نشریه شناخت، رفتار، یادگیری
پیاپی 4 (زمستان 1403)

The aim of this study is to analyze the behavioral dynamics in digital learning environments and examine interpersonal interactions within these spaces. This is a qualitative study based on semi-structured interviews. Data was collected through interviews with 31 participants selected from Tehran. Participants were purposefully chosen based on their experiences with digital learning environments. Data analysis was performed using Nvivo software and thematic analysis. The results revealed that interpersonal interactions in digital learning environments are influenced by factors such as types of communication (verbal and non-verbal), collaboration and co-thinking, competition, and differing opinions. Additionally, technical issues and challenges like the inability to maintain focus were identified as significant barriers. Active participation in online discussions and group interactions improves the quality of learning. This study indicates that effective interactions in digital learning environments can lead to improved learning processes and strengthen social relationships among learners. However, technical issues and an inability to maintain focus can negatively affect the quality of learning.

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.

The aim of this study is to identify and analyze emotion regulation-based behavioral patterns in adolescents with performance anxiety. This qualitative study used semi-structured interviews for data collection. A sample of 26 adolescents with performance anxiety from Tehran was selected. Participants were chosen based on theoretical saturation, and data were gathered through individual interviews. Data analysis was conducted using NVivo software and thematic analysis. The results revealed that adolescents used various emotion regulation strategies, including negative emotion acceptance, positive coping strategies such as goal focus and recalling past successes, and social support from family and friends. Adolescents who employed negative coping strategies like worry and avoidance experienced higher levels of anxiety. The study showed that emotion regulation plays a significant role in reducing performance anxiety in adolescents. Positive coping strategies and emotion acceptance were identified as key factors in alleviating performance anxiety. Additionally, social support from family and peer groups helped improve the emotional well-being of adolescents.

The objective of this study is to analyze the cognitive factors influencing the development of critical thinking skills in humanities students. This study employs a qualitative research design, and data were collected through semi-structured interviews with 21 humanities students from universities in Tehran. Participants were selected through purposive sampling, and data analysis was conducted using Nvivo software. Data collection continued until theoretical saturation was achieved. The results revealed that individual cognitive factors such as analytical ability, self-awareness, and focus significantly influence the development of critical thinking. Furthermore, the educational environment and social interactions within the university play an important role in strengthening these skills. Interactions with professors and peers, as well as the use of credible educational resources, are among the factors that enhance students' critical thinking. The impact of media and modern technologies on developing critical thinking skills was also evident. This study emphasizes that critical thinking in humanities students is influenced by individual cognitive factors, the educational environment, and social factors. Enhancing these skills in educational settings can contribute to improving the learning process and the personal growth of students.

The objective of this study is to examine the role of social cognition in the formation of group identity in adolescents. This research is a qualitative study that utilized semi-structured interviews to collect data. Data were collected from 25 adolescents residing in Tehran, aged 15 to 18. Participants were selected purposefully from various social and cultural groups. Data analysis was performed using NVivo software based on thematic analysis. The results of this study indicate that social cognition plays a key role in the formation of adolescents' group identity. Various factors such as family, peer groups, media, and school significantly influence this process. Key concepts identified include a sense of belonging to the group, social interactions, and the acceptance of group norms. Furthermore, adolescents who were members of different social groups experienced a stronger group identity. This study emphasizes that social cognition plays a crucial role in the formation of group identity during adolescence. Social interactions and group experiences can help adolescents strengthen their social identity and experience a sense of belonging to various groups. Therefore, creating healthy and supportive social spaces for adolescents in different environments is essential.

The objective of this study is to examine the learning components in virtual reality-based educational environments and their impact on students' learning processes. This study adopted a qualitative research approach with thematic analysis. Data were collected through semi-structured interviews with 23 teachers and students from schools in Tehran. All interviews were conducted based on theoretical saturation, and Nvivo software was used for data analysis. The findings revealed that virtual reality-based educational environments have positive effects on the learning process. Specifically, engaging and diverse educational content, active interaction with the environment, and realistic simulations were identified as key factors enhancing motivation and learning. Additionally, technical issues and cultural barriers were challenges that impacted the effectiveness of this technology. Virtual reality-based educational environments have great potential to enhance learning processes. However, technical and social barriers should be addressed, and the development of educational content that aligns with cultural needs should be prioritized.

