Journal of Cognition, Behavior, Learning

Examining the Relationship Between Teaching Orientation, Personality Capabilities, and Social-Emotional Skills with Quality of Life and the Mediating Role of Self-Concept in Female Teachers of the Second Cycle of Secondary Education.

Leila Ghanavati iD , Sagha Afrashteh ^* iD , Hossein Bigdeli iD

This study aims to investigate the relationship between teaching orientation, personality capabilities, social-emotional skills, and quality of life with the mediating role of self-concept among female secondary school teachers. This descriptive-correlational study involved 410 female teachers selected through cluster random sampling. Data were collected using standardized questionnaires on teaching orientation, character strengths, social-emotional skills, quality of life, and self-concept. Statistical analysis was performed using SPSS-27 and AMOS via Pearson correlation, path analysis, and structural equation modeling. Path analysis results showed significant direct effects of teaching orientation (β = 0.22, p < 0.001), social-emotional skills (β = 0.13, p = 0.013), and self-concept (β = 0.37, p < 0.001) on quality of life. Self-concept played a mediating role only in the relationship between social-emotional skills and quality of life (β = −0.109, p = 0.003) but not in the relationship between personality capabilities and quality of life (p = 0.188). The study highlights that while character strengths and social-emotional skills are key predictors of teachers’ quality of life, the mediating role of self-concept is only partially supported. These findings emphasize the importance of incorporating personality and social-emotional training in professional development programs for teachers.

The effectiveness of mindfulness training on academic burnout and interpersonal sensitivity in students

Zahra Nouhi iD , Ali Naseri ^* iD

https://doi.org/10.61838/jcbl.224

The aim of the present study was to investigate the effectiveness of mindfulness training on academic burnout and interpersonal sensitivity in students. This study was a quasi-experimental study with a pre-test, post-test, and two-month follow-up design with a control group. The research population included all master's students of Islamic Azad University, Shiraz Branch (entry 1403), of whom 72 were selected conveniently and randomly assigned to two experimental and control groups (36 people each). The experimental group underwent mindfulness training for 8 90-minute sessions. The data collection tools included the Academic Burnout Questionnaire (Bresu et al., 1997) and the Interpersonal Sensitivity Questionnaire (Boyce and Parker, 1989). The data were analyzed using the analysis of covariance (ANCOVA) test. The results of the analysis of covariance showed that mindfulness training had a significant effect on reducing total academic burnout (F=57.90, p<0.001, η²=0.659), fatigue components (F=25.92, p<0.001), and ineffectiveness (F=16.74, p<0.001), but there was no significant reduction in the apathy component (p=0.065). Also, mindfulness training led to a significant reduction in the total score of interpersonal sensitivity (F=35.45, p<0.001, η²=0.542) and the components of interpersonal awareness, shyness, and fragile self-esteem, while the components of need for approval and separation anxiety did not show a significant difference. Mindfulness training can be used as an effective intervention to reduce academic burnout and improve students' social-emotional regulation, especially in reducing the components of fatigue, ineffectiveness, and shyness.

The Mediating Role of Emotion Regulation in the Relationship between Social Competence and Perceived Social Support with the Quality of Work Life of Employees

Mohanad Razzagh Hussein iD , Hadi Farhadi ^* iD , Abdulbari Mayih Madhi iD , Ali Mahdad iD

https://doi.org/10.61838/jcbl.217

The aim of the present study was to determine the mediating role of emotion regulation (suppression and reappraisal) in the relationship between social competence and perceived social support with the quality of work life of employees. The research method is correlational in the form of structural equation modeling analysis. The statistical population of this study included all employees of Qadisiyyah Oil Company, Iraq in the summer of 2023. From the mentioned statistical population, 280 people were selected through available sampling and responded to the questionnaires of quality of work life (Walton, 1973), social competence (Fillner et al., 1990), perceived social support (Zimt et al., 1988), and emotion regulation (Gross and John, 2003). The data were analyzed using the statistical analysis methods of Pearson correlation coefficient and structural equation modeling. The research findings showed that the direct relationship between perceived social support and the suppression component (0.144) and social competence with quality of work life (0.067) was not significant (p<0.05). However, the relationship between social competence and the suppression component (-0.364), social competence with the reappraisal component (0.66), perceived social support with the reappraisal component (0.293), the suppression component with quality of work life (-0.173), the reappraisal component with quality of work life (0.408), and perceived social support with quality of work life (0.369) was significant (p<0.05). Also, based on the bootstrap test, the indirect relationship between social competence and perceived social support with quality of work life through the mediating role of emotion regulation was significant. Based on the findings of the present study, in order to improve the quality of work life among oil company employees, it is necessary to provide the necessary conditions to improve and increase social competence, perceived social support, and emotion regulation, which should be considered by managers and policymakers of oil companies in Iraq.

