International Journal of Education and Cognitive Sciences
Volume:5 Issue: 5, Winter 2024

This study aimed to examine the effectiveness of cognitive-behavioral therapy (CBT) on ambiguity tolerance in adolescents with social anxiety disorder.

The research method was quasi-experimental, employing a pretest-posttest design with a control group and a one-month follow-up phase. The statistical population consisted of all adolescents diagnosed with social anxiety disorder who attended eight counseling centers in Babol city during the spring of 2024. Initially, the Connor Anxiety Questionnaire (2000) was distributed among all participants, and 30 individuals scoring between 16 and 25 (the questionnaire's cutoff point) were selected through convenience sampling. These participants were then randomly assigned to either the experimental or control group. Data were collected using the second version of the McLain Ambiguity Tolerance Questionnaire (1993) and the Connor Social Anxiety Questionnaire (1969). The experimental group underwent CBT based on Beck’s (1998) manual, which was conducted in 12 sessions, each lasting 90 minutes. The intervention was solely applied to the experimental group, with no intervention for the control group. Data were analyzed using repeated measures analysis via SPSS-18 software.

The findings indicated a significant difference in pretest and posttest scores between the experimental and control groups regarding ambiguity tolerance in adolescents with social anxiety disorder (P ≤ 0.01). Overall, CBT is effective in enhancing ambiguity tolerance in adolescents with social anxiety disorder (P ≤ 0.01).

Given the results of this study, the role of CBT in facilitating changes in ambiguity tolerance has important therapeutic implications.

The present study aimed to develop a structural model of drug use tendency based on perceived social support and behavioral inhibition/activation systems (BAS/BIS), mediated by perceived stress in adolescent girls in Tehran.

In the current correlational-descriptive study, the statistical population of the study consisted of female adolescent students aged 14 to 18 from districts 5, 7, and 15 of Tehran, with an approximate number of 35,000 individuals selected during the second half of 2023. A multistage random sampling method was employed in this research. First, districts 5, 7, and 15 of Tehran were randomly selected, followed by the random selection of two high schools for girls from each district. Finally, based on the Krejcie and Morgan table and considering the population size, three classes were randomly selected from each high school, and 20 students were randomly chosen from each class, resulting in a total sample of 360 participants. Correlation tests, regression, and structural equation modeling were used for data analysis.

The results showed that perceived stress plays an indirect mediating role in the relationship between perceived social support and drug use tendency in adolescent girls in Tehran. Additionally, it was found that perceived stress indirectly mediates the relationship between behavioral inhibition/activation systems and drug use tendency in adolescent girls in Tehran. The goodness-of-fit test for the structural equation model indicated that the Gof value was 0.69, reflecting a strong overall fit for the model.

The findings of this study demonstrate that perceived stress significantly mediates the relationship between both perceived social support and Behavioral Inhibition/Activation Systems (BIS/BAS) and drug use tendency in adolescent girls.

This study aimed to compare the effectiveness of an integrated Gottman-EFCT model and Imago Therapy on marital adjustment and love styles in married students with early marriages.

Methods and Materials: 

The study employed a quasi-experimental design with a pre-test, post-test, and control group. Forty-four participants were randomly assigned into two intervention groups: Integrated Gottman-EFCT (n = 15) and Imago Therapy (n = 14), along with a control group (n = 15). Each group underwent ten sessions of the respective therapy. Data were collected using the Dyadic Adjustment Scale (DAS) to assess marital adjustment and the Love Attitudes Scale (LAS) for love styles. ANOVA and t-tests were used to compare pre-test and post-test scores across groups.

Significant improvements were observed in both intervention groups for marital adjustment and love styles. In the Gottman-EFCT group, the post-test mean for marital adjustment increased from 89.56 (SD = 9.45) to 110.65 (SD = 8.90) (t = 5.23, p = 0.001), while the Imago Therapy group showed a similar improvement from 88.45 (SD = 9.34) to 108.90 (SD = 9.15) (t = 5.10, p = 0.001). Love styles also significantly improved, with Eros increasing in the Gottman-EFCT group from 22.15 (SD = 3.50) to 28.75 (SD = 3.10) (t = 4.87, p = 0.001). The ANOVA results showed a significant between-group effect for marital adjustment (F = 72.21, p = 0.001, eta squared = 0.78).