The aim of this study is to analyze learning processes in practical skills-focused educational programs and examine their impact on the development of individual and professional skills of learners. This qualitative study used semi-structured interviews with 19 participants from Tehran. Participants were selected purposively, and data collection continued until theoretical saturation was reached. The data were analyzed using Nvivo software with a focus on axial coding. The results of this study show that experiential and practical learning play a key role in developing individual and professional skills. Additionally, collaborative learning and the transfer of skills to real-world work environments were significant findings of this research. Challenges related to access to resources and limitations in educational facilities were also identified as barriers in the learning process. This study demonstrated that practical skills-focused educational programs can effectively enhance the technical, social, and professional skills of learners. However, there is a need for adequate resources, facilities, and improved teaching methods to increase the effectiveness of these programs.

The objective of this study is to identify the creative learning processes in children with cognitive disorders and examine the role of various supports in enhancing these processes. This qualitative study was conducted, and data were collected through semi-structured interviews with 28 children diagnosed with cognitive disorders in Tehran. The data were analyzed using Nvivo software through qualitative content analysis. Participants were purposively selected, and theoretical saturation was considered during the data collection process. The findings indicated that creative tools such as educational games, learning toys, and educational technologies play a significant role in enhancing creative learning processes. Additionally, children were able to generate new concepts through critical thinking and problem-solving. Cognitive limitations such as memory and attention problems and environmental barriers such as lack of access to educational resources were identified as challenges that affected the creative learning process. The results of this study suggest that the use of creative tools and environmental support can have a significant impact on the creative learning processes in children with cognitive disorders. These findings can contribute to the design of more effective educational programs for these children.

The aim of this study is to examine the cognitive processes and regulatory behaviors involved in managing family conflicts. This qualitative research employed thematic analysis to explore the data. Data were collected through semi-structured interviews with 19 participants from Tehran. Purposeful sampling was used, and theoretical saturation was achieved in the data collection process. Nvivo software was used for data analysis. The results indicated that cognitive processes such as conflict situation appraisal, prediction of outcomes, and evaluating consequences played a significant role in conflict management. Furthermore, regulatory behaviors such as emotion regulation, effective communication skills, and coping with social pressures helped individuals better manage conflicts. In particular, active communication skills and self-soothing were key factors in reducing the intensity of conflicts. This study demonstrated that cognitive processes and regulatory behaviors, especially in the context of family conflicts, play a crucial role in reducing tensions and strengthening family relationships. Training these skills can contribute to improving family dynamics and reducing the psychological challenges arising from conflicts.

The aim of this study is to identify behavioral and cognitive patterns related to enhancing problem-solving skills in elementary school children. This qualitative study used thematic analysis. Fourteen elementary school children from Tehran were purposively selected. Data were collected through semi-structured interviews, and analysis was performed using Nvivo software and thematic analysis. The study focused on identifying behavioral and cognitive patterns affecting children's problem-solving processes. The findings indicated that cognitive skills such as logical and critical thinking, social skills like collaboration and group interaction, and self-regulation skills were key factors in enhancing problem-solving abilities in children. Moreover, social interactions and self-control skills significantly improved children's ability to solve complex problems. The results of this study suggest that strengthening cognitive and social skills in elementary school children can significantly help them in solving complex problems and improving their academic performance. These findings can assist educators in designing more effective educational programs focused on problem-solving.

The objective of this study is to examine the impact of social interactions on cognitive processes and social anxiety in adolescents with social anxiety disorder. This is a qualitative study that used semi-structured interviews to collect data. Twenty-seven adolescents diagnosed with social anxiety disorder from Tehran were purposefully selected. Data were gathered through individual interviews with the participants and were analyzed using Nvivo software. The data analysis was carried out through open, axial, and selective coding. The results indicated that social interactions significantly impacted social anxiety and self-esteem in adolescents. Positive social interactions, such as social support and friendships, significantly increased self-esteem and reduced social anxiety. On the other hand, negative interactions, such as social rejection and negative evaluations by peers, exacerbated social anxiety. Furthermore, social interactions had positive effects on cognitive processes, enhancing cognitive skills such as analytical thinking and decision-making. This study shows that social interactions play a crucial role in managing social anxiety and improving cognitive processes in adolescents with social anxiety disorder. Therefore, providing opportunities for positive social interactions can help reduce social anxiety and improve cognitive skills in adolescents.