The Mediating Role of Cyberbullying, Self-Efficacy, and Parenting Styles in the Relationship Between Trait Emotional Intelligence and School Adjustment in Adolescents

Elika Nikooyeh iD , Abotaleb Seadatee Shamir ^* iD , Alireza Mohammadi Aria iD

https://doi.org/10.61838/jcbl.2.2.11

This study aimed to examine the mediating role of cyberbullying, self-efficacy, and parenting styles in the relationship between trait emotional intelligence and school adjustment among adolescent girls. This correlational study employed structural equation modeling (SEM). The statistical population included all female secondary school students in Tehran during the 2021–2022 academic year. A total of 266 students were selected using multistage random sampling. Data were collected via the Trait Emotional Intelligence Questionnaire, Children and Adolescents’ Self-Efficacy Scale, Cyberbullying Experience Questionnaire, Parental Authority Questionnaire, and the High School Students' Adjustment Inventory. Data analysis was conducted using Amos software. Results revealed that trait emotional intelligence significantly influenced school adjustment both directly and indirectly through the mediating variables. The mediating roles of self-efficacy, cyberbullying, cyber victimization, and parenting styles were supported. The modified structural model showed good fit indices (CFI = 0.980, RMSEA = 0.053). The strongest indirect path was from trait emotional intelligence through self-efficacy to academic adjustment (β = -0.409, p < 0.001). Findings suggest that trait emotional intelligence, through its interaction with psychological and contextual factors such as parenting styles and cyber experiences, plays a crucial role in adolescents' adjustment to school. Interventions aimed at enhancing emotional intelligence and self-efficacy may significantly improve students’ academic and social adaptation.

Identifying the components and dimensions of students' moral competencies

Ahmed Abdulzahra Abd Zaid iD , Faranak Mosavi ^* iD , Ali Raheem Mohammed Alsaeedi iD , Nasrolah Ghashghaeizadeh iD

https://doi.org/10.61838/jcbl.2.2.1

The aim of this study is to identify the components and dimensions of students' moral competences with an emphasis on causal, contextual, and intervention factors and their consequences. This study was conducted with a qualitative approach and using a structured data-based qualitative content analysis method. Data were collected through semi-structured interviews with 21 experts in the fields of education, moral education, and educational psychology. Data analysis was conducted in three stages of open, axial, and selective coding. Also, for greater richness, the meta-synthesis technique was used to review theoretical texts and previous research, and the validity and reliability of the findings were ensured using qualitative indicators such as confirmability, transferability, and test-retest. The research findings showed that students' moral competence consists of six main themes including values and attitudes, social skills, educational strategies, teachers' status, media literacy, and challenge recognition. Also, four categories of causal, contextual, interventional, and consequential factors were identified, each of which plays an effective role in promoting these competencies. The results indicate that moral competence is a multidimensional phenomenon and depends on the interaction between educational institutions, family, media, and society. According to the findings of this study, designing integrated educational policies, empowering teachers, involving parents, and reviewing curriculum content can pave the way for promoting students' moral competencies. Also, taking advantage of experiential learning opportunities, increasing media literacy, and creating institutional coordination are essential for achieving the goals of moral education.

Designing a structural model of marital satisfaction based on the components of spiritual systemic couple therapy with the mediating role of cohesion in the family

Sepideh Yavari iD , Masoud Janbozorgi ^* iD , Jafar Houshyari iD

https://doi.org/10.61838/jcbl.2.2.17

The family, as the smallest and most important social unit, requires extensive psychological investment. The aim of this study was to develop a structural model of marital satisfaction based on the components of systemic spiritual couple therapy with the mediating role of cohesion in the family.
Research method: The research method was descriptive-correlational and 384 people were selected as samples from the statistical population of the study including couples in Isfahan city based on the available sampling method. The subjects responded to the instruments of this study including the Jan Bozorgy Systemic-Spiritual Couple Therapy Questionnaires, Enrich Marital Satisfaction, and Family Cohesion. The data were analyzed using the Pearson correlation method and regression analysis. The results showed that the beta coefficient of systemic-spiritual couple therapy with cohesion in the family was 0.35%, the beta coefficient of cohesion in the family with marital satisfaction was 0.39, and the burden of systemic-spiritual couple therapy on marital satisfaction was reported to be 0.32. According to the obtained beta coefficients, the research hypothesis that systemic-spiritual therapy with the mediating role of family cohesion predicts marital satisfaction is confirmed. Therefore, the structural equation that has examined the relationship between satisfaction with the components of systemic spiritual couple therapy with the mediation of family cohesion confirms the fit of this equation. That is, the interaction of the spouses; their flexibility and impenetrability and their ability to appreciate-forgive can predict marital satisfaction and the family cohesion variable affects this relationship. However, cohesion also has a significant positive relationship with the above variables. Conclusion: The results of this study show that the variables of systemic spiritual couple therapy predict satisfaction and family cohesion.

