Educational Psychology

Abstract This study aimed to develop and validate an educational package for brain-friendly learning based on Cain's theory and to assess its effectiveness on the academic engagement of female elementary school students. The statistical sample used to validate the educational package consisted of 15 experts specializing in brain-friendly learning, selected through a purposive sampling method. In the quantitative section, the sample included 40 elementary school students from Tehran's District 2, who were chosen using a multi-stage sampling method. The research instrument employed was the Academic Attraction Questionnaire (Rio, 2013). This questionnaire was administered to both the experimental and control groups as a pre-test, post-test, and follow-up three months after the implementation of the educational package. Statistical analysis in the quantitative section was conducted using analysis of covariance in SPSS version 25. The results from the qualitative section indicated that the educational package for brain-friendly learning based on Cain's theory demonstrated appropriate validity. In the quantitative analysis, the results of the multivariate analysis of covariance revealed that the average academic engagement of the group receiving brain-friendly learning training based on Cain's theory was significantly higher than that of the control group (sig = 0.001). The effects of this educational intervention remained stable after three months. Therefore, the brain-compatible learning educational package, based on Cain's theory, was effective in enhancing the academic engagement of female elementary school students. This educational package can serve as an effective and practical tool for fostering meaningful learning and improving the academic performance of female students.

Abstract The purpose of this research is to investigate the effect of using digital educational games (multi-user and single-user) on the speed of information processing and the transfer of learning mathematics in fourth grade female students.
The current research method is a quasi-experiment with a pre-test-post-test design with a control group. For this purpose, the processing speed test (ZVT) and the mathematical researcher-made test were performed on all three groups of students to measure learning transfer. The experimental groups each played one of the educational game Penguin Jump and the educational game Tricks Workout Math for eight one-hour sessions. The difference between the two groups The test is based on the characteristics and type of selected games, so that one of the test groups is the educational game Penguin Jump, which is a multi-user game (human-to-human interaction) that is used online; for the second test group, the educational game Tricks Workout Math, which is a single-user game (human-to-human interaction). computer) and is used offline was presented. The purpose of the research is to investigate the effect of using digital educational games (multi-user and single-user) on the speed of information processing and the transfer of learning of the multiplication concept in fourth-grade students. The research method is a quasi-experimental design with a pre-test-post-test design with a control group. The statistical population of the study included female fourth-grade elementary school students in Tehran province. The research sample consisted of 45 female fourth-grade elementary school students who were selected through purposive and accessible sampling from schools in Baharestan City and were placed in three groups of 15, namely two experimental groups and one control group. For this purpose, the ZVT processing speed test and the researcher-made math test were administered to measure learning transfer in all three groups of students. The experimental groups each played one of the Penguin Jump educational game and the Tricks Workout Math educational game for eight one-hour sessions. The difference between the two experimental groups is in the characteristics and types of selected games, so that one of the experimental groups was presented with the educational game Penguin Jump, which is a multi-user game (human-human interaction) that is used online; for the second experimental group, the educational game Tricks Workout Math, which is a single-user game (human-computer interaction) that is used offline, was presented. Also, analysis of covariance with SPSS26 software was used to statistically test the research hypotheses. Findings: The F ratio of the analysis of covariance was obtained for learning transfer (P<0.05 and F=19.03) and for information processing speed (P<0.05 and F=8.28). These findings indicate that there is a significant difference in the dependent variables including information processing speed and learning transfer between the control and experimental groups.

Abstract This study aimed to determine the effectiveness of the Adler-Dreikurs approach to parenting education on empathy and courage in Zahra Mardani's 2 girls' elementary school students. A quasi-experimental pretest-posttest control group design was used. The statistical population included mothers of Zahra Mardani's 2 elementary school children who were students in Tehran, during the 2019-2020 school year. Convenience sampling was used. A sample of 30 mothers from one school who met the study criteria was selected. They were randomly assigned to the experimental and control groups and responded to the Alizadeh et al. (2015) social interest questionnaire. The experimental group participated in a 10-session, 60-minute course containing the Adler-Dreikurs approach to parenting education. At the end, both groups were post-tested. All the training and testing were done virtually. Data were analyzed using SPSS. The ANCOVA showed that the levels of empathy and courage of the experimental group were significantly different from the control group at the post-test stage, with levels of 0.001 and 0.011, respectively. Considering the higher mean scores of the experimental group in the post-test, it can be concluded that the Adler-Dreikurs approach to parenting education had a significant effect on empathy and courage in children and increased these components in them. Finally, it can be concluded that parenting education with the Adler-Dreikurs approach leads to a change in parents' attitudes towards how they deal with their children, which results in learning new behaviors, changing parents' behaviors towards their children, and increasing empathy in children.

Abstract The purpose of this study was to investigate the mediating role of moral sensitivity in the relationship between positive perfectionism and academic dishonesty among university students. The target population included all students at Yasouj University, from which a sample of 365 students was selected using multi-stage cluster random sampling. Participants completed the Positive Perfectionism Questionnaire (Terry-Short et al., 1995), the Moral Sensitivity Questionnaire (Narvaez, 2001), and the Academic Dishonesty Questionnaire (McCabe & Treviño, 1996). Structural equation modeling was employed to test the proposed model. The results indicated that the model had a good fit with the data. Regarding the direct effects, the findings indicated that positive perfectionism had a significant positive impact on moral sensitivity and a significant negative impact on academic dishonesty. Moreover, moral sensitivity did not have a significant effect on academic dishonesty. Additional findings revealed that moral sensitivity did not play a mediating role in the relationship between positive perfectionism and academic dishonesty. Overall, the findings emphasize the importance of positive perfectionism and moral sensitivity in reducing academic dishonesty. It is therefore recommended that strategies aimed at fostering positive perfectionism be implemented to enhance students' moral sensitivity and, in turn, decrease academic dishonesty.

