مطالب

The aim of the present study was to examine the role of executive functions in predicting rational decision-making among adolescents, with the mediating role of moral judgment. Rational decision-making, as one of the key functions of cognitive development during adolescence, plays a fundamental role in individual, social, and academic adjustment. Given that adolescence is accompanied by extensive biological, cognitive, and emotional changes, understanding the underlying factors influencing rational decision-making is of particular importance. The present study employed a quantitative, correlational research design using structural equation modeling (SEM). The statistical population consisted of first-grade secondary school students in Yazd during the 2024–2025 academic year, from whom a cluster-random sample was selected. Research instruments included the General Decision-Making Styles Questionnaire (GDMS), the Cognitive Functions Questionnaire (Nejati), and Rest’s Moral Judgment Questionnaire. Data were analyzed using AMOS-24 software. The findings indicated that executive functions directly predicted rational decision-making (β = 0.17, p < 0.05). Moreover, moral judgment played a mediating role in this relationship (β = 0.308, p < 0.002). In other words, adolescents with higher executive functioning also demonstrated better moral judgment, which in turn enhanced the quality of their rational decision-making. The results highlight the importance of integrating cognitive and moral processes and can provide a foundation for designing educational and counseling interventions aimed at improving adolescents’ decision-making skills.

Objective: University Professors feedback is a central component of pre-service teacher education, influencing not only performance but also emotional, cognitive, and relational experiences of learners. Despite extensive research on feedback, little is known about how pre-service teachers experience feedback as an emotional–cognitive phenomenon that affects learning, memory, and professional identity. This research aimed to conceptualize University Professors feedback as an “emotional–cognitive catalyst” and explore its role in shaping learning, memory consolidation, and professional identity formation in pre-service teachers. Method: A qualitative approach grounded in Van Manen’s (2016) interpretive phenomenology was employed. Semi-structured interviews were conducted with pre-service teachers at Farhangian University. Data were analyzed to identify themes related to emotional, cognitive, relational, and memorization aspects of feedback experiences. Results: Analysis revealed that feedback functions as a multidimensional and existential event. Meaning-making and relational feedback facilitated deep learning, long-term memory consolidation, intrinsic motivation, and professional self-image development. Conversely, controlling or harmful feedback led to superficial processing, reduced motivation, and disruption of educational memory. The findings highlight the mediating role of feedback in linking emotion, cognition, and professionalization. Conclusions: Well-structured, emotionally supportive feedback is essential for enhancing learning outcomes and professional identity in teacher education. Attention to both content and relational quality is crucial for feedback to serve as an effective emotional–cognitive catalyst, suggesting practical strategies for teacher training and future research directions

The present investigated the role of self-assessment and critical thinking to Iranian EFL students’ engagement in school and self-esteem, taking gender into account. For this purpose, 100 male and female Iranian EFL students were selected through convenience sampling. The data were collected by the Core of Self-assessment Questionnaire, Watson-Glasser critical thinking evaluation form, the Student Engagement Scale, and the Foreign Language Learning Self-Esteem Scale. The obtained data were analyzed by standard multiple regression. The findings revealed that self-assessment predicted student engagement and self-esteem, with no significant effect of gender. Besides, student engagement in school was predicted by inference and interpretation components of critical thinking. For male participants, inference and evaluation components predicted student engagement, while for female participants, the interpretation component predicted student engagement. Finally, self-esteem was predicted by making deductions and interpretations. Regarding gender, deductions and interpretation components predicted the self-esteem of male participants, while the interpretation component predicted the self-esteem of female participants. These findings suggest that fostering self-assessment and critical thinking skills of male and female EFL students can enhance their engagement and self-esteem; therefore, educators can adopt gender-sensitive approaches to support all students, addressing the unique influences on students’ engagement and self-esteem.

The purpose of this study was to investigate the relationship between psychological capital, teachers' job satisfaction, and organizational climate with teachers' innovative behaviors. The method of conducting the current research was descriptive correlation. The study population was public school teachers in Mahabad city, who selected 341 people by random sampling method and participated in the research (N=3000). A standard questionnaire was used to collect field data. The questionnaires included the Psychological Capital Questionnaire (Luthans et al, 2007), Job Satisfaction (Spector, 1985), Organizational Climate (Jao and Leo, 2009), and Employee Innovative Behavior (DeJong and Dan Hartog, 2008). The results showed that the correlation coefficient of psychological capital and its components i.e. hope, optimism, resilience and self-efficacy with teachers' innovative behaviors is positive and significant. The correlation coefficient of job satisfaction and its components i.e. pay, promotion opportunities, supervisor, working conditions and job benefits, colleagues and work environment factors with teachers' innovative behaviors is positive and significant. The correlation coefficient of the organizational atmosphere and its components, i.e. group spirit, intimacy, disinterestedness, distancing, considerateness, influence and dynamism and emphasis on production with innovative behaviors of teachers is positive and significant. The results obtained from the step-by-step regression analysis showed that psychological capital, organizational atmosphere and job satisfaction have a significant effect on teachers' innovative behaviors. Therefore, it can be concluded that psychological capital, teachers' job satisfaction and organizational atmosphere lead to an increase in teachers' innovative behaviors.