Journal of Cognition, Behavior, Learning

This study aimed to compare the effectiveness of the scaffolding teaching method on semantic dyslexia and visual dyslexia in students with learning disabilities in Tehran. The research employed a quasi-experimental design with a pretest-posttest-follow-up structure and a control group. The statistical population included all second and third-grade elementary students with learning disabilities in Tehran who were enrolled in supervised educational centers, totaling 400 students. The sampling method used in this study was purposive. In experimental designs, a sample size of 15 participants per group is recommended. Accordingly, 30 students with dyslexia were selected, and they were randomly assigned to two groups: 15 students in the scaffolding teaching method group and 15 students in the control group. The research instrument was the Badyian Reading Test (1996). For inferential statistical analysis, repeated measures analysis of variance (ANOVA) was used to analyze the data. The findings indicated that the scaffolding teaching method was effective in improving semantic dyslexia and visual dyslexia in students with learning disabilities in Tehran (p < .001). Expanding the use of this method in schools may help improve dyslexia in students.

Considering the issues of dependence on virtual space and communication skills in adolescent girls in the post-COVID-19 era, examining more effective treatments such as reality therapy based on choice theory is of significant importance. The present study aimed to determine the effectiveness of reality therapy training based on choice theory on communication skills and dependence on virtual space in adolescent girls in the post-COVID-19 era. The research method was a quasi-experimental design with a pretest-posttest-follow-up and a control group. The statistical population of the present study included all female students in the first stage of secondary school in District 11 of Tehran during the 2021-2022 academic year, from whom 30 individuals were selected through purposive sampling and randomly assigned to two groups: intervention and control. Participants completed the Internet Addiction Questionnaire by Young (1998) and the Interpersonal Skills Questionnaire by Fetro (2000) at the pretest, posttest, and follow-up stages. In this study, reality therapy training based on choice theory was implemented in 12 sessions, each lasting 90 minutes. Data were analyzed using repeated measures analysis of variance. The results indicated that reality therapy based on choice theory in the intervention group led to an increase in communication skills compared to the control group (P = 0.004). Additionally, reality therapy based on choice theory in the intervention group resulted in a reduction in dependence on virtual space compared to the control group (P = 0.041). The findings of the present study demonstrated that reality therapy training based on choice theory improved communication skills and reduced dependence on virtual space among adolescent girls in the post-COVID-19 era. Based on these results, it is recommended that reality therapy training sessions based on choice theory be conducted for adolescent girls in schools.

This study aimed to examine the role of problem-based learning in fostering critical thinking skills among secondary school students. This qualitative study employed an interpretive phenomenological approach. Data were collected through semi-structured interviews with 25 purposively selected secondary school students in Tehran. Interviews continued until theoretical saturation was reached. Thematic analysis was conducted using NVivo software. The results indicated that problem-based learning significantly enhances critical thinking skills. Three main themes emerged: "Analytical and Logical Reasoning," "Informed and Creative Decision-Making," and "Cognitive and Emotional Self-Regulation." Students reported improvements in analyzing complex problems, increased creativity in problem-solving, greater cognitive flexibility, and enhanced self-regulation skills in learning. Problem-based learning is an effective approach for developing students' critical thinking skills and can contribute to improving their cognitive abilities, decision-making, and independent learning. The findings suggest that educational systems should integrate this approach into curricula to cultivate critical thinking competencies among students.

This study aimed to examine the effect of Cognitive-Behavioral Therapy (CBT) on marital commitment and the management of interpersonal conflicts among couples. The research employed a quasi-experimental design with a pretest-posttest control group. The sample included 30 couples (15 couples in the experimental group and 15 couples in the control group) who were selected through convenience sampling. Data collection instruments consisted of standardized questionnaires on marital commitment and marital conflicts. The experimental group participated in 10 CBT sessions, while the control group received no intervention. In this study, marital commitment was assessed based on personal, moral, and structural commitment indicators. Additionally, marital conflicts were examined using indicators such as decreased cooperation, increased emotional reactions, reduced sexual relations, increased seeking of external support, decreased effective communication, increased violence, and heightened irrational beliefs. The findings indicated a significant increase in marital commitment in the experimental group (p < 0.001) and a reduction in marital conflicts, whereas no significant change was observed in the control group. The results of covariance analysis demonstrated that CBT had a substantial impact on improving the quality of couples’ relationships. The findings of this study suggest that Cognitive-Behavioral Therapy significantly contributes to enhancing marital commitment and reducing interpersonal conflicts among couples. Moreover, the results indicate that CBT can strengthen communication and conflict resolution skills, fostering more stable and satisfying relationships for couples. Consequently, the application of CBT in psychological interventions for couples is recommended.