Both the Integrated Gottman-EFCT and Imago Therapy interventions were effective in improving marital adjustment and enhancing positive love styles in couples with early marriages. However, the integrated approach demonstrated a stronger effect across most variables, suggesting that a combined therapeutic approach may be more beneficial in addressing marital issues.

The objective of this study was to compare the effectiveness of a mathematical thinking intervention and dual balance training on the quantitative reasoning abilities of students with mathematical learning disabilities (MLD). Methods and Materials: The study was a semi-experimental design with a pre-test, post-test, and follow-up with two experimental groups and one control group. A total of 45 students with MLD were selected through purposive sampling and randomly assigned to the mathematical thinking intervention group (n = 15), the dual balance training group (n = 15), and the control group (n = 15). The tools used for data collection included the KeyMath Test for quantitative reasoning and the Wisconsin Card Sorting Test for cognitive flexibility. Repeated measures analysis of variance (ANOVA) and Bonferroni post hoc tests were used to analyze the data across three test phases (pre-test, post-test, follow-up).  Significant improvements were observed in the quantitative reasoning scores of both the mathematical thinking intervention group (F(1.48) = 919.50, P < .001, η² = 0.97) and the dual balance training group (F(1.48) = 88.25, P < .001, η² = 0.76) compared to the control group. The mathematical thinking group showed greater improvements from pre-test to post-test (M = -26.60, P = .001) and from pre-test to follow-up (M = -26.13, P = .001) compared to the dual balance training group (pre-test to post-test: M = -13.87, P = .001; pre-test to follow-up: M = -13.93, P = .001).  Both the mathematical thinking intervention and dual balance training were effective in improving the quantitative reasoning of students with MLD. However, the mathematical thinking intervention showed greater efficacy, suggesting that cognitive-based interventions have a stronger impact on mathematical reasoning than physical-based interventions.

This study aims to identify and synthesize the key components influencing a research-oriented curriculum in education.

Methods and Materials: 

The study follows a synthesis research (meta-synthesis) approach using the inductive content analysis model. The Sandelowski and Barroso (2007) method was employed, consisting of seven stages: formulating the research question, conducting a systematic review of literature, selecting relevant studies, extracting data, analyzing and synthesizing findings, performing quality control, and presenting results. A total of 719 articles were identified through systematic searches in major databases such as ERIC, ScienceDirect, Taylor & Francis, and Springer. After filtering and quality assessment, 25 studies from the period 2010-2024 were selected for final analysis.

The study identified five key categories influencing the research-oriented curriculum: individual acceptance, educator competency, school-related factors, educational system flexibility, and cultural considerations. Each category is subdivided into multiple dimensions, such as technological acceptance, professional competencies of educators, school management, and the culture of quality and evaluation. In total, 75 codes and 20 sub-categories were identified, showing the need for a multi-layered approach, integrating managerial, psychological, and sociological perspectives in curriculum development.

The findings underscore the importance of systemic support, teacher competency, and cultural shifts to effectively implement a research-oriented curriculum. The study highlights the need for institutional flexibility, adequate resources, and teacher training in research facilitation. By addressing individual, institutional, and societal dimensions, the proposed curriculum model offers a structured and adaptable framework that promotes research-based learning in educational systems.

This study aimed to compare the effectiveness of mindfulness training and working memory on academic self-regulation in female secondary school students in Bojnord. 

Methods and Materials:

 This research was a quasi-experimental study with a pre-test, post-test, and follow-up design with a control group. The statistical population included all female secondary school students in the first stage (grades 7-9) in the academic year 2022-2023, with a total of 2000 students. From this population, using convenience sampling, 45 students who met the inclusion and exclusion criteria were randomly assigned into two experimental groups of 15 students and one control group of 15 students. First, all three groups were assessed using the Connell and Ryan (1987) Academic Self-Regulation Questionnaire (SRQ-A). Subsequently, mindfulness training and working memory training were conducted for the first and second experimental groups, respectively. The control group did not receive any intervention and was placed on a waiting list. After completing the intervention, all three groups were re-assessed in a post-test and a follow-up test conducted one month later. The collected data were analyzed using repeated measures analysis of covariance (ANCOVA) with SPSS-21 software. 