Designing and Evaluating the Effectiveness of the Educational Package of Choice Theory on the Motivation and Academic Hope of the Male High School Students: A Case Study Kerman, Iran

Mohsen Bonyadi iD , alireza Manzari Tavakoli ^* iD , Zahra Zeinaddiny Meymand iD , Amanallah Soltani iD

https://doi.org/10.61838/jcbl.2.2.16

Abstract

Background and Aim: Academic motivation and hope is one of the effective factors in the academic success of students, especially in secondary school. This study was conducted with the aim of designing and evaluating an educational package to improve the motivation and academic hope of male students of the second year of high school in Kerman.

Methods: This research was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population of this study included all male students of the second year of high school in two districts of Kerman city (N=450). A multi-stage random cluster sampling method was considered and 60 participants were randomly divided into two experimental (N=30) and control (N=30) groups. To collect data, Wallerand et al.'s academic motivation scale (1992) and Kharmai and Kameri's educational hope scale (2016) were used. The subjects of the experimental group received the selection theory training package during 8 sessions, while the control group did not receive any intervention. In this study, the repeated measures ANOVA was used and the data were analyzed using SPSS software version 23.

Results: The results of this study showed that the educational package compiled based on the choice theory had an effect on internal motivation and lack of motivation and academic hope in the post-test stage and caused this effect to continue in the follow-up stage as well. Also, the results showed that the educational package based on the choice theory had no effect on external motivation (P<0.05).

Conclusion: The results of this study provided an insight into the effectiveness of the educational package in improving the motivation and academic hope of the male students of the second year of secondary school in Kerman. The implementation of this package will significantly increase students' academic motivation and hope.

The Mediating Role of Alexithymia and Boredom in the Impact of Autonomous Motivation on Moral Education in Sixth-Grade Elementary Students

Atefeh Azizi iD , Samira Pali ^* iD

https://doi.org/10.61838/jcbl.2.2.9

The aim of this study was to investigate the mediating role of alexithymia and boredom in the effect of autonomous motivation on moral education among sixth-grade elementary students. This descriptive-survey research was applied in purpose. The statistical population included all sixth-grade students in Tonekabon County during the current academic year. A stratified random sampling method was used to select 384 students (202 girls and 182 boys). Data collection tools included standard questionnaires on moral education (Chang, 2023), autonomous motivation (Wang & Liu, 2022), alexithymia (Wu & Yang, 2018), and boredom (Bilke et al., 2021). Data were analyzed using structural equation modeling in Smart PLS. The results indicated that autonomous motivation had a significant positive effect on moral education. Additionally, autonomous motivation significantly and negatively predicted alexithymia and boredom. Both alexithymia and boredom negatively influenced moral education. Bootstrap analysis confirmed the significant mediating roles of alexithymia and boredom in the relationship between autonomous motivation and moral education. The proposed model confirms that strengthening autonomous motivation in students not only directly enhances moral education but also does so indirectly through reducing alexithymia and boredom. These findings highlight the importance of psychological interventions focused on intrinsic motivation and emotional regulation in primary school education.

Journal of Cognition, Behavior, Learning

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Designing a Bamister Self-Control Power-Based Educational Package and Its Effectiveness on Reducing Academic Self-Harming Behaviors in Students

The Effect of Psychological Strategies on Dart Throwing Performance at Different Arousal Levels

The Effectiveness of Internet-Based Cognitive Behavioral Therapy on Psychological Flexibility, Distress Tolerance, and Alexithymia in Female Students with High-Risk Behaviors

Validation of the Elements and Components of the Elementary School Mathematics Curriculum Model

Modeling the Quality of Educational and Sports Services in Physical Education at Farhangian University Using a Mixed-Method PLS-SEM Approach

Effectiveness of Cognitive-Behavioral Hypnotherapy (CBH) on Cognitive Avoidance and Perceived Stress in Individuals with Symptoms of Generalized Anxiety

Designing a Creativity Development Model for Elementary School Students in Tehran Province Using a Mixed-Methods Approach

Designing a Social-Emotional Learning (SEL)-Based Curriculum Model and Investigating Its Effect on Students’ Psychological Well-Being

Comparing Cognitive Processing Patterns in Deep Learning and Surface Learning

Identifying Teaching Methods Used by Ancient History Teachers in the Second Stage of Secondary Schools in Baghdad

Impact of Childhood Traumatic Experiences on Cognitive Flexibility in Adults

Predicting Aggression and Anxiety in Adolescents Based on Executive Brain Function

The Relationship Between Psychological Flexibility and Academic Goal Orientation with Students’ Achievement Motivation

Identifying the Dimensions of the Educational Leadership Model for Lower Secondary Schools in the Era of Generative Artificial Intelligence

The Relationship between Teacher–Student Interaction and Academic Buoyancy with the Mediating Role of Academic Self-Efficacy among Elementary School Students in Tabas County

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