The present study aimed to develop a relational model of mindfulness with rumination and distress tolerance, considering the mediating role of emotional safety in adolescents with depressive symptoms. This research is classified as fundamental in terms of purpose and employs a descriptive-correlational design using structural equation modeling. The sampling method used in this study was convenience sampling, whereby 100 individuals with depressive symptoms were identified after visiting counseling and psychotherapy centers in Ahvaz and were selected to participate in the study. The participants completed the relevant questionnaires. Data were collected using the Distress Tolerance Scale by Simmons and Gaher (2005), the Rumination Scale by Morrison and O'Connor (2008), the Mindfulness Scale by Brown and Ryan (2003), and the Emotional Safety Scale by Brunner (2008). Descriptive and inferential statistical methods, including Pearson correlation and path analysis, were used to analyze the data, utilizing SPSS version 26 and AMOS software. The results indicated that the predictive model of rumination and distress tolerance based on mindfulness, mediated by emotional safety in adolescents with depressive symptoms, demonstrated an acceptable fit. This finding suggests that within this model, rumination and distress tolerance in adolescents with depression can be significantly and adequately predicted based on mindfulness. Moreover, the mediating role of emotional safety in the interaction between the predictor and criterion variables was confirmed at a significant level.

This study aimed to design and evaluate the effectiveness of an educational intervention package to enhance students' artistic intelligence based on the lived experiences of top talents in the field of art. This qualitative study employed a qualitative content analysis method, collecting data through semi-structured interviews with 15 university professors and art experts. Participants were selected through purposive sampling based on theoretical saturation. The interviews were analyzed and coded based on Gardner’s multiple intelligences theory and artistic creativity assessment tools, including the Torrance Test of Creative Thinking (TTCT) and Clark’s Drawing Abilities Test (CDAT). The designed intervention package consisted of 12 educational sessions focusing on imagination, critical thinking, visual creativity, and artistic interactions. Content validity was confirmed using CVR and CVI indices. Data analysis indicated that the intervention package significantly improved students' creative skills, visual perception, ability to analyze artworks, and social interactions. Moreover, the findings showed that incorporating the lived experiences of experts had a substantial impact on enhancing artistic intelligence. The Content Validity Ratio (CVR) was 0.73, and the Content Validity Index (CVI) was 0.79, indicating satisfactory content validity for the package. The findings suggest that art education can significantly contribute to the development of students' artistic intelligence and cognitive abilities. The designed intervention package can serve as an effective educational tool, enhancing creative thinking, visual analysis, and emotional regulation in students.

This study aimed to investigate the effectiveness of neurofeedback in reducing PTSD symptoms and improving sustained attention in individuals with this disorder. This study was conducted as a randomized controlled trial (RCT). Thirty participants aged 18 to 25 years with PTSD symptoms were randomly assigned to an experimental group (15 participants) and a control group (15 participants). The experimental group received 15 neurofeedback sessions, while the control group received no intervention. PTSD symptoms were assessed using the PCL-5 scale, and sustained attention was measured with the Continuous Performance Test (CPT) at three time points: pre-test, post-test, and five-month follow-up. Data were analyzed using repeated-measures ANOVA and Bonferroni post-hoc test in SPSS version 27. ANOVA results showed a significant effect of group (F(1, 54) = 23.34, p = 0.001, η² = 0.32) and time (F(2, 54) = 48.02, p = 0.001, η² = 0.47) on PTSD symptoms. Similarly, there was a significant effect of group (F(1, 54) = 19.45, p = 0.002, η² = 0.29) and time (F(2, 54) = 52.76, p = 0.001, η² = 0.49) on sustained attention. The Bonferroni test indicated that reductions in PTSD symptoms and improvements in sustained attention from pre-test to post-test and follow-up were significant (p < 0.001) in the experimental group. The results suggest that neurofeedback can be an effective intervention for reducing PTSD symptoms and improving sustained attention. Given the stability of the treatment effects in the five-month follow-up, neurofeedback could serve as a potential therapeutic approach for individuals with PTSD.

 This study aimed to investigate the impact of couples therapy on improving emotional and social relationships between partners. The research sought to evaluate the effectiveness of couples therapy interventions in increasing intimacy, improving communication, reducing conflicts, and strengthening emotional bonds between couples by utilizing scientific and empirical findings. This study employed a quasi-experimental design with a pre-test, post-test, and a control group. The statistical population comprised couples who had sought counseling services due to emotional and relational issues. A sample of 60 couples was selected using convenience sampling and was randomly assigned to either the experimental or control group. Data were collected using three standardized questionnaires: the Adult Attachment Questionnaire, the Social Skills Questionnaire, and the ENRICH Marital Satisfaction Scale, all of which had confirmed validity and reliability. The experimental group participated in 10 sessions of Emotionally Focused Couples Therapy (EFT), whereas the control group received no intervention. Data analysis was conducted using independent t-tests and analysis of covariance (ANCOVA). The results of independent t-tests and ANCOVA indicated a significant positive effect of couples therapy on various dimensions of attachment, social skills, and marital satisfaction. The experimental group showed significant changes in secure attachment (t = 4.80, p < 0.0001), avoidant attachment (t = 4.95, p < 0.0001), and aspects of social skills such as verbal communication (t = 4.85, p < 0.0001) and empathy (t = 5.25, p < 0.0001). Furthermore, significant improvements were observed in marital satisfaction dimensions, including emotional connection (t = 5.00, p < 0.0001) and conflict resolution (t = 4.85, p < 0.0001). ANCOVA also confirmed the significant effect of the intervention on mean changes, particularly in secure attachment (F = 15.23, p = 0.001), avoidant attachment (F = 12.45, p = 0.002), and verbal communication (F = 18.32, p = 0.000). The findings demonstrated that couples therapy plays a crucial role in improving relationship quality, increasing empathy, enhancing communication skills, and reducing conflicts.