Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 11 3 2023 12 1 The relationship between attitude towards delinquency and perceived stress, attachment styles and cognitive functions of Tehran Azad University students 1 15 FA zeinab javanmard zeinamgvnmard@gmail.com N tahame hamvatan dr.hamvatan.tmu@gmail.com Y The aim of the present study was to examine the relationship between attitude towards delinquency and perceived stress and attachment styles of Tehran Azad University students.The present study is a cross-sectional study in terms of its practical purpose, in terms of time it is a quantitative study, and in terms of the research method, it is descriptive of the correlation type. For this purpose, the statistical population of the present study included all psychology students of Tehran Azad University in the number of 2400 people. 331 people were selected from the mentioned statistical population based on the Morgan and Karjesi formula. The mentioned sample was selected by available sampling method. The data was collected using the attitude towards delinquent behaviors questionnaire, the perceived stress questionnaire, and the attachment styles questionnaire. SPSS and LISREL statistical software were used to process and analyze the data and check the research hypotheses. The results showed that the fit of the conceptual model was confirmed. Examining the direct paths of the relationship between the investigated variables showed that perceived stress and anxious attachment have a positive relationship with negative attitude towards delinquency. Negative attitude towards delinquency has a positive relationship with secure and avoidant attachment style. Also, the positive attitude towards delinquency did not show a significant relationship with any of the research variables. The findings of the current research show the structural relationships between the variables of attitude towards delinquency, perceived stress and attachment styles and can be used by criminal psychologists, criminologists and other specialists. be related and play a role in crime prevention. Attitude towards delinquency, perceived stress, attachment styles. http://jcp.khu.ac.ir/article-1-3778-en.html http://jcp.khu.ac.ir/article-1-3778-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 11 3 2023 12 1 The effect of interactive educational simulation on perceived motivational atmosphere and emotional self -awareness of students 16 30 FA Maryam Rajabiyan Dehzireh Phd student of educational technology, Allameh Tabataba'i University, Tehran, Iran m.rajabiyan1393@gmail.com Y Maryam Maghami Associate Professor, Department of Educational Technology, Allameh Tabataba'i University, Tehran, Iran Hmaghami@gmail.com N Seyyed Mohammad Amin Hoseini PhD student of political sociology of Islamic Azad University of Shahreza Branch smhoseini@rihu.ac.ir N The aim of this study was to examine the impact of interactive simulation on students perceived motivational climate and emotional self-awareness. The research method was quasi-experimental and of the type of pre-test-post-test designs with the control group. The statistical community of the present study was all the fourth elementary students of the 12th District of Tehran in the academic year 2022-2021, 60 of whom (30 of the test group and 30 of the control group) were selected as samples by the available sampling method. The experimental group trained using PhET simulation and the traditional control group in six one-hour sessions. The pre-test-the post-test of the two groups was performed using the questionnaire. Research tools included the sarmed perceived motivational climate questionnaire (2011) and Kauer et al emotional self-awareness (2012). The analysis of the research data was done with a multivariate covariance analysis test. The findings of the study showed that interactive simulation influenced the perceived motivational climate and emotional self-awareness in students (P<0/001). Interactive simulation on the components of perceived motivational climate (teacher-led learning, follow-up of comparison by students, concerns about mistakes, willingness to compare learners by teacher) had an impact (P<0/001). Interactive simulation influenced the components of emotional self-awareness (recognition, identification, conversion, problem solving) (P<0/001). As a result, a variety of educational simulations can be used to teach learners in other subjects and study districts.   