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This study investigated the association between social anxiety and problematic smartphone use among elite student athletes, emphasizing the mediating role of maladaptive cognitive emotion regulation strategies. Employing a descriptive-correlational design based on structural equation modeling, participants were selected through convenience sampling from the population of elite university athletes nationwide. The instruments included the Social Anxiety Questionnaire (Jarabek, 1996), the Cognitive Emotion Regulation Questionnaire (Garnefski & Kraaij, 2006), assessing maladaptive emotion regulation strategies, and the Problematic Smartphone Use Scale (Kwon et al., 2013). Data were analyzed using correlational techniques and structural equation modeling. The findings revealed a significant positive relationship between social anxiety and problematic smartphone use, which was mediated by maladaptive cognitive emotion regulation strategies. Furthermore, the proposed structural model demonstrated an acceptable goodness of fit. These results highlight the importance of developing group-based, educational, and psychological interventions to enhance adaptive emotion regulation strategies and reduce technology-related behavioral problems among elite athletes.

Objective:This research was conducted with the aim of investigating the effectiveness of Dual- growth mindsettraining on enhancing job meaningfulness, work engagement, and organizational vitality among female employees of the Tabriz Welfare Organization. Method:The research method was semi-experimental with a pretest-posttest design and a control group. The statistical population included female welfare employees in Tabriz County in 2025, and a sample of 40 individuals (20 in the experimental group and 20 in the control group) was selected using cluster random sampling and randomly assigned. The educational intervention consisted of 15 sixty-minute sessions (7 sessions on self-incremental mindset based on Garofalo, 2016, and 8 sessions on job-incremental mindset based on Wrzesniewski and Dutton, 2001) implemented for the experimental group. The research instruments included the Job Meaningfulness Questionnaire by Steger et al. (2012), the Work Engagement Questionnaire by Salanova and Schaufeli (2001), and the Organizational Vitality Questionnaire by Kauffman (2007). Data were analyzed using multivariate and univariate covariance analysis. Results:The results showed that Dual- growth mindsettraining created a significant difference between the experimental and control groups (P=0.021). Univariate analyses also confirmed a significant increase in post-test scores in the experimental group (job meaningfulness: F(1,37)=712.99, p<0.001, η²=0.729; work engagement: F(1,37)=12.72, p<0.001, η²=0.66; organizational vitality: F(1,37)=93.31, p<0.001, η²=0.463). Discussion:These findings are consistent with Dweck's (2006) incremental mindset theory, and it is recommended that this intervention be included in the training programs of Iranian service organizations to enhance employees' psychological well-being.

The aim of the present study was to examine the role of executive functions in predicting rational decision-making among adolescents, with the mediating role of moral judgment. Rational decision-making, as one of the key functions of cognitive development during adolescence, plays a fundamental role in individual, social, and academic adjustment. Given that adolescence is accompanied by extensive biological, cognitive, and emotional changes, understanding the underlying factors influencing rational decision-making is of particular importance. The present study employed a quantitative, correlational research design using structural equation modeling (SEM). The statistical population consisted of first-grade secondary school students in Yazd during the 2024–2025 academic year, from whom a cluster-random sample was selected. Research instruments included the General Decision-Making Styles Questionnaire (GDMS), the Cognitive Functions Questionnaire (Nejati), and Rest’s Moral Judgment Questionnaire. Data were analyzed using AMOS-24 software. The findings indicated that executive functions directly predicted rational decision-making (β = 0.17, p < 0.05). Moreover, moral judgment played a mediating role in this relationship (β = 0.308, p < 0.002). In other words, adolescents with higher executive functioning also demonstrated better moral judgment, which in turn enhanced the quality of their rational decision-making. The results highlight the importance of integrating cognitive and moral processes and can provide a foundation for designing educational and counseling interventions aimed at improving adolescents’ decision-making skills.

This study aimed to investigate the impact of active learning, incorporating poetry recitation, picture reading, and drama, on enhancing the speaking skills of fourth-grade elementary students. The research was applied in purpose and employed a semi-experimental design with a pretest-posttest and a control group. The statistical population consisted of all male fourth-grade students in Nazarabad County during the 2024–2025 academic year. A convenience sampling method was used, and two classes of 20 students each were randomly assigned to the experimental and control groups.The research instrument was a 20-item researcher-made checklist assessing speaking skills, whose validity was confirmed by five experts, and reliability was calculated with a Cronbach's alpha of 0.87. The experimental group participated in eight 60-minute sessions of active learning, including poetry recitation, picture reading, and drama. Sample activities involved performing poems with attention to tone and rhythm, analyzing and retelling images using the "See, Think, Say" approach, and performing short plays to strengthen public speaking and speech coherence. Data were analyzed using analysis of covariance (ANCOVA) in SPSS. The findings revealed that active learning based on these three approaches significantly improved the students’ performance in all components of speaking skills, including coherent speech, public speaking, context- and audience-appropriate communication, tone and rhythm, and comprehension of visual messages. These results highlight that active and interactive teaching methods are effective tools for empowering students’ oral communication skills.

The present study investigated the role of male and female EFL learners’ reflection, autonomy, grit, and Foreign Language Engagement (FLE) in the prediction of their Emotional Beliefs (EBs) in their Computer-Assisted Language Learning (CALL) courses. In addition, it strived to determine the difference between male and female learners’ EBs. Accordingly, first, the researchers used convenience sampling to select 109 male and 125 female intermediate-level EFL learners at a language institute in Urmia (Iran) as the participants based on their results on a proficiency test. Second, they used Google Forms to administer the EB, reflection, autonomy, grit, and FLE questionnaires of the study to the participants in a five-week period. Third, the researchers used SPSS 25 to perform the statistical data analysis of the study and to answer the raised research questions. The results showed that male learners’ reflection and grit and female learners’ autonomy and FLE were the main factors in their EBs. Moreover, based on the results, female learners’ EBs were more satisfactory than that of male learners in their CALL courses. The results are likely to provide EFL teacher education course-developer, syllabus designers, and teachers with guidelines on the management of learners’ EBs in CALL courses.

Objective: University Professors feedback is a central component of pre-service teacher education, influencing not only performance but also emotional, cognitive, and relational experiences of learners. Despite extensive research on feedback, little is known about how pre-service teachers experience feedback as an emotional–cognitive phenomenon that affects learning, memory, and professional identity. This research aimed to conceptualize University Professors feedback as an “emotional–cognitive catalyst” and explore its role in shaping learning, memory consolidation, and professional identity formation in pre-service teachers. Method: A qualitative approach grounded in Van Manen’s (2016) interpretive phenomenology was employed. Semi-structured interviews were conducted with pre-service teachers at Farhangian University. Data were analyzed to identify themes related to emotional, cognitive, relational, and memorization aspects of feedback experiences. Results: Analysis revealed that feedback functions as a multidimensional and existential event. Meaning-making and relational feedback facilitated deep learning, long-term memory consolidation, intrinsic motivation, and professional self-image development. Conversely, controlling or harmful feedback led to superficial processing, reduced motivation, and disruption of educational memory. The findings highlight the mediating role of feedback in linking emotion, cognition, and professionalization. Conclusions: Well-structured, emotionally supportive feedback is essential for enhancing learning outcomes and professional identity in teacher education. Attention to both content and relational quality is crucial for feedback to serve as an effective emotional–cognitive catalyst, suggesting practical strategies for teacher training and future research directions

Objective: The purpose of this study was to examine the effect of the HOPS (Homework, Organization and Planning Skills) educational program on academic self-regulation of procrastinating students. Method: The method of the current research was semi-experimental including pretest and posttest designs with a control group. All female students of secondary education of Ardabil city in the academic year of 2025-2026 comprised the population of this research. 40 procrastinating students were recruited through randomized cluster sampling which were randomly assigned to experimental group (n=20) and control group (n=20). The participants of the experimental group, received 12 sessions of the HOPS educational program. The Bufford's Self-Regulation Questionnaire (1995) and Solomon and Ruth Bloom's Academic Procrastination Scale (1984) were taken to collect data. The data were analyzed using statistical method of covariance. The results demonstrated that the academic self-regulation of procrastinating students in posttests of the experimental group significantly outperformed the control group and the research hypothesis based on the effect of the HOPS educational program on academic self-regulation of procrastinating students was approved. Results: The results demonstrated that the academic self-regulation of procrastinating students in posttests of the experimental group significantly outperformed the control group and the research hypothesis based on the effectiveness of the HOPS educational program on academic self- regulation of procrastinating students was approved. Conclusions: Thus, it can be concluded that the HOPS educational program is indeed effective on academic self-regulation of procrastinating students; therefore, applying this program in case of increasing student's academic self-regulation in schools is suggested.

Objective: This exploratory, hypothesis-generating study investigated alpha-band EEG activity during resting state and cognitive task performance in adults with Attention-Deficit/Hyperactivity Disorder (ADHD) and examined its relationship with symptom severity, without a healthy control group. Method: EEG (8-12 Hz) was recorded in 28 adults with ADHD (21-31 years) during (1) eyes-closed rest and (2) a cognitive task requiring sustained attention. Absolute power and NeuroGuide z-scores were extracted. ADHD symptoms were assessed using the ASRS. Paired t-tests, Pearson correlations, and exploratory median split comparisons were performed. Results: Resting and task alpha activity were strongly correlated (r = 0.77, p < 0.01). At the group level, alpha activity unexpectedly increased from rest to task (t(27) = 2.34, p = 0.027). Linear correlations between ASRS total score and alpha activity at rest (r = 0.07) and during task (r = 0.20) were weak and non-significant (p > 0.05). In exploratory median-split comparisons (higher vs. lower symptom severity), individuals with higher severity showed significantly lower task-related alpha (t(26) = 2.12, p = 0.044, d = 0.81), but no significant difference in resting alpha (t(26) = 1.92, p = 0.066). Conclusions: In this hypothesis-generating study of adults with ADHD conducted without a neurotypical control group, we observed within-sample patterns of alpha modulation. The unexpected task-related alpha increase and the association between higher symptom severity and reduced task-related alpha warrant replication in larger, controlled studies with concurrent behavioral performance measures. No ADHD-specific conclusions can be drawn from this exploratory investigation.

Objective: The present study aimed to identify distinct subgroups of students based on a combination of cognitive-emotional variables including perfectionism, metacognitive beliefs, and self-efficacy, and to examine how these latent profiles are related to the procrastination. Method: For this purpose, 365 university students were selected using convenience sampling. Participants completed standard scales of procrastination, multidimensional perfectionism, metacognitive questionnaire, and general self-efficacy. Data were analyzed using a person-centered approach and the statistical method of Latent Profile Analysis (LPA). Results: Latent Profile Analysis (LPA) revealed four distinct profiles: Adaptive/Self-Efficacious (21%), Maladaptive Perfectionists (26%), Strategic Procrastinators (34%), and Vulnerable/Avoidant (19%). A one-way ANOVA indicated significant differences in procrastination severity across profiles (F(3, 361) = 20.18, p < .001, η² = .14). Tukey post-hoc tests confirmed that the Vulnerable profile exhibited the highest level of procrastination (M_diff = 1.10, p < .001 compared to the Adaptive profile). Conclusions: The findings of this study, confirming the heterogeneity of the procrastination phenomenon, indicate that therapeutic interventions should not be the same; rather, they should be designed to suit the specific profile of each group (such as focusing on modifying metacognitive beliefs in strategic procrastinators or strengthening self-efficacy in vulnerable groups).

