Iranian Journal of Learning and Memory

Abstract Objective: This study investigated the mediating role of technostress in the relationship between Problematic Social Media Use (PSMU) and academic burnout among adolescents within the framework of the stress-strain-outcome (SSO) model. Method: The participants were 379 Iranian high school students (195 girls and 184 boys), selected through a multi-stage cluster sampling method. To evaluate the key constructs of the study, data were gathered using three validated instruments: the Bergen Social Media Addiction Scale (Andreassen et al., 2017), the SNS-Stress Creators (Maier et al., 2015b), and the School Burnout Inventory (Salmela-Aro et al., 2009a). Results: The results of the structural equation modeling indicated that PSMU has a positive and significant role in predicting students' academic burnout (β=.48, p<.001). Additionally, PSMU was also found to be a positive and significant predictor of technostress (β=.54, p<.001). Moreover, the findings indicated that technostress partially mediated the association between PSMU and academic burnout (β=.12, p<.001). Conclusions: The findings provide empirical support for the proposed SSO model, indicating that technostress statistically mediates the relationship between PSMU and academic burnout. Accordingly, technostress may represent an important pathway through which PSMU is associated with academic burnout, highlighting the need to consider technology-related strain when addressing the academic consequences of PSMU.

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 primary objective of this study was to examine the mediating role of transactive memory systems (TMS) in the relationship between team identification and team learning within Human Resource Management (HRM) teams operating in Iranian public sector organizations.

Method: Drawing on social identity theory and the socio-cognitive perspective on team functioning, a mediated model was proposed and tested. Data were collected from 72 HRM teams working in public sector organizations in Tehran, Iran. Team members completed validated self-report measures assessing team identification, the three dimensions of TMS (specialization, credibility, and coordination), and team learning. Data were analyzed using structural equation modeling, controlling for team size, team tenure, task interdependence, and team leader support.

Results: The results provided full support for all eight hypotheses. Team identification positively and significantly influenced specialization, credibility, and coordination. In turn, each TMS dimension positively affected team learning, with coordination demonstrating the strongest effect. Importantly, TMS partially mediated the relationship between team identification and team learning. Additionally, team identification had a significant direct positive effect on team learning.

Conclusions: This study identifies team identification as a critical social antecedent of TMS and extends the generalizability of these relationships to the non-Western public sector context. The findings highlight that team identification enhances team learning both directly and indirectly through the development of shared cognitive structures (specialization, credibility, and coordination). For practitioners, cultivating team identity alongside developing transactive memory systems within HRM teams is essential for fostering learning and improving organizational effectiveness in public sector settings.

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 This quasi-experimental study (pre-test/post-test with two experimental groups and a control group) compared the effectiveness of "Academic Resilience Training with an Integrated Monotheistic Approach" and "Mindfulness Training" on self-regulated learning among female secondary school students in Tehran's 10th district (academic year 1400-1401). Due to pandemic conditions, 21 students were selected via convenience sampling and divided into resilience training (n=7), mindfulness training (n=9), and control (n=5) groups. Both interventions were delivered online over eight 90-minute sessions. Data were collected using the Self-Regulation of Learning Questionnaire (MSLQ) and analyzed using ANCOVA and LSD post-hoc tests.
Results showed that both programs significantly increased overall self-regulated learning and metacognitive strategies compared to the control group( (F=3.681، p<0.047 ). However, after controlling for Grade Point Average (GPA), mindfulness training demonstrated significantly greater effectiveness in enhancing overall self-regulation, metacognitive strategies, and motivational beliefs. The integrated monotheistic resilience training showed no statistically significant effect on overall self-regulation or motivational beliefs after controlling for GPA. Neither intervention significantly affected cognitive strategies.
Conclusion: While both interventions show potential, mindfulness training exhibited stronger immediate effectiveness for promoting self-regulated learning components, particularly metacognition and motivation. However, the integrated monotheistic approach retains significant potential as a culturally indigenous intervention. Its emphasis on spirituality, values, and human connections may yield long-term benefits across various aspects of adolescent life, warranting further development of detailed protocols.