alpha warrant replication in larger, controlled studies with concurrent behavioral performance measures. No ADHD-specific conclusions can be drawn from this exploratory investigation.

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: The present study aimed to identify distinct subgroups of students based on a combination of cognitive-emotional variables including perfectionism, metacognitive beliefs, and self-efficacy, and to examine how these latent profiles are related to the procrastination.
Method: For this purpose, 365 university students were selected using convenience sampling. Participants completed standard scales of procrastination, multidimensional perfectionism, metacognitive questionnaire, and general self-efficacy. Data were analyzed using a person-centered approach and the statistical method of Latent Profile Analysis (LPA).
Results: Latent Profile Analysis (LPA) revealed four distinct profiles: Adaptive/Self-Efficacious (21%), Maladaptive Perfectionists (26%), Strategic Procrastinators (34%), and Vulnerable/Avoidant (19%). A one-way ANOVA indicated significant differences in procrastination severity across profiles (F(3, 361) = 20.18, p < .001, η² = .14). Tukey post-hoc tests confirmed that the Vulnerable profile exhibited the highest level of procrastination (M_diff = 1.10, p < .001 compared to the Adaptive profile).
Conclusions: The findings of this study, confirming the heterogeneity of the procrastination phenomenon, indicate that therapeutic interventions should not be the same; rather, they should be designed to suit the specific profile of each group (such as focusing on modifying metacognitive beliefs in strategic procrastinators or strengthening self-efficacy in vulnerable groups).

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: The aim of the present study was to investigate the relationship between Alexithymia and academic performance mediated by college adjustment and traditional / cyber bullying in students.
Method: The research adopted a coorelational design using structural equation modeling and the statistical population of the study included university students who were selected by convenience sampling method and responded to Patchin & Hinduja 's (2011) Bullying scale, Bagby et al.'s Toronto Alexithymia Scale (1994), and Baker & Siryk's (1984) Adjustment to College Questionnaire. The students' final semester grade point average was used to measure the academic performance variable. The obtained data were analyzed by Pearson's correlation coefficient test and structural equations using SPSS 24 and Amos 23 software.
Results: The results showed that Alexithymia, college adjustment, and bullying have a direct effect on academic performance. Also, Alexithymia have an indirect effect on students' academic performance through the mediation of college adjustment and bullying. The research model was also confirmed and the results showed that the research model has a good fit for the variables and 49% of the variance in academic performance was explained by the research variables.
Conclusions: With regard to the findings of this study, it can be stated that the final research model has a good fit, and therefore, awareness of educational professionals such as professors and education specialists can prevent social and emotional harm and increase students' academic performance.