Mediation

This study aimed at investigating the differential effects of three types of mediational artifacts (EMW, EDW, and EMDW) through the CBI approach on EFL learners’ expository writing and learning transfer of rhetorical genre. Therefore, 57 advanced students were randomly assigned into one of three mediational groups, namely EMW, EDW, and EMDW. Participants in the EMDW group were provided with all mediational mechanisms, including instructors’ oral deductive explanation of concepts, SCOBAs material, students’ demonstration of their understanding, and writing practices. However, in the EMW group, students received instructors’ explanations of concepts along with SCOBAs material and writing practices, while the EDW group was provided with students’ demonstrations of their understanding instead of SCOBAs material. After assuring homogeneity of the participants in three groups at the outset of the study with regard to their pre-task scores, the CBI was held over a course of three weeks on expository rhetorical structure. Data for the first research question was gathered through a post-task on expository writing after the treatment. Learners’ opinions were also reflected through a semi-structured interview after the post-task. To testify transferability of rhetorical structure, a delayed post-task was administered after one week. The obtained results indicated that three mediational conditions led to differential expository writing performance. Further improvement was determined in the EMDW group, followed by the EMW group. Furthermore, rhetorical transfer to a new writing task was significantly different among the groups, as the EMDW group could outperform the other groups. Finally, the satisfaction of participants toward CBI was reflected.

Background: Early maladaptive schemas (EMSs) and rumination have been recognized as significant factors influencing occupational performance; however, their direct and indirect interactions within the workplace have not been thoroughly investigated. This study aimed to analyze the effects of EMSs on job performance and the mediating role of rumination. Methods: A cross-sectional design was utilized, employing standardized questionnaires to evaluate EMSs, levels of rumination, and job performance among employees. Structural equation modeling (SEM) was used to ascertain the direct and indirect relationships between the variables. Results: The findings revealed that EMSs exerted a significant direct negative effect on job performance (β = -0.33) and indirectly diminished performance through rumination, which was strongly correlated with EMSs (β = 0.65; β = -0.51). These results are consistent with previous studies that emphasize the role of EMSs in triggering repetitive negative thinking patterns, thereby diminishing individuals' capacity to manage work-related stress. Conclusions: EMSs and rumination emerged as significant predictors of job performance. Interventions aimed at addressing rumination and fostering supportive organizational environments may alleviate the negative effects of EMSs and enhance employee productivity. The findings highlight the importance of identifying and managing these factors to promote mental health and organizational effectiveness.