Journal of Cognition, Behavior, Learning

The aim of this study was to validate a model examining the effect of school-based curriculum planning on students’ academic self-efficacy with the mediating role of decentering. This quantitative study employed structural equation modeling. The statistical population consisted of principals, teachers, and students in public and private high schools in Mazandaran Province. In the first phase, 60 principals and 180 teachers completed the school-based curriculum planning questionnaire, and in the second phase, 950 students responded to the Morgan and Jinks Academic Self-Efficacy Scale. Stratified random sampling was applied, and data were analyzed using AMOS software. The results revealed that all relationships among the main variables were statistically significant. The dimensions of curriculum design, implementation, and evaluation had positive and significant effects on decentering, while these dimensions also directly and indirectly influenced academic self-efficacy. Decentering exerted a significant positive effect on academic self-efficacy. Model fit indices (CMIN/DF=2.47, RMSEA=0.058, CFI=0.940, GFI=0.936) confirmed that the proposed model had a satisfactory fit. Findings suggest that school-based curriculum planning plays a critical role in enhancing academic self-efficacy, and this relationship is strengthened by decentering. Granting greater autonomy to schools in designing, implementing, and evaluating curricula can improve both educational quality and students’ perceptions of their academic competence.

The present study aimed to develop and validate a cognitive-emotional model for predicting rumination in psychosomatic patients, focusing on employees of the National Bank. This descriptive-correlational study employed structural equation modeling. The statistical population included 2,789 National Bank employees in Shiraz in 2020, from which a sample of 300 participants was selected through multi-stage cluster sampling. Standardized instruments were used, including the Nijmegen Psychosomatic Symptoms Questionnaire, the Ruminative Responses Scale, Young’s Early Maladaptive Schemas Questionnaire, Rahim’s Conflict Resolution Inventory, the Cognitive Errors Questionnaire, and the Acceptance and Action Questionnaire-II. Data were analyzed using maximum likelihood estimation within structural equation modeling, and model fit was assessed through multiple indices. Results indicated that cognitive errors and dysfunctional conflict resolution strategies were significantly associated with rumination. Early maladaptive schemas and experiential avoidance were confirmed as mediating variables in these relationships. The fit indices (CFI=0.912, RMSEA=0.058, χ²/df=2.88) supported the adequacy of the proposed model. Both direct and indirect effects of cognitive errors and dysfunctional conflict resolution strategies on rumination were significant at p<0.001. The proposed model highlights rumination in psychosomatic patients as a complex interaction of cognitive errors, dysfunctional conflict resolution strategies, early maladaptive schemas, and experiential avoidance. The findings provide valuable insights for developing psychological interventions aimed at reducing rumination and improving both mental and physical health in employees working under high-stress occupational environments.

The aim of the present study was to investigate the effect of coping strategies on perfectionism with the mediating role of achievement motivation among students at Islamic Azad University, Neka Branch. This research was applied in terms of purpose and descriptive-correlational based on structural equation modeling. The statistical population consisted of all students of Islamic Azad University, Neka Branch (N = 1812). Using stratified random sampling by gender, 317 students were selected. Data were collected using three standardized questionnaires: the 42-item Rosenstiel and Keefe Coping Strategies Questionnaire, the 29-item Hermans Achievement Motivation Questionnaire, and the 58-item Hill et al. Perfectionism Questionnaire. Reliability was confirmed using Cronbach’s alpha coefficient: 0.93 for coping strategies, 0.88 for achievement motivation, and 0.96 for perfectionism, all statistically significant. Data analysis was conducted using structural equation modeling (SEM) with the Partial Least Squares (PLS) approach via Smart PLS software. The results showed that coping strategies have a significant effect on perfectionism among students. Coping strategies also significantly influence achievement motivation. Furthermore, achievement motivation has a significant effect on perfectionism. In addition, achievement motivation acts as a mediating variable in the relationship between coping strategies and perfectionism in students. It can be concluded that students who have higher levels of coping strategies and achievement motivation display healthier forms of perfectionism, use more effective learning strategies, and ultimately demonstrate better academic functioning.