Abstract The present study aimed to investigate the relationships between executive functions, academic motivation, anxiety, and depression among students with learning disabilities. This research is applied in terms of purpose and descriptive-correlational in terms of data collection, using a path analysis modeling approach. The statistical population included all middle school students with learning disabilities in Tehran in 2024. A multi-stage cluster sampling method was used: the city was randomly divided into four clusters (North, South, East, and West), 15 schools were selected from each district, and four classes from each school were chosen. Based on DSM-IV criteria and checklists for mathematics, reading, and writing, approximately 300 students with learning disabilities were identified. From this group, 170 students were randomly selected for the study. Data were collected using validated questionnaires whose reliability and validity had been confirmed in previous studies. In this study, face validity and Cronbach's alpha method were also used to ensure the reliability and validity of the instruments. The findings indicated that executive functions have a direct impact on intrinsic and extrinsic motivation. Additionally, the results showed that both depression and anxiety negatively affect intrinsic and extrinsic motivation. These findings highlight the importance of executive functions in academic motivation and emphasize the negative impact of depression and anxiety on reducing academic motivation among students with learning disabilities.

Abstract The present study aimed to investigate the effectiveness of process and product mental simulation on cognitive flexibility, academic procrastination, and academic performance of second-year high school students. This study was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population of the study included all second-year high school students in Badrud in 2024, from which 30 people were selected using a non-random sampling method. Then, the subjects in the experimental group received 8 one-hour sessions of training on the process and product mental simulation protocol. The cognitive flexibility questionnaires of Dennis and VanderWaal (2010), the academic procrastination of Solomon and Rothblom (1984), and the academic performance of Taylor and Pham (1999) were used to evaluate the subjects. The collected data were analyzed using multivariate analysis of covariance using SPSS-27 software. The research findings showed that process and product mental simulation had a positive and significant effect on cognitive flexibility and academic performance of second-year high school students (P<0.05). However, this intervention did not have a significant effect on academic procrastination in this group of students (P<0.05). It was concluded that the process and product mental simulation training program can be used as a beneficial intervention to improve the cognitive flexibility and academic performance of second-year high school students.

Abstract The present study was conducted with the aim of examining the structural model of academic dishonesty based on implicit beliefs about intelligence, with the mediating role of moral identity among students in Tehran. This research is applied in nature, and its methodology is correlational based on structural equation modeling. This study was conducted in the presence of 500 people by the available sampling method among high school students in Tehran city in the academic year 1400-1401. To measure the variables, the academic dishonesty scale of Witherspoon et al. (2010), the implicit theory of intelligence scale of Abd-El-Fattah and Yates (2006), and the moral identity questionnaire of Black and Reynolds (2016) were used. Data were analyzed using Pearson correlation and structural equation modeling with SPSS-24 and AMOS software. The results showed that there is a significant relationship between implicit beliefs of intelligence and moral identity with procrastination (P <0.01). The results also showed that most of the direct paths of this study were significant, and the indirect paths of implicit beliefs of intelligence were significant through the mediating role of moral identity on academic dishonesty. Also, the proposed model had an acceptable fit to the data (RMSEA=0.073, P-value<0.05) and the evaluated model has a good fit and is an important step in identifying the factors that are effective in academic dishonesty in high school students in Tehran city. Therefore, these findings can contribute to a deeper and more comprehensive understanding of the factors influencing academic dishonesty, ultimately leading to the design and improvement of effective and targeted educational strategies in schools that will enhance the moral and academic integrity of students.

Abstract The present study aimed to examine the relationship between metacognitive skills and emotional creativity among in-person and online postgraduate students at the University of Isfahan. Employing a descriptive-correlational design, the statistical population comprised all master’s level students enrolled in both modalities at the university. A total of 235 participants were selected, including 83 online students recruited via a census approach and 152 in-person students selected through stratified sampling with proportional allocation. Data were collected using the Metacognitive Skills Questionnaire (Wells, 1997) and the Emotional Creativity Inventory (Averill, 1999). Statistical analyses involved the Kolmogorov-Smirnov test for normality, Pearson’s correlation coefficient, multiple regression analysis, and independent samples t-tests. The results revealed statistically significant correlations between all dimensions of metacognitive skills and emotional creativity across both student groups (p≤.05). In the online cohort, however, only specific subcomponents of metacognitive skills demonstrated significant associations with emotional creativity. Furthermore, meaningful gender-based differences were observed in both metacognitive functioning and emotional creativity.

Abstract The current study aimed to review the effectiveness of problem-solving skills training on anxiety within the framework of meta-analysis. The statistical population of this meta-analysis included available research related to the effectiveness of problem-solving skills training on anxiety in computerized databases in Iran, such as the Scientific Information Database (SID), the National Journal Database (Magiran), Noor specialized magazine website (Noor Mags) between the years 2000 to 2022, as well as foreign scientific databases such as Science Direct, PubMed, and Google Scholar, which were published between 2000 and 2022. Based on the criteria defined for the inclusion and exclusion of primary studies, 21 effect sizes out of 22 primary studies were reviewed and analyzed using CMA software. The overall effect size was assessed according to Cohen's d criterion, indicating a positive effect of problem-solving skills training on anxiety. Since the problem-solving training method leads to the improvement of clinical skills and a reduction in anxiety and stress, it is suggested that problem-solving skills training be included in the school curriculum.