The research findings showed no significant difference in the effectiveness of mindfulness training and working memory training on academic self-regulation in female secondary school students (P>0.05). However, both mindfulness training and working memory training individually were effective in improving academic self-regulation in the students (P<0.05). 

The results suggest that both mindfulness training and working memory training are effective in reducing academic self-regulation in female students, with no significant difference in the level of effectiveness between the two interventions.

 The aim of the present study was to model psychological well-being based on attachment styles, personality traits, and defense mechanisms with the mediation of job burnout in emergency medical staff.

Methods and Materials: 

The research design was correlational using path analysis. The statistical population of this study included emergency medical staff in the southwest of Tehran Province (Islamshahr, Shahriar, Malard, Parand, Robat Karim) in 2023, with an approximate number of 450 individuals. For the selection of the research sample, 210 participants were chosen through purposive sampling based on Krejcie and Morgan’s table and the size of the statistical population. The participants completed the Psychological Well-being Scale (Ryff et al., 1989), the Revised Attachment Scale (Collins & Read, 1990), the Big Five Personality Traits Questionnaire (Goldberg, 1991), the Defense Style Questionnaire (Andrews et al., 1993), and the Maslach Burnout Inventory (Maslach, 1981). Data were analyzed using covariance analysis and path analysis with AMOS and SPSS 26.

 The results indicated that the path coefficient of the direct effect of attachment styles on predicting psychological well-being with the mediation of coping strategies in emergency medical staff was significant. It was also found that the path coefficient of defense mechanisms in predicting psychological well-being with the mediation of coping strategies in emergency medical staff was significant.

 Overall, it was determined that attachment styles and personality traits play a role in predicting psychological well-being with the mediation of job burnout in emergency medical staff.

This study aimed to investigate the relationship between wisdom, peer relationships, and the time spent in virtual spaces among university students.
 
Methods and Materials: A descriptive-correlational research design was used. The sample consisted of 350 students from Wasit University, selected via convenience sampling. Participants completed three questionnaires: the Ardelt Wisdom Scale (2003) to assess wisdom, the Peer Relationship Questionnaire (Hudson, 1997) to evaluate peer interactions, and a single-item measure of time spent in virtual spaces. Pearson correlation analysis was conducted to explore relationships between variables, and stepwise regression analysis was used to identify predictors of wisdom. Data were analyzed using SPSS-27.
 
The results revealed a significant positive correlation between peer relationships and wisdom , indicating that stronger peer interactions are associated with higher wisdom levels. Conversely, time spent in virtual spaces showed a significant negative correlation with wisdom (r = -0.725, p < 0.001), suggesting that more time online is linked to lower wisdom scores. Stepwise regression analysis demonstrated that time spent in virtual spaces was the strongest predictor of wisdom, explaining 52.6% of the variance, while peer relationships accounted for an additional 3.3%.
 
The study concludes that peer relationships play a crucial role in the development of wisdom, whereas excessive online engagement may detract from it. The findings highlight the need for balanced digital engagement and strong peer interactions to foster cognitive, reflective, and emotional growth. Future research should explore the quality of online interactions and the role of various types of relationships in wisdom development.

The aim of this study was to examine the effectiveness of cognitive-behavioral therapy (CBT) in reducing symptoms of depression, anxiety, and improving the quality of life in men with asthma.Methods and Materials: This research was conducted using a quasi-experimental method with a pretest-posttest control group design. The statistical sample consisted of 30 men with asthma, who were randomly divided into two equal groups (15 each). The intervention group received cognitive-behavioral therapy, while the control group did not receive any intervention. The tools used in this study included the Beck Depression Inventory (BDI-II), the State-Trait Anxiety Inventory (STAI), and the Asthma Quality of Life Questionnaire (AQLQ). The data were analyzed using repeated measures analysis of variance and SPSS 22 software. The results indicated that cognitive-behavioral therapy had a significant effect in reducing depression and anxiety and improving the quality of life in the intervention group compared to the control group. These findings confirm the effectiveness of cognitive-behavioral therapy as an effective intervention in improving psychological well-being and enhancing the quality of life in patients with asthma.