The present study aimed to investigate the mediating role of academic responsibility in the relationship between academic self-belief and academic satisfaction with attitudes toward education and career future among female student-teachers at Farhangian University in Zahedan. This descriptive–correlational study included the entire population of 749 female student-teachers admitted between 2020 and 2023 (academic years 1400–1403 in the Iranian calendar) at the Rasool Campus of Farhangian University, Zahedan, during 2024–2025. Data were collected using standardized questionnaires for academic self-belief, academic satisfaction, academic responsibility, and attitudes toward education and career future. Data analysis was conducted using Pearson correlation and Structural Equation Modeling (SEM). Results indicated that attitudes toward education and career future were positively correlated with academic self-belief (r=.42, p<.001), academic satisfaction (r=.46, p<.001), and academic responsibility (r=.48, p<.001). The structural model demonstrated good fit (χ²/df=2.15, GFI=.93, CFI=.95, RMSEA=.046). Path coefficients revealed that academic self-belief (β=.47, p<.001) and academic satisfaction (β=.41, p<.001) significantly predicted responsibility, which in turn predicted attitudes toward education and career future (β=.44, p<.001). Direct effects of self-belief (β=.18, p=.012) and satisfaction (β=.19, p=.009) on attitudes were significant, but the total effects were stronger due to the mediating role of responsibility. Findings suggest that academic responsibility serves as an important mediator between academic self-belief, academic satisfaction, and students’ attitudes toward education and career future. Enhancing students’ beliefs and satisfaction alongside promoting responsibility can foster more positive academic and career outlooks.

This study aimed to identify the factors influencing the development of continuing education for employees in universities of Baghdad Province. This applied research employed a sequential exploratory mixed-methods design. In the qualitative phase, data were collected via semi-structured interviews with 15 academic and administrative experts selected through snowball sampling. The data were analyzed using the grounded theory approach. In the quantitative phase, 174 university staff members with at least 10 years of work and in-service training experience were selected through multistage cluster sampling. A researcher-made questionnaire was used, and its validity was confirmed via confirmatory factor analysis using Smart PLS. Data analysis included one-sample t-test, ANOVA, and multiple regression. Inferential findings revealed seven major components significantly affecting continuing education development: continuing education platforms, implementation requirements, management and leadership, technological instructional design, pedagogical factors, educational strategies, and evaluation and feedback. Regression analysis showed that technological instructional design (ß=0.521, p<0.001) and pedagogical variables (ß=0.179, p<0.001) had the strongest influence on continuing education development. The adjusted R² was 0.954, indicating high model predictive power. The GOF index was 0.676, representing strong model fit. ANOVA confirmed significant differences among the components' means (F=10.85, p<0.001). The results suggest that the development of continuing education in universities of Baghdad is driven by a comprehensive set of organizational, technological, instructional, and managerial factors. Structural, cultural, and technological support from universities is essential to fostering continuous professional competence among employees. Intelligent instructional design and ongoing internal and external evaluation are recommended as strategic approaches to advancing continuing education.

The present study was conducted with the aim of determining the effectiveness of emotion regulation training on academic well-being, academic emotions, and academic vitality in first-year high school students in Tabriz. The research method was a semi-experimental design with a pre-test-post-test design with a control group. The statistical population of the study was first-year girls in District 3 of Tabriz. To select the sample, questionnaires on academic well-being, academic emotions, and academic vitality were administered to 600 first-year high school students in District 3 of Tabriz who were selected by cluster random method, and then 60 students from them were selected by purposeful method (those with the lowest scores in all three questionnaires) and randomly assigned to two groups (experimental and a control group). The experimental group underwent 8 sessions of 90-minute emotion regulation intervention, and the control group did not receive any intervention. The research instruments were the Tuminin-Swinney, Salmila-Arrow (2012) Academic Well-Being Questionnaire, Martin and Marsh Academic Vitality (2006) and the short form of the Emotions and Emotion Development Questionnaire by Pekaran et al. (2005). The obtained data were analyzed using the analysis of covariance method and SPSS-26 software. The results showed that emotion regulation training is effective on students' academic well-being (P<0.05). Emotion regulation training is effective on students' academic emotions (P<0.05). Also, based on the results, emotion regulation training is effective on the academic vitality of first-year high school students (P<0.05). Therefore, it is suggested that emotion regulation training be used to improve academic well-being, academic vitality and academic emotions.

