Journal of Cognition, Behavior, Learning

This study aimed to investigate the impact of social media on the Islamic-Iranian identity of sixth-grade elementary students, with the mediating role of family communication orientation. This was a descriptive-survey research with an applied purpose. The statistical population included all sixth-grade students in Tonekabon County, Iran. A sample of 384 students was selected using simple random sampling. Data were collected using three standardized questionnaires: Islamic-Iranian Identity Questionnaire (Rashidi et al., 2021), Social Media Usage Questionnaire (Badri et al., 2017), and Family Communication Orientation Questionnaire (Koerner & Fitzpatrick, 2002). Data were analyzed using descriptive statistics, Pearson correlation, and structural equation modeling (SEM) via SmartPLS software. The results revealed a significant positive relationship between social media use and Islamic-Iranian identity (β=0.189; t=4.484). Family communication orientation was also significantly associated with Islamic-Iranian identity (β=0.488; t=12.962) and acted as a significant mediator in the relationship between social media use and identity (indirect effect=0.102; t=4.018). The overall model fit index (GOF) was reported at 0.305, indicating a satisfactory model fit. The findings suggest that social media can positively influence students’ Islamic-Iranian identity when managed within the framework of constructive family interactions. Enhancing dialogue-oriented communication in families can serve as a crucial moderating factor in shaping adolescents' media engagement and identity development.

The aim of this study was to investigate the mediating role of alexithymia and boredom in the effect of autonomous motivation on moral education among sixth-grade elementary students. This descriptive-survey research was applied in purpose. The statistical population included all sixth-grade students in Tonekabon County during the current academic year. A stratified random sampling method was used to select 384 students (202 girls and 182 boys). Data collection tools included standard questionnaires on moral education (Chang, 2023), autonomous motivation (Wang & Liu, 2022), alexithymia (Wu & Yang, 2018), and boredom (Bilke et al., 2021). Data were analyzed using structural equation modeling in Smart PLS. The results indicated that autonomous motivation had a significant positive effect on moral education. Additionally, autonomous motivation significantly and negatively predicted alexithymia and boredom. Both alexithymia and boredom negatively influenced moral education. Bootstrap analysis confirmed the significant mediating roles of alexithymia and boredom in the relationship between autonomous motivation and moral education. The proposed model confirms that strengthening autonomous motivation in students not only directly enhances moral education but also does so indirectly through reducing alexithymia and boredom. These findings highlight the importance of psychological interventions focused on intrinsic motivation and emotional regulation in primary school education.

Test anxiety is one of the most common barriers to academic success, which, depending on its severity, disrupts an individual's functioning not only in academic contexts but also in psychological and emotional dimensions. The purpose of the present study was to predict female candidates' test anxiety in the university entrance exam based on their mothers' cognitive thinking styles. The research design was applied in nature and descriptive-correlational in methodology. It aimed to explore the relationship between test anxiety as the criterion variable and mothers' cognitive thinking styles as the predictor variable using correlation coefficients and to determine the predictive relationship between the criterion variable and the predictor variable. The sampling method was purposeful, with 150 participants selected for the study. It should be noted that part of the sample consisted of mothers of female high school students in the experimental sciences field who were preparing for the university entrance exam. In total, 300 participants, including the students themselves and their mothers, were involved. Students completed the Test Anxiety Questionnaire, and mothers completed the Thinking Styles Questionnaire. Data collection was based on Sarason's Test Anxiety Questionnaire (1957) and Sternberg and Wagner's Thinking Styles Questionnaire (1992). Descriptive and inferential statistics, including correlation and regression analysis, were performed using SPSS version 26. The results indicated that the executive, global, liberal, and internal thinking style variables negatively predicted test anxiety, while the conservative and local thinking style variables positively and significantly predicted test anxiety in university entrance exam candidates.

The present study aimed to investigate the effectiveness of problem-solving skills training on reducing rejection sensitivity and improving social competence in female students with learning disabilities. This study employed a randomized controlled trial with a pretest-posttest-follow-up design. The statistical population included sixth-grade female students with learning disabilities in Yazd during the 2023–2024 academic year. A total of 30 participants were selected through purposive sampling and randomly assigned to an experimental and a control group (15 per group). The experimental group received ten 90-minute sessions of problem-solving training based on D’Zurilla’s model. Data were collected using the Children's Rejection Sensitivity Questionnaire and the Social Competence Rating Scale. Data analysis was conducted using repeated measures ANOVA and Bonferroni post-hoc test in SPSS-27. The results revealed that problem-solving training had a significant effect on reducing rejection sensitivity (F=28.14, p<.001, η²=.51) and enhancing social competence (F=31.02, p<.001, η²=.54). Bonferroni post-hoc analysis showed significant differences between pretest and posttest, and pretest and follow-up scores in the experimental group (p<.001). However, there was no significant difference between posttest and follow-up scores, indicating the intervention's long-term stability. Problem-solving skills training can serve as an effective intervention to reduce rejection sensitivity and improve social competence among students with learning disabilities, thereby promoting their psychological and social well-being.