This study aims to compare the family emotional atmosphere and flexibility, academic achievement, academic procrastination, and perception of academic self-efficacy between students with learning disabilities and regular students.  Methods and Materials: The statistical population included third- and fourth-grade students from Dhi Qar Province during the 2024 academic year, from which 250 students (125 students with learning disabilities and 125 regular students) were selected through multi-stage cluster random sampling. Data were collected using the Family Emotional Atmosphere Questionnaire (Hillburn, 1964), Family Flexibility Questionnaire (Shakeri, 2003), Academic Achievement Scale (Wells, 2010), Academic Procrastination Scale (Solomon & Rothblum, 1984), and Academic Self-Efficacy Scale (Jinks & Morgan, 1999), and were analyzed using one-way analysis of variance (ANOVA).   The research findings indicated a significant difference (p < .01) between students with learning disabilities and regular students in terms of family emotional atmosphere, family flexibility, academic achievement, academic procrastination, and perception of academic self-efficacy. Specifically, students with learning disabilities reported lower levels of family emotional atmosphere, family flexibility, academic achievement, and academic self-efficacy, and higher levels of academic procrastination.   Overall, the results of this study showed that the family functioning of students with learning disabilities is in a less favorable state compared to the families of regular students. This situation can have negative and destructive effects on their children's self-efficacy beliefs, self-worth, and academic performance. Therefore, families and caregivers of children with learning disabilities can benefit from participating in advanced educational programs to gain a comprehensive understanding of the disorder.

The main objective of this article is to identify and analyze the factors influencing educational management in the Medical Education Development Center at the Islamic Azad University, Tehran Branches.Methods and Materials: The research method is qualitative. In addition to document analysis, thematic analysis was conducted using MAXQDA12 software to identify the factors and components. The statistical population of this research comprised all experts in educational management, as well as managers and physicians in the healthcare sector. After conducting 18 interviews, theoretical saturation was achieved. The interviews lasted between 75 and 120 minutes. Ultimately, basic, organizing, and overarching themes were extracted. Based on semi-structured interviews, 9 dimensions (perceptual, leadership, decision-making, executive, perceptual, communication, teamwork, people management, personality traits) and 42 components (organizing themes), along with 103 indicators, were identified for educational management in the Medical Education Development Center. The results showed that the majority of experts believed that educational management in the Medical Education Development Center faces challenges in the areas of systems thinking and executive factors, which have the most significant impact in this regard.

The present study aimed to investigate the mediating role of emotion regulation in explaining the causal relationships between childhood trauma and pain in women with rheumatoid arthritis.
 
Methods and Materials: In a cross-sectional study based on structural equation modeling, during the period from December 2022 to June 2023, 286 participants diagnosed with rheumatoid arthritis, who had been referred to three hospitals (Loghman, Taleghani, and Shahid Tajrish) in Tehran, were selected using purposive sampling. After obtaining informed consent and meeting the inclusion criteria, they were enrolled in the study. Three indices—childhood trauma, pain, and emotion regulation—were assessed at one time point by the participants. Data were analyzed using SPSS and AMOS software version 25.
 
Data analysis showed that both emotion regulation strategies, reappraisal (β = 0.068, p = 0.001) and emotional suppression (β = 0.140, p = 0.001), positively and significantly mediated the relationship between childhood trauma and pain in women with rheumatoid arthritis.
 
The findings of this study, consistent with previous research, indicate an association between childhood trauma and pain mediated by emotion regulation. However, in patients with rheumatoid arthritis, pain and other psychological variables exhibit a complex relationship that requires further research.

