International Journal of Education and Cognitive Sciences

Purpose: This study investigated the relationship between attribution styles, emotion regulation styles, and social well-being among students.

Methods and Materials: This study was both descriptive and correlational. The target population for this research comprised all secondary-level students in the 18th district of Tehran during the second semester of the academic year 2022-23. A sample size of 150 individuals was determined based on Krejci and Morgan's (1970) table and selected randomly (Krejcie, 1970). Questionnaires were utilized to gather data on attribution styles (Seligman et al., 1979), emotion regulation styles (Garnefsky et al., 2001), and social well-being (Keyes, 1998) in this study. The data in this study was examined utilizing SPSS version 23 software at both descriptive and inferential stages.

Findings: Results indicated that attribution and emotion regulation styles accounted for 23% of the variance in social well-being (p < 0.01), with negative emotion regulation and positive attribution styles contributing significantly to this variance.

Conclusion: Based on the conclusions drawn from this study, which indicate that social well-being can be forecasted by individuals' attribution events and regulate their emotions, it is recommended that schools introduce educational initiatives aimed at enhancing students' emotional regulation abilities and cultivating healthy strategies for attributing life experiences.

Introduction:  Most young people will have been exposed to at least one traumatic event in their lifetime. The main aim of this research was to investigate how Positive Strengths can moderate the impact of rumination and negative memories on depression symptoms in young individuals who have experienced love failure.

Method: The study employed a cross-sectional design and utilized descriptive-correlational research techniques, as well as structural model and path analysis methods.   The study population included young individuals seeking counseling for emotional issues related to relationships in Tehran between July and October 2023. A sample of 147 individuals was selected using a multi-stage cluster sampling method.   Various instruments, such as Virtues in Action- Inventory of Strengths (VIA-IS), Beck Depression Inventory-II (BDI-II), love Trauma Inventory (LTI), Time Attitude Questionnaire (TAQ), and Rumination scale (RRS) were used for data collection and analysis. Data analysis was conducted using SPSS version 27 for descriptive statistics, Pearson's correlation, SmartPLS version 4, and JAMOVI version 2.4.14 for data analysis and standard coefficients. The significance level was set at 0.05.

Results: Based on the findings, the variable of Excellence played a crucial role as a moderating factor in the relationship between the Retrospective negative memory variable and Depression (β= -0.188, P= 0.022), turning this relationship negative. Additionally, the Humanity variable also had a significant impact as a moderating factor in the connection between the Retrospective negative memory variable and Depression (β= -0.127, P= 0.042). Furthermore, the Excellence variable was found to have a significant role as a moderating factor in the relationship between the Rumination variable and Love trauma (β= 0.236, P= 0.025). 

Conclusion: the findings suggest that Positive Strengths can help alleviate depression following love trauma in young individuals, while negative memories and rumination can exacerbate depressive symptoms.   Additionally, the moderating effects of transcendence and humanity can mitigate the negative impact of negative memories and rumination, thus reducing the severity of depression.   These findings have implications for the development of treatment programs and psychological interventions aimed at reducing depression in young people who have experienced love failure.  

Purpose: The main objective of this study was to formulate a model of academic failure based on fear of failure and academic procrastination, with mindfulness as a mediating variable.

Methods and Materials: The research method was structural equation modeling, consisting of four variables: fear of failure and academic procrastination as independent variables, mindfulness as the mediating variable, and academic failure as the dependent variable. The study utilized the Academic Procrastination Questionnaire by Solomon and Rothblum (1984), the Fear of Failure Scale by Conroy (2001), and the Mindfulness Questionnaire by Baer et al. (2006). The participants included 510 male and female high school students in the second cycle of secondary education in Ardabil who had experienced academic failure or were at risk of academic failure. They were selected using a purposive sampling method.

Findings: The results indicated that in examining the direct effects, fear of failure and academic procrastination had a direct, negative, and significant effect on mindfulness (p = .001). Fear of failure and academic procrastination had a direct, positive, and significant effect on academic failure (p = .001). Mindfulness had a direct, negative, and significant effect on academic failure (p = .001). Moreover, in examining the indirect effects, fear of failure and academic procrastination had a positive and significant indirect effect on academic failure through the mediation of mindfulness (p = .001).

