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Background: Alzheimer’s disease (AD), the most prevalent neurodegenerative disorder, is characterized by amyloid-beta (Aβ) plaque accumulation, neurofibrillary tangles, neuronal death, inflammation, and oxidative stress.Aim: We investigated the effects of treadmill exercise and intranasal insulin on spatial memory, blood glucose level, and Physical growth indicators including weight, head circumference, and tail length.Materials and Methods: Seventy-two male Wistar rats, aged 8 weeks were into 9 gtoups at random (control, Sham, Aβ, Aβ + EX, Aβ +PINS, Aβ + INST, Aβ + EX + PINS, Aβ + EX + INST, and Aβ + EX + PINS + INST). We discovered that rats receiving Aβ25-35 had impaired spatial memory, which was associated with weight loss, brain growth retardation, Tail Length, and elevated blood glucose levels. Data from each trial was statistically analyzed using IBM SPSSStatistics 22 software, Two-way ANOVA, and post-hoc analysis Tukey test. The cut-off for statistical significance was P≤0.05.Results: Our results show that the improvement of spatial memory due to the improvement of metabolism and growth indicators can be affected by pretreatment exercise and intranasal insulin. Also, exercise training and intranasal insulin improved spatial memory and prevented brain growth retardation, increased blood glucose, weight loss, and tail length in animals treated with Aβ25-35.Conclusion: Exercise can amplify the positive benefits of intranasal insulin treatment on memory. The results of our research showed that exercise and insulin can prevent brain growth retardation and prevent spatial memory disorders by improving glucose metabolismy.

Purpose: Academic motivation is a critical driver of educational outcomes, influenced by various factors including attitudes toward education and civic knowledge. Despite abundant research on these factors independently, their collective impact on academic motivation remains underexplored. This study aims to fill this gap by examining how attitudes toward education and civic knowledge together predict academic motivation. Methodology: A cross-sectional study design was employed with a sample of 350 participants derived from high schools and universities, based on Morgan and Krejcie’s table for sample size. Data were collected using validated scales: the Academic Motivation Scale (AMS), Education Attitude Scale (EAS), and Civic Knowledge Assessment Test (CKAT). Pearson correlation and linear regression analyses were conducted using SPSS version 27 to explore the relationships between the study variables. Findings: Descriptive statistics indicated moderate levels of academic motivation (Mean = 4.21, SD = 1.05), positive educational attitudes (Mean = 3.89, SD = 0.78), and varied civic knowledge (Mean = 3.45, SD = 0.88). Pearson correlation showed significant positive relationships between academic motivation and attitudes toward education (r = .312, p < .001) and civic knowledge (r = .287, p < .001). Regression analysis revealed that both attitudes toward education (β = 0.32, p < .001) and civic knowledge (β = 0.27, p < .001) significantly predicted academic motivation, accounting for 20.9% of the variance (R² adjusted = .209). Conclusion: The findings confirm that both educational attitudes and civic knowledge are significant predictors of academic motivation. These results underscore the importance of integrating civic education into curricula and fostering positive educational attitudes to enhance academic motivation. Future educational policies and practices should consider these dimensions to effectively support academic engagement and achievement.

Purpose: The excessive use of mobile phones significantly alters human thought patterns and affects individuals' behavior and psycho-social well-being. This study aims to explore the correlation between social intelligence and self-determination in adolescents, focusing on how mobile phone addiction plays a mediating role. Methodology: The research employed a descriptive-correlational approach and cross-sectional method, utilizing structural equation modeling (SEM) for analysis. The statistical population consisted of teenage boys and girls in Tehran who experienced mobile phone addiction from July to October 2023, with psychologist confirmation of addiction. A sample of 150 teenagers was selected through purposive sampling, with 17 individuals excluded due to incomplete or erroneous questionnaire responses. Research instruments included the Tromso Social Intelligence Scale, Self-Determination Scale, and Mobile Phone Addiction Questionnaire. Data analysis was conducted using SPSS version 27 for overall data and SmartPLS version 4 for path analysis between variables, with a significance level set at 0.05. Findings: The results of the current study indicated that Social Intelligence had a significant negative impact on mobile phone addiction (β=-0.380, p <0.001). In addition, there was a significant positive effect of Social Intelligence on Behavioral independence (β=0.383, p <0.001), but no significant effect on Psychological Empowerment and Self-determination (p>0.05). Furthermore, the relationship between Social Intelligence and Behavioral independence, as well as Self-determination with the mediating factor of Mobile phone addiction, was found to be significant (p < 0.001). However, the association between Social Intelligence and Psychological Empowerment with the mediating role of Mobile phone addiction was not significant (P>0.05). Conclusion: The findings of the current research indicate that social intelligence can decrease mobile phone addiction and enhance behavioral independence, while mobile phone addiction can diminish behavioral independence and self-consciousness. However, social intelligence and mobile phone addiction do not impact psychological empowerment. Additionally, mobile phone addiction serves as a mediator in the correlation between social intelligence and the aspects of behavioral independence and self-consciousness.