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Effectiveness of The Unified Protocol and Transcranial Direct Current Stimulation on Working Memory and Continuous Attention in Patients with Generalized Anxiety Disorder
Mojtaba Ahmadi, Associate Professor Gholamreza Chalabianloo, Associate Professor Reza Abdi,
Volume 13, Issue 2 (9-2025)
Abstract
The present study aimed to investigate the effectiveness of Unified Protocol (UP) and transcranial Direct Current Stimulation (tDCS) treatment on working memory and continuous attention in patients with generalized anxiety disorder (GAD). The research design employed a quasi-experimental framework, featuring a pre-test and post-test design with two experimental groups and a control group. The statistical population consisted of patients diagnosed with GAD who sought treatment at clinics and specialized neuropsychiatry centers in Tehran during the first half of 2024. Based on the inclusion and exclusion criteria, a sample of 45 individuals (31 women and 14 men) was selected through purposive sampling and equally allocated (15 individuals in each group) into the UP intervention group, the combined UP and tDCS intervention group, and the waiting list group. The Structured Clinical Interview (SCID-V), the 7-item Generalized Anxiety Disorder Scale (GAD-7), the Corsi Block Test (to assess working memory), and the Clock Test (to assess continuous attention) were utilized as assessment tools. Statistical analyses were conducted using SPSS-26 statistical software, employing analysis of covariance (ANCOVA). The findings indicated that the use of the UP protocol, both alone and in combination with tDCS, led to a significant improved in working memory and continuous attention (P<0.05). Furthermore, this study suggests that both UP intervention and the combined intervention (UP+tDCS) are effective approaches to improve working memory and continuous attention in GAD patients and may serve as a novel strategy for managing this disorder and improving executive functions.

The effect of metacognitive training on reducing the symptoms of repeated negative thoughts and anxiety sensitivity in students
Dr Peyman Hatamian, Dr Ali Kazemi Rezaei,
Volume 13, Issue 2 (9-2025)
Abstract
The present study was conducted with the aim of the effectiveness of metacognitive therapy on repetitive negative thoughts and anxiety sensitivity in students. the current study was semi-experimental with a pre-test, post-test and follow up. The statistical population included all the male students of Razi University of Kermanshah, 30 of whom were selected by purposive sampling method and using the entry criteria. They were assigned to two experimental and control groups (15 people in the experimental group and 15 people in the control group). The research tools included the repetitive thoughts questionnaire of McAvee et al (2014) and the anxiety sensitivity scale of Taylor and Cox (1998). The experimental group received the intervention in 8 sessions of 60 minutes and the control group did not receive such training. Finally, the data were analyzed by multivariate covariance analysis using SPSS version 24 software. the results of covariance analysis showed that there was a significant difference between the control and experimental groups in the post-test phase (p. 0.001). Therefore, it can be said that metacognitive therapy has been effective on negative recurring thoughts and anxiety sensitivity of students. based on the findings, it can be concluded that metacognitive therapy training can be effective in reducing the symptoms associated with repetitive negative and anxious thoughts. Therefore, it is suggested to use metacognitive interventions to reduce the mentioned symptoms.

The Effect of Computer-Based Cognitive Rehabilitation and Self-Encouragement Training on Executive Functions and Mental Vitality in the ElderlyEncouraging training based on accepting yourself and others, paying attention to your positive points and daring to be imperfect can help the elderly to feel valuable and expand their connections. Also, computer-based cognitive rehabilitation restores cognitive function by relying on practice and repetition. Based on this, the aim of the present study was to investigate the effectiveness of computer-based cognitive rehabilitation and self-encouragement training on executive functions and mental vitality in the elderly. This research was a semi-experimental type with a pre-test and post-test design and control group. The statistical population was elderly subjects (subjects over 60 years old). In this study, 45 elderly subjects were selected using available sampling method, and 30 of them were selected as the final sample using the exclude and in
Dr Najmeh Hamid, Miss Asra Moradpoor, Dr Seyed Alii Marashy,
Volume 13, Issue 2 (9-2025)
Abstract 
Encouraging training based on accepting yourself and others, paying attention to your positive points and daring to be imperfect can help the elderly to feel valuable and expand their connections. Also, computer-based cognitive rehabilitation restores cognitive function by relying on practice and repetition. Based on this, the aim of the present study was to investigate the effectiveness of computer-based cognitive rehabilitation and self-encouragement training on executive functions and mental vitality in the elderly. This research was a semi-experimental type with a pre‑test, post‑test, follow‑up design and control group. The statistical population was elderly subjects (subjects over 60 years old). In this study, 45 elderly subjects were selected using available sampling method, and 30 of them were selected as the final sample using the exclude and include criteria, and they were randomly divided into two control and experimