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We derived a comprehensive, empirically-grounded taxonomy of 47 distinct influence tactics, systematically organized into four primary themes of relational, emotional, cognitive, and a combination of such strategies. This foundational work bridges the disciplinary gap between cognitive science and organizational behavior concerning influencing, negotiating, and decision making within emotionally-tense online settings; thereby offering a novel and dynamic framework for understanding adaptive influence. Critically, our research moves beyond traditional, static models like Cialdini’s principles or Feser’s typologies, which often present decontextualized and context-neutral inventories. Instead, our study uniquely captures the real-time, adaptive, and often hybridized nature of strategic communication under significant pressure. Through a rich, role-based simulation of a time-pressured corporate crisis, we meticulously observed how practitioners dynamically sequence and blend multiple influence tactics to convince each other. Consequently, our research paves the way for a richer, multimodal understanding of digital persuasion, highlighting the future necessity to integrate verbal analysis with nonverbal cues and physiological measures in order to more fully enrich our understanding.
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Externalizing behavior problems in preschool children may represent part of normal developmental behaviors; however, if they persist, they can lead to serious psychological and social difficulties in the future. Deficits in emotional self-regulation are key factors in the development of such problems. The present study aimed to investigate the effectiveness of a unified program based on transdiagnostic treatment, focusing on teaching cognitive and emotional self-regulation skills, in reducing externalizing behavior problems among preschool children with behavioral disorders. An experimental single-subject design was employed and conducted in a preschool center in Shahrekord. The statistical population consisted of all preschool children aged 5 to 6 years with behavioral disorders who were enrolled in preschools in Shahrekord during the 2024-2025 academic year. Sampling was performed through purposive sampling based on specific criteria. The research instruments included the Achenbach Child Behavior Checklist (1991) and the Shields and Cicchetti Emotion Regulation Checklist (1997), completed by mothers during the three phases of baseline, intervention, and follow-up. The intervention program was conducted in ten sessions and consisted of two separate sections for children and parents. The parent sessions lasted 45 to 60 minutes, and the child sessions lasted 20 to 30 minutes. The findings indicated that after implementing this program, the children’s behavioral symptoms showed considerable improvement across multiple dimensions, particularly in the externalizing behavior and emotional regulation subscales. The results demonstrated the effectiveness of the unified cognitive and emotional self-regulation program in reducing externalizing behavior problems and improving emotion regulation skills in preschool children.
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High-pressure environments place heavy demands on working memory and executive control. This paper presents a theoretical integration of flow theory and Outcome Freedom (psychological detachment from results) to explain sustainable mastery under pressure. Drawing on evidence from attentional control theory, reinvestment research, working-memory studies, flow psychology, and the nonattachment literature, we develop the Unshackled Mastery model. The model proposes that optimal performance requires two interdependent elements: deep task absorption (flow) and psychological detachment from outcome-expectations (Outcome Freedom). Together, these processes preserve cognitive resources, maintain attentional flexibility, and protect skill automaticity even in high-stakes situations. Research in attentional control theory and reinvestment theory consistently shows that outcome-pressure disrupts cognitive control: anxiety consumes working-memory resources and reduces processing efficiency ((Eysenck & Calvo, 1992; Eysenck et al., 2007), while pressure triggers conscious monitoring of automated skills, undermining fluent execution (Masters & Maxwell, 2008). Evidence from nonattachment research further demonstrates that psychological detachment supports emotional stability, cognitive flexibility, and adaptive performance (Ho et al., 2022; Sahdra et al., 2010). These findings collectively underpin the Unshackled Mastery model. The framework predicts measurable differences in working-memory capacity, attentional flexibility, and neural activation patterns between outcome-attached and outcome-free performance states. We also outline how this model can be tested through psychometric development, neuroimaging studies, and randomised controlled trials across clinical, occupational, and athletic settings. This theoretical integration addresses a key gap: current models of burnout and performance optimisation treat flow, stress reactivity, and outcome-attachment as separate issues, lacking a unified framework that explains how they interact.
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The present study aimed to develop a model of social anxiety in students based on maladaptive cognitive emotion regulation strategies, examining the mediating role of negative self-talk. This descriptive-correlational study (using structural equation modeling) employed an applied research approach. The statistical population consisted of high school students (second period) in Ardabil during the 2023–2024 academic year. Using a cluster random sampling method, 251 students (119 boys and 132 girls) were selected. The data were collected through the Social Phobia Inventory (SPIN), the Cognitive Emotion Regulation Questionnaire (CERQ), and the Calvete Self-Talk Inventory (STI). Data analysis was conducted using SPSS-27 and AMOS-24 software. Maladaptive cognitive emotion regulation strategies were found to be positively and significantly related to social anxiety, both directly and indirectly through negative self-talk. Negative self-talk played a significant mediating role in this relationship. The findings highlight the importance of psychological interventions aimed at reducing maladaptive emotion regulation strategies and negative self-talk. Educational programs based on emotion regulation and cognitive restructuring may effectively reduce students’ social anxiety.
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This study investigated neurocognitive profiles in attention, memory, and executive functions among individuals with epilepsy compared to healthy controls in Shiraz, Iran. In a cross-sectional design, 121 participants (61 with epilepsy, 60 controls) aged 18–45 years were assessed using a standardized neuropsychological battery, including the Digit Span Test, Rey Auditory Verbal Learning Test (RAVLT), Stroop Color-Word Test, and Wisconsin Card Sorting Test (WCST). Data were analyzed using non-parametric Mann–Whitney U tests due to non-normal distributions. Results revealed that individuals with epilepsy exhibited significantly greater cognitive impairments across all domains: attention (U = 171.5, p < .001), memory (U = 135.5, p < .001), and executive functioning (U= 49.5, p < .001). The findings underscore substantial neurocognitive dysfunction associated with epilepsy, highlighting the need for integrated cognitive screening and tailored interventions within clinical care in the Iranian context. This study contributes to the growing cross-cultural evidence on epilepsy-related cognitive deficits and supports the adoption of holistic management approaches that address both seizure control and cognitive rehabilitation.
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This systematic review sought to identify and synthesize the key features of educational games that effectively promote metacognitive skills. Given the pivotal role of metacognitive skills in self-regulated learning and academic achievement, understanding the game features that can enhance these skills is particularly significant. A comprehensive search was conducted across Iranian and international databases including Scopus, Web of Science, ScienceDirect, Google Scholar, IranDoc, and NoorMags for studies published between 2015 and 2025. Following PRISMA-based screening procedures, 15 eligible empirical studies were included. A qualitative content analysis approach was employed, and the methodological quality of the studies was evaluated using the MMAT (2018 version). The synthesis of findings revealed several core themes that collectively contributed to the activation of metacognitive processes such as planning, monitoring, evaluation, reflection, and self-regulation. These themes encompassed the platform and mode of gameplay, game objectives, game mechanics, game dynamics, aesthetic elements, scaffolding strategies, and the types of feedback embedded within the games. The results indicated that the most effective metacognitive games were those offering an optimal level of challenge, providing immediate and socially mediated feedback, fostering interaction and collaborative dialogue, and balancing excitement, cognitive engagement, and aesthetic appeal while simultaneously granting learners autonomy and control over their learning experience. Nonetheless, methodological limitations such as heterogeneity in game types, small sample sizes, and reliance on self-reported measures were noted across the reviewed studies. The findings offer practical insights for designers and researchers developing game-based interventions aimed at enhancing metacognitive skills.