educational simulation, perceived motivational climate, emotional self-awareness, elementary students. http://jcp.khu.ac.ir/article-1-3713-en.html http://jcp.khu.ac.ir/article-1-3713-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 11 3 2023 12 1 The role of well-being on academic burnout with psychological mediation of achievement 31 44 FA fatemeh molavi fatemehmolavi@gmail.com N abbas habibzadeh habibzade2008@yahoo.com Y majid456@gmail.com N  Background and purpose: The purpose of the present study was to investigate the role of psychological well-being on academic burnout through the mediation of achievement goals. Research method: The method of the current research was the correlation design through structural equation modeling. The statistical population included all students of psychology and educational sciences of the Faculty of Humanities, Islamic Azad University of Qom in the academic year 2019-1400, who were selected by available sampling method in the number of 440 people. In order to collect data, three questionnaires were used: Moslesh's academic burnout, Rif's psychological well-being, and Midgley's and colleagues' progress goals. Pearson correlation coefficients and structural equation modeling were used for data analysis. Findings: The findings showed that psychological well-being with a standard coefficient of 0.60 was effective on goal orientation and with a standard coefficient of -0.25 on academic burnout. Also, goal orientation with a standard coefficient of -0.55 was effective on academic burnout. All effects were significant at P>0.001 level. The results showed that psychological well-being has an effect on academic burnout through the mediation of achievement goals. Conclusion: In order to reduce academic burnout, it is suggested to the experts in the field of education to pay special attention to the components of psychological well-being and goal orientation in students.   academic burnout, psychological well-being, achievement goals http://jcp.khu.ac.ir/article-1-3786-en.html http://jcp.khu.ac.ir/article-1-3786-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 11 3 2023 12 1 Development and Validation of Cognitive-Emotional Empowerment Training Package and its Effect on Working Memory and Emotional Recognition of 6th-Grade Female Elementary School Students of sixth grade Primary school female students 45 59 FA Forough Khalilpour Allameh Tabataba'i University, Tehran, Iran. foroughkhalilpour@yahoo.com N Fariborz Dartaj Allameh Tabataba'i University, Tehran, Iran. dortaj@atu.ac.ir Y Hassan Asadzadeh Allameh Tabataba'i University, Tehran, Iran. asadzadeh@atu.ac.ir N Esmaeil Sadipour Allameh Tabataba'i University, Tehran, Iran. e.sadipour@atu.ac.ir N kamran sheivandi Allameh Tabataba'i University, Tehran, Iran. ksheivandi@gmail.com N The purpose of this research was to develop and validate the educational package of cognitive-emotional empowerment and its effectiveness on working memory and emotional recognition of sixth grade female students. The research method is considered to be fundamental and applied in terms of its purpose, and the research is considered to be hybrid-exploratory. The statistical population of the research in the qualitative part included Persian and English specialized books and articles in the field of cognitive-emotional empowerment in the last 20 years, which were selected by the purposeful sampling method of the sample group. Then the components of cognitive-emotional empowerment were extracted and coded with the qualitative method of thematic analysis. Finally, the package of cognitive-emotional empowerment was compiled during twelve sessions and its formal and content validity was confirmed by experts. The research method in the quantitative part was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of this research includes all the female students of the sixth grade of elementary school in 1400-1401 who were studying in schools in Tehran. The sample size includes 30 people from the statistical population selected by available sampling method and they were placed in two control and experimental groups. For the experimental group, the developed program of cognitive-emotional empowerment was implemented, while the control group did not receive training. The research tools included numerical span test (Wechsler, 2003) and facial emotion recognition test (Ekman and Friesen, 2003). The results showed that the cognitive-emotional empowerment intervention had a significant effect on improving working memory and emotional recognition in the post-test and follow-up stages. Validation, Cognitive-emotional empowerment, working memory, emotional recognition, children. http://jcp.khu.ac.ir/article-1-3710-en.html http://jcp.khu.ac.ir/article-1-3710-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 11 3 2023 12 1 Investigating the effect of cognitive limitations on the final judgment of confidence at the end of problem-solving process 60 74 FA faezeh akbarifeizabadi ICSS f_akbarifeizabadi@sbu.ac.ir Y reza kormi nouri Örebro University akbari.faezeh7@gmail.com N This paper aims to investigate the impact of working memory capacity and excessive cognitive load on people's confidence after solving the Tower of Hanoi puzzle. For this purpose, two groups with different levels of cognitive load were formed for the study, and Iranian students in the age range of 20 to 40 years from universities in Tehran province were included in this study. After assessing working memory capacity, subjects in both groups solved the computerized version of the Tower of Hanoi problem. At the end, through a questionnaire that was designed and made for this study, they evaluated their confidence in their performance. This study started in 2019 and ended after one and a half years. However, the study did not find any relationship between the capacity of their visual-spatial working memory and their self-confidence, either alone or in interaction with the cognitive load, but there is a two-way relationship between bearing additional cognitive load and increasing final confidence. Therefore, people who bear more cognitive load are more confident about their cognitive performance at the end of the Tower of Hanoi problem-solving process.   