This study aimed to compare the effectiveness of emotional cognitive regulation strategies and self-regulated learning strategies on improving academic self-concept and cognitive flexibility in elementary school students diagnosed with specific learning disabilities in reading.
Methods and Materials: A quasi-experimental pre-test, post-test, and follow-up design was used, involving 60 students with specific reading disabilities from elementary schools in Sari, Iran. Participants were randomly assigned to one of three groups: emotional cognitive regulation training, self-regulated learning training, or a control group. Each experimental group consisted of 20 students who underwent 8 sessions of their respective intervention. Data were collected using two standardized questionnaires: the Academic Self-Concept Questionnaire (Chen, 2004) and the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010). Statistical analysis was performed using multivariate analysis of covariance (MANCOVA) and Bonferroni post-hoc tests.
Both emotional cognitive regulation and self-regulated learning strategies significantly improved academic self-concept and cognitive flexibility compared to the control group (p < .001). No significant differences were found between the two experimental groups in terms of academic self-concept (p = .102) or cognitive flexibility (p = .241). The Bonferroni post-hoc test confirmed that both interventions were equally effective in enhancing the targeted outcomes.
The findings indicate that emotional cognitive regulation and self-regulated learning strategies are equally effective in improving academic self-concept and cognitive flexibility in students with specific learning disabilities in reading. Both interventions offer valuable tools for educators to support these students' academic and emotional development.

The purpose of the present study was to design and validate a model of supportive actions affecting the health and academic success of clients. The research method was mixed. Methods and Materials: The statistical population in the qualitative section consisted of professors in educational sciences, educational management, and curriculum planning in higher education institutions, as well as senior managers of the education system and the State Welfare Organization. In the validation section, senior and middle managers of the Golestan Province Department of Education and the State Welfare Organization, along with experts in this field in the province, participated. In the quantitative section, senior, middle, and operational managers from the Golestan Province Department of Education and the State Welfare Organization, totaling 250 individuals, were included. In the qualitative section, 20 experts were selected using the snowball sampling method; in the validation section, 22 experts were selected by purposive sampling; and in the quantitative section, 152 individuals were chosen using stratified sampling and Cochran's formula. For data analysis, grounded theory with open, axial, and selective coding was applied in the qualitative section with semi-structured interviews as the tool. In the validation section, the Delphi method was used over three stages with a checklist for expert evaluation, and SPSS software was utilized. In the quantitative section, structural equation modeling was conducted with a 105-item questionnaire using Smart PLS software. For validity and reliability determination, in the qualitative section, necessary checks such as acceptability (expert review) and confirmability (expert verification) were used.  In the validation section, the content of the expert evaluation checklist was confirmed by five academic and organizational experts for comprehensibility and clarity, and its reliability was calculated and confirmed with a test-retest method, resulting in a score of 0.84. In the quantitative section, the validity of the questionnaires was confirmed through three face, content, and construct validity (convergent validity range between 0.563 and 0.676, and divergent validity greater than the correlation of the construct with other constructs). Reliability was also estimated and confirmed by three calculating item factor loadings, Cronbach's alpha for components (ranging from 0.766 to 0.874), and composite reliability (ranging from 0.851 to 0.908).  Based on the results of the qualitative and validation sections, the paradigmatic model consisted of 10 main categories (dimensions) and 20 subcategories (components), including causal conditions (responsibility towards society, religious and spiritual beliefs, social and security disorders, and cultural and physical abnormalities), contextual conditions (prevailing culture in society, people's awareness and knowledge, government support, and government-public relations), intervening conditions (mass media and social media advertising, benchmarking, the performance of non-governmental organizations, and the performance of relevant governmental organizations), strategy (social culture-building, justice orientation, economic policies, and sustainable development plans), and outcomes (scientific advancement, physical health, mental health, and public satisfaction). The quantitative results showed that all dimensions and components of the research model were confirmed.

This study aimed to evaluate the effectiveness of cognitive empowerment based on the Lumosity program in enhancing Maher crystallized intelligence of elementary school boys. Methods and Materials: The research was conducted using a quasi-experimental design with pre-test, post-test, and follow-up stages, along with control and experimental groups. A sample of 40 male elementary students was randomly selected and divided into control and experimental groups. The experimental group underwent cognitive training using the Lumosity program, while the control group received no intervention. Intelligence was assessed using standardized tests across multiple components of intelligence, including personality-emotional, social-cultural, bodily-kinesthetic, happiness, and crystallized intelligence. Data analysis involved repeated measures ANOVA to compare intelligence scores across groups and time points.  The results revealed no significant improvement in personality-emotional intelligence, social-cultural intelligence, bodily-kinesthetic intelligence, happiness intelligence, or crystallized intelligence in the experimental group following the Lumosity-based cognitive empowerment program. Despite improvements in processing speed and attention, the training did not effectively enhance the targeted intelligence components. Factors such as the nature of the tasks, which emphasized processing speed over knowledge acquisition, and the program’s lack of focus on real-life applications and social-cultural skills may have limited its impact.  The findings suggest that while the Lumosity-based cognitive empowerment program may enhance cognitive processing abilities, it does not significantly improve the broader dimensions of intelligence.