The present study was conducted with the aim of qualitatively analyzing curriculum planning based on learning urban law. From the perspective of nature, this research is classified as a qualitative study and in terms of data collection method, it is considered a grounded theory-survey research. To collect data, library methods and semi-structured interviews with experts and professors in the field of curriculum planning and law (20 people using purposive sampling) were used. The interviews continued until the theoretical saturation stage and were interpreted using the content analysis technique. The data obtained were analyzed through axial and comparative coding and the main and secondary concepts were extracted. To confirm the validity, the content validity method and the opinions of experts were used. Also, influential variables were identified and the adequacy of the sample was examined with exploratory factor analysis (with orthogonal rotation) and confirmatory factor analysis. Finally, curriculum planning based on learning urban law was proposed as a comprehensive and practical model; A model that can be implemented in all educational levels and educational systems. Based on the findings, 61 subcategories and 5 main categories were extracted, including: education and awareness of civil rights literacy, education of human values, education of life skills, education of social values and norms, and civic participation. This model can pave the way for a fundamental transformation in school curricula by reducing structural errors.

Addiction is widely recognized as a chronic, relapsing disorder that imposes profound psychological and social burdens on individuals and societies. In recent years, evidence has highlighted the pivotal role of psychological constructs such as self-efficacy and resilience in sustaining recovery and preventing relapse among individuals with substance use disorders. Self-efficacy, as defined by Bandura (2004), reflects an individual’s belief in their ability to cope with high-risk situations and resist the urge to use substances. Resilience is understood as the psychological capacity to adapt positively to adversity, stress, and challenges (Connor & Davidson, 2003). Although pharmacotherapy and maintenance treatments form the backbone of evidence-based addiction care in Iran, high relapse rates emphasize the necessity to develop complementary interventions that target these psychological factors. Faith-based abstinence therapy is a culturally-rooted, multidimensional intervention integrating spiritual values, social support, and cognitive-behavioral components, which may play an essential role in promoting self-efficacy and resilience. The present study was conducted to evaluate the effectiveness of faith-based abstinence therapy on self-efficacy and resilience in individuals undergoing addiction treatment in Kerman in 2024.

Methods:

This study utilized a quasi-experimental pre-test/post-test design with a control group. The statistical population consisted of all clients residing in addiction treatment centers in Kerman, who had a history of using at least one substance other than nicotine and alcohol, and were receiving care based on the faith-based abstinence protocol during the study period (N=420). Forty participants were selected using cluster random sampling from one of the faith-based abstinence centers and randomly assigned to either the experimental (n=20) or control group (n=20). The experimental group received the faith-based abstinence therapy package, while the control group was placed on a waiting list. Data collection tools included the Sherer General Self-Efficacy Scale (1982) and the Connor-Davidson Resilience Scale (2003). Statistical analysis was performed using analysis of covariance (ANCOVA) to assess group differences and to control for pre-test scores.

Results:

The ANCOVA results indicated that faith-based abstinence therapy significantly improved overall self-efficacy and its subscales among participants in the intervention group compared to the control group. The most pronounced effect was observed in the “persistence in the face of failure and stress” subscale. Additionally, faith-based abstinence therapy produced a significant increase in participants’ resilience, particularly in the spirituality subscale, which is closely aligned with the theoretical foundation and essential elements of faith-based interventions. These findings reinforce the importance of addressing spiritual and psychological dimensions in the addiction recovery process.

Conclusion:

Based on the results, faith-based abstinence therapy can be considered an effective adjunctive intervention for improving key psychological factors—namely, self-efficacy and resilience—among individuals in addiction treatment. Strengthening these variables not only supports sustained abstinence but also equips individuals with the necessary skills to cope with hopelessness and stressful situations. These findings underscore the need to integrate culturally-adapted, spirituality-oriented interventions into addiction treatment programs, particularly within the sociocultural context of Iran.