Final judgement of confidence, working memory, cognitive load, metacognition http://jcp.khu.ac.ir/article-1-3711-en.html http://jcp.khu.ac.ir/article-1-3711-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 11 3 2023 12 1 Improving social adjustment and Reducing the academic burnout of students with learning disabilities through attributional retraining, emotional regulation, and cognitive-social problem solving 75 84 FA zahra tarazi Alzahra taraziza88@gmail.com Y molok khademi ashkezari Alzahra khademim@gmail.com N mahnaz akhavan tafti Alzahra akhavanm@gmail.com N Aim: The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and cognitive-social problem solving on Improvement of social adjustment and reduction of academic burnout in Students with early learning disabilities in Tehran. Methods: This was a quasi-experimental study with pretest-posttest, and follow-up.The participants consisted of 40 students with learning disability of 8 to 12 years old.They were selected through Simple random sampling and randomly divided into 3 experimental groups and a control group. attributional retraining, emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups. Brosu et al. academic burnout Questionnaire and Sinha and Sing Social Adjustment questionnaire were used in the pretest, posttest, and follow-up stages. The data were analyzed using MANCOVA, ANCOVA. Findings: The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training caused a significant increase in social adjustment and a significant decrease in academic burnout. In addition the emotional regulation and cognitive-social problem solving programs were more effective with the same effect than the attributional retraining program in increasing social adjustment. Conclusions: the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.   learning disability, attributional retraining, emotion regulation, cognitive-social problem solving, Social adjustment, academic burnout http://jcp.khu.ac.ir/article-1-3677-en.html http://jcp.khu.ac.ir/article-1-3677-en.pdf

Kharazmi University فصلنامه روانشناسی شناختی 2345-5780 2345-5780 11 3 2023 12 1 Presenting a causal model of perception of e-learning (virtual) environment and reflective thinking with regard to the mediating role of cognitive flexibility among students of Payame Noor University of Shiraz 85 99 FA ahmad rastegar payamnoor Rastegar_ahmad@pnu.ac.ir N Mohammadhasan Seyf payamnoor Mh_seyf@pnu.ac.ir N Somayeh negahdari payamnoor so.negahdari89@pnu.ac.ir Y zahra dehghan khalili payamnoor smyh97.negahdari@gmail.com N The purpose of the present study is to investigate the relationship between the presentation of the causal model of perception of the electronic (virtual) learning environment and reflective thinking with regard to the mediating role of cognitive flexibility among the students of Payam Noor University in Shiraz. This research is descriptive and correlational. For this purpose, using simple random sampling, 400 students were selected as a statistical sample from all the students of Payam Noor University, Shiraz center, and questionnaires of perceptions from the educational environment of Sweeney et al. (1994), reflective thinking by Kamber et al. Cognitive flexibility questionnaire (CFI) was completed by Dennis and Vanderwaal (2010). All questionnaires are standard and have validity and reliability (alpha higher than 0.70). The collected data were analyzed with the help of Lisrel software. The results of the research showed that the direct and positive effect of engagement in academic assignments, learning authenticity and feeling of membership on the components of cognitive flexibility (perception of controllability, perception of behavior justification and perception of different options) is significant. Also, the direct and positive effect of the feeling of support on the components of the perception of controllability and the perception of different options is significant. In addition, the direct and positive effect of the sense of ownership on the component of the perception of the justification of behavior is significant. The direct and positive effect of flexibility components on reflective thinking is also significant. Also, the results showed that, in general, the mediating role of cognitive flexibility components is significant in the relationship between the perception of the educational environment and students' reflective thinking.   perception of e-learning (virtual) environment and reflective thinking, Cognitive flexibility, and Student. http://jcp.khu.ac.ir/article-1-3727-en.html http://jcp.khu.ac.ir/article-1-3727-en.pdf