Background and Objective: Conducting research on the concept of a dynamic schoolyard based on sports science- particularly sports management knowledge- enables educational managers and leaders to examine and explain the issue of health and the factors contributing to the realization of a dynamic schoolyard in schools. This, in turn, allows them to use it as a tool for unlocking human potential and gaining control and mastery over the school environment, in order to prevent the entry of factors that may undermine or threaten school health. Therefore, the aim of the present study was to investigate the effect of a dynamic schoolyard based on the sports management knowledge approach on the learning styles of female middle school students in Miandorood County.

Methods: In this mixed-method (qualitative-quantitative) study, the qualitative population consisted of senior managers and experts in the Mazandaran Province Department of Education, totaling 20 individuals. Based on the principle of theoretical saturation, 10 participants were selected as the qualitative sample. The quantitative population included ninth-grade female middle school students enrolled in the 2023–2024 academic year, totaling 950 students. Using Cochran’s formula, 273 students were selected as the sample through random sampling. Data collection was conducted using semi-structured interviews in the qualitative phase and two questionnaires in the quantitative phase: a researcher-made questionnaire on dynamic schoolyards based on sports management knowledge, and the 54-item learning style questionnaire developed by Tovler and Deboy (2003).

Results: The results showed that a dynamic schoolyard based on the sports management knowledge approach has a direct and significant effect on students’ learning styles, with a standardized coefficient of 0.64. Additionally, the calculated t-value between the two variables was 8.20, indicating that the impact of a dynamic schoolyard based on the sports management knowledge approach on the learning styles of female middle school students in Miandorood County is positive and statistically significant.

Conclusion: Overall, it can be concluded that a Dynamic Yard designed with a sports management approach not only serves as a safe and healthy space for physical activity but also as a learning-rich environment. Through experience, participation, and active interaction, such environments strengthen, diversify, and enhance students' learning styles. Emphasizing this type of environmental design in schools is a step toward achieving holistic, joyful, and lasting learning for the future generation.

Creativity is one of the key characteristics in personal and social development that can be influenced by various psychological factors. Among these, individuals’ personality and its organization can have a significant impact on their creative abilities. There are different models to analyze these relationships, one of which is Kernberg’s personality organization model. Therefore, this study examines how creativity can be predicted in students with narcissistic tendencies based on Kernberg’s personality organization and the mediating role of personal goals. The present study is descriptive-correlational in nature and based on structural equation modeling. The statistical population of this study consisted of all students studying at the Islamic Azad University, Qom Branch, in the academic year 2022–2023, totaling 8,164 students. The sampling method was convenience sampling. The sample size was estimated at 375 individuals, with an expected attrition resulting in 360 participants. The research instruments included the Torrance Creativity Questionnaire (1979), the Narcissistic Personality Inventory by Ames et al. (2006), Kernberg’s Personality Organization Inventory (2002), and the Personal Goals Questionnaire by Cox and Klinger (2003). Data analysis was conducted using SPSS and Amos version 24 software. The results showed that the structural model of creativity in students with narcissistic tendencies based on Kernberg’s personality organization and the mediation of personal goals had a good fit. The findings also confirmed the significance of the mediating variable at the 95% confidence level. Overall, these findings highlight the importance of understanding the type of personal goals and personality organization in determining creativity among students with narcissistic tendencies.

This study aimed to investigate the effect of heutagogy-based training on self-management and learning motivation among primary school teachers. This research was a quasi-experimental study with a pretest-posttest control group design. The statistical population included primary school teachers in Langarud, from which 30 participants were selected through simple random sampling and divided into experimental and control groups. Data were collected using Fisher et al.’s (2013) Self-Directed Learning Questionnaire, including subscales of self-management and learning motivation. The experimental group received six sessions of heutagogy-based training. Data analysis was performed using univariate (ANCOVA) and multivariate (MANCOVA) covariance analysis. The results of ANCOVA indicated that heutagogical training had a significant impact on increasing self-management in the experimental group (F=2.250, p=0.045, η²=0.377). A significant difference was also observed in learning motivation between the two groups (F=3.357, p=0.008, η²=0.411). The findings suggest that heutagogy-based education can significantly enhance self-management skills and learning motivation in primary school teachers. Implementing this approach in teacher training programs may contribute to improving the overall quality of education.

The primary objective of this study was to identify and analyze the dimensions, components, and indicators influencing information literacy education in virtual environments among second-level SAMA secondary schools in Tehran. This qualitative study utilized thematic analysis. Data were collected through semi-structured interviews with 14 experts, teachers, and school administrators selected via purposive sampling. Interviews were analyzed using MAXQDA software. Data trustworthiness was ensured through peer validation, participant feedback, triangulation, and prolonged engagement. Results revealed nine key dimensions for teaching information literacy in virtual environments: technological capabilities, content and information sources, search strategies, critical thinking and analytical skills, ethical and security issues, support and evaluation, emerging technologies, self-regulated learning, and social collaboration. A total of 28 components and 81 indicators were identified. Emerging technologies were perceived as the most influential factor by the majority of participants. Effective information literacy instruction in virtual spaces requires a multidimensional approach that incorporates emerging technologies, fosters critical thinking, promotes social engagement, and aligns with local educational needs. Success hinges on active stakeholder involvement and investment in supportive infrastructure and training.