Conclusion: Ultimately, the academic failure model based on fear of failure and academic procrastination, with the mediating role of mindfulness, demonstrated a good fit.

Purpose: This study aimed to compare the effectiveness of schema therapy and mindfulness-based cognitive therapy on self-esteem and psychological well-being among incarcerated women.

Methods and Materials: This quasi-experimental study employed a pretest-posttest-follow-up design with a control group. Forty-five incarcerated women from Rasht Prison in 2024 were selected through convenience and voluntary sampling based on inclusion criteria, including age (35–55), at least one year of incarceration, and absence of clinical psychiatric disorders. Participants were randomly assigned to three equal groups: schema therapy, mindfulness-based cognitive therapy (MBCT), and control. The intervention groups received 8 weekly 90-minute sessions. The Ryff Psychological Well-Being Scale and Crocker Self-Esteem Questionnaire were used to assess outcomes at pretest, posttest, and two-month follow-up. Data were analyzed using repeated measures ANOVA, multivariate analysis of covariance (MANCOVA), and Bonferroni post hoc tests in SPSS-27.

Findings: Both schema therapy and MBCT groups showed significant improvements in self-esteem and psychological well-being compared to the control group (p < .001). MANCOVA results indicated significant differences among the three groups in posttest scores of self-esteem and psychological well-being (Wilks’ Lambda = 0.43, F = 9.8, p < .001, η² = 0.79). ANCOVA revealed a significant difference in self-esteem (F = 2.45, p = .038, η² = 0.112) and psychological well-being (F = 24.04, p = .001, η² = 0.649) among the groups. Bonferroni tests showed MBCT had a greater effect on self-esteem, while schema therapy showed superior effects on psychological well-being.

Conclusion: Schema therapy is more effective in promoting long-term psychological well-being, whereas MBCT more significantly enhances self-esteem.

Purpose: This study aimed to investigate the impact of the Philosophy for Children (P4C) program on working memory and frustration tolerance in sixth-grade elementary students.

Methods and Materials: The study employed a quasi-experimental design with a pre-test, post-test, and one-month follow-up, including an experimental group (n = 25) and a control group (n = 25). Participants were selected using single-stage cluster random sampling from sixth-grade male students in Yasuj, Iran. The experimental group received 12 sessions of P4C intervention over six weeks, while the control group received no intervention. Data were collected using validated questionnaires for working memory and frustration tolerance. Statistical analyses included repeated measures ANOVA and Bonferroni post-hoc tests, conducted using SPSS 26.

Findings: The results indicated a significant interaction effect between time and group for working memory (F(1.939, 93.095) = 97.203, p < 0.001, η² = 0.669) and frustration tolerance (F(1.457, 69.941) = 254.106, p < 0.001, η² = 0.841). Post-hoc comparisons revealed significant improvements in working memory scores in the experimental group from pre-test to post-test (p < 0.001) and pre-test to follow-up (p < 0.001). Frustration tolerance scores in the experimental group significantly decreased from pre-test to post-test (p < 0.001) and pre-test to follow-up (p < 0.001). No significant changes were observed in the control group.

Conclusion: The findings demonstrate that the P4C program significantly enhances working memory and reduces frustration tolerance in elementary students. These results highlight the program's effectiveness in promoting cognitive and emotional development, underscoring its potential as a valuable educational intervention. Future research should explore long-term impacts and broader applications of P4C in diverse educational contexts.

Purpose: This study aimed to compare the effectiveness of metacognitive therapy and emotion-focused therapy on reducing fear of intimacy and increasing social intimacy among divorced women.

Methods and Materials: The research design was quasi-experimental with a pretest, posttest, and a 45-day follow-up using experimental and control groups. The statistical population included all divorced women residing in Shiraz in 2021, from whom 60 participants were selected via purposive sampling and assigned to three equal groups of 20 participants each. Therapeutic interventions for both approaches were conducted over 10 weekly sessions, each lasting 90 minutes. The control group did not receive any intervention. Data were collected using the Fear of Intimacy Questionnaire (Descutner & Thelen, 1991) and the Social Intimacy Scale (Miller & Lefcourt, 1982), and analyzed via repeated-measures analysis of variance in SPSS version 23.