The aim of the present study was to investigate the effectiveness of cognitive-emotional-social working memory training on improving verbal creativity and academic self-efficacy among elementary school students.
 
Methods and Materials: The research method was quasi-experimental, utilizing a pretest-posttest design with a control group. The statistical population included all fifth-grade students in the city of Zabol during the 2022-2023 academic year. The study sample consisted of 40 students with poor working memory performance, selected through multistage cluster random sampling, and randomly assigned to experimental and control groups (20 students in each group). To collect data, the Torrance Test of Verbal Creativity (1979) and the Academic Self-Efficacy Scale by Jing and Morgan (1999) were used. In the pretest phase, both groups were assessed using these instruments. The experimental group received working memory training over three months, consisting of 20 sessions, each lasting 90 minutes, while the control group did not receive any intervention. Data were analyzed using analysis of covariance.
 
The results showed that cognitive-emotional-social working memory training significantly improved verbal creativity and academic self-efficacy among students.
 
Based on the findings of this study, it appears that cognitive-emotional-social working memory training, due to its multi-faceted, diverse, numerous, and ability-appropriate tasks, is effective in enhancing verbal creativity and academic self-efficacy in students with poor working memory performance.

The aim of this study was to test a structural model of unstable self-esteem based on childhood trauma, considering the mediating role of internalized shame among individuals seeking cosmetic surgery.
 
Methods and Materials: This research was fundamental and quantitative in nature, employing a descriptive correlational and structural equation modeling approach. The study population consisted of all individuals seeking cosmetic surgery who were residing in Tehran and visiting cosmetic clinics during 2023-2024. From this population, a sample of 304 individuals who voluntarily agreed to participate was selected using convenience sampling. The study utilized the Bernstein Childhood Trauma Questionnaire (2003), the Unstable Self-Esteem Scale by Chabrol, Rousseau, and Callahan (2006), and the Internalized Shame Scale by Cook (1993) for data collection. Data analysis was conducted using a correlation matrix and structural equation modeling.
 
The results of data analysis indicated that the indices of the proposed model had an acceptable fit. The path from childhood trauma to unstable self-esteem (β = 0.118, P = 0.035), the path from childhood trauma to internalized shame (β = 0.641, P = 0.001), and the path from internalized shame to unstable self-esteem (β = 0.569, P = 0.000) were significant. Additionally, the mediating role of internalized shame (β = 0.365, P = 0.001) was confirmed at the 95% confidence level.
 
Childhood trauma directly and indirectly, through internalized shame, affects unstable self-esteem in individuals seeking cosmetic surgery.

The study aims to evaluate the concurrent validity of the Shedler-Westen Assessment Procedure (SWAP-200) and the Millon Clinical Multiaxial Inventory-IV (MCMI-IV) in a non-clinical sample from the Iranian oil industry.
 
Methods and Materials: The research utilized Pearson’s product-moment correlation model to assess the relationship between the scales of the Shedler-Westen Assessment Procedure and the Millon Clinical Multiaxial Inventory-IV. The study sample consisted of employees from the Iranian oil industry who participated in a psychological evaluation for managerial or contract promotion purposes.
 
The results demonstrated significant positive correlations between the scales of the SWAP-200 and the MCMI-IV, with correlation coefficients of 0.60 or higher at α = 0.01 and α = 0.05 levels. This indicates that both tools have strong concurrent validity in measuring personality disorders.
 
The study confirms that the Shedler-Westen Assessment Procedure and the Millon Clinical Multiaxial Inventory-IV exhibit concurrent validity in a non-clinical sample, supporting their effectiveness in assessing personality disorders in organizational contexts.