Motivation to change lifestyle during adolescence plays an important role in promoting physical and mental health. The aim of the present study was to investigate the mediating role of self-determination in the relationship between parental perceptions and adolescents' motivation to change their lifestyle. This study is descriptive-correlational and is an applied research type. The statistical population included all students aged 12 to 18 in Ardakan city in the academic year 2022-23, from which 301 were selected using convenience sampling. Data collection tools included questionnaires on demographic information, parental perceptions (Robbins et al., 1994), self-determination (Dessey & Ryan, 1985), and adolescent lifestyle change motivation (Gard, Rivano, & Grahn, 2005). Data were analyzed using descriptive and inferential statistical methods. The results showed that the research conceptual model has a good fit. Mother and father perceptions had a significant effect on self-determination, and self-determination mediated the relationship between parental perceptions and motivation to change lifestyle. However, the direct relationship between father perception and motivation for lifestyle change was not significant. These findings emphasize the decisive role of self-determination as a psychological mechanism in the process of influencing parenting styles on adolescents' intrinsic motivation and indicate the importance of paying attention to the way parents interact in psychoeducational interventions. Conclusion: The findings of this study emphasize the importance of the role of self-determination as a mediating mechanism in the relationship between parental perceptions and the motivation to change lifestyle in adolescents.

Generative artificial intelligence, as one of the emerging technologies of the twenty-first century, holds substantial potential for redefining learning and instructional processes. From an educational psychology perspective, this technology can transform teaching learning practices by influencing cognitive, motivational, and affective dimensions. The purpose of this scoping review is to identify and conceptualize the roles, opportunities, and challenges of generative AI in education through the lens of educational psychology. This study was conducted based on the Arksey and O’Malley framework and in accordance with the PRISMA-ScR guidelines. A systematic search was performed in Web of Science, Scopus, PsycINFO, ERIC, and IEEE Xplore databases for studies published between 2019 and November 2025. Among 1,245 identified articles, after screening and assessing eligibility, 52 studies were selected for thematic analysis. The results indicated that generative AI can enhance learners’ intrinsic motivation and cognitive engagement through personalized learning, cognitive load management, and the fulfillment of basic psychological needs including autonomy, competence, and relatedness. However, challenges such as cognitive dependency, ethical concerns regarding academic integrity, privacy issues, and algorithmic bias were also identified. The successful integration of generative AI in education requires instructional design grounded in the principles of educational psychology, the formulation of transparent ethical frameworks, the enhancement of AI literacy, and the responsible-use training of teachers and learners. By identifying existing gaps, this scoping review proposes directions for future research on the psychological and educational impacts of generative AI.

  Objective : This study examined the effectiveness of a group counseling program based on Compassion-Focused Therapy (CFT) in reducing interpersonal sensitivity and enhancing perceived self-efficacy among male high school students with social anxiety. Methods : A quasi-experimental pretest-posttest control group design was used. Thirty male students from District 1 of Mashhad, Iran, who met criteria for social anxiety, were selected through purposive sampling and randomly assigned to an experimental group (n = 15) or a control group (n = 15). Participants completed the Interpersonal Sensitivity Measure (IPSM), Perceived Competence Scale for Children (PCSC), and Social Anxiety Scale for Children-Revised (SASC-R) before and after the intervention. The experimental group received an eight-week CFT-based counseling program, held once weekly for 90 minutes and facilitated by a licensed psychologist trained in CFT, while the control group received no intervention. Data were analyzed using ANCOVA. Results : The CFT-based program significantly reduced interpersonal sensitivity (F(1, 27) = 18.215, p< .001, η² = 0.403) and improved cognitive competence (F(1, 27) = 6.67, p = .015, η² = 0.198). No significant effects were observed for social or physical competence. Conclusion : These findings provide evidence that CFT reduces interpersonal sensitivity and enhances cognitive competence among adolescents with social anxiety. Although effects did not extend to social or physical competence, the results highlight the potential of CFT as a feasible school-based intervention. Future studies should examine whether integrating behavioral components can extend benefits to externally validated competence domains. This research supports CFT as a culturally adaptable, school-friendly intervention for non-Western contexts.