Findings: The findings indicated that both therapeutic approaches significantly reduced fear of intimacy and increased social intimacy in divorced women during the posttest and the 45-day follow-up. Bonferroni post-hoc tests showed that metacognitive therapy was more effective than emotion-focused therapy in enhancing social intimacy (p < .05), although no significant difference was found between the two therapies in regard to fear of intimacy.

Conclusion: The results of this study provide empirical support for both therapeutic approaches in improving intimacy indicators among divorced women and suggest that family and marital therapists’ awareness of these methods may be beneficial.

Purpose: The objective of this study was to model academic motivation in secondary school students based on academic buoyancy and academic conscientiousness, considering the mediating role of teacher–student relationship quality.

Methods and Materials: This descriptive correlational study was conducted among 400 secondary school students in Zahedan, selected through stratified random sampling based on Morgan and Krejcie’s sample size table. Four standardized questionnaires were used to measure academic motivation, academic buoyancy, academic conscientiousness, and teacher–student relationship quality. Descriptive statistics and Pearson correlation coefficients were calculated using SPSS-27, and Structural Equation Modeling (SEM) was conducted using AMOS-21 to test the hypothesized model.

Findings: The results indicated that both academic buoyancy (β = 0.29, p < .001) and academic conscientiousness (β = 0.25, p < .001) had significant direct effects on academic motivation. Teacher–student relationship quality also significantly predicted academic motivation (β = 0.31, p < .001). Moreover, academic buoyancy (β = 0.08, p < .001) and academic conscientiousness (β = 0.07, p < .001) had significant indirect effects on academic motivation through the mediating role of teacher–student relationship quality. The total effects of academic buoyancy and conscientiousness on motivation were β = 0.37 and β = 0.32, respectively. The model demonstrated good fit with χ²/df = 2.31, CFI = 0.96, TLI = 0.95, and RMSEA = 0.056.

Conclusion: The findings highlight the crucial role of both individual traits (buoyancy and conscientiousness) and relational factors (teacher–student relationships) in shaping students' academic motivation. Enhancing both psychological and interpersonal dimensions may foster sustained academic engagement and success.

Purpose: This study aimed to evaluate the effectiveness of Cognitive Rehabilitation Therapy (CRT) in enhancing positive emotional expression in elderly individuals with dementia in Tehran.

Methods and Materials: A quasi-experimental design was employed with a pretest-posttest-follow-up approach. A total of 60 elderly individuals diagnosed with dementia were randomly assigned to either an experimental group (n = 30) receiving CRT or a control group (n = 30) that did not receive any intervention. The CRT program, lasting 8 weeks, focused on improving cognitive functions such as memory, attention, and executive functions, with an emphasis on fostering positive emotional expression. The Positive Emotion Expression Scale (PEES) was administered at three time points: pre-intervention, post-intervention, and at a 3-month follow-up. Data were analyzed using repeated-measures ANOVA and Bonferroni post-hoc tests.

Results: The results revealed significant improvements in positive emotional expression in the experimental group across all time points. Specifically, repeated-measures ANOVA showed significant effects of time (F = 106.78, p = 0.001), group (F = 28.91, p = 0.001), and their interaction (F = 95.68, p = 0.001). Bonferroni post-hoc tests confirmed that improvements in positive emotional expression were significant between pretest and posttest (p = 0.001), and pretest and follow-up (p = 0.001), with a moderate effect size.

Conclusion: These findings indicate that CRT significantly enhanced emotional expression in elderly individuals with dementia. Cognitive Rehabilitation Therapy was found to be an effective intervention for improving positive emotional expression in elderly individuals with dementia. This suggests that CRT can be a valuable tool in managing emotional and cognitive challenges associated with dementia, ultimately contributing to a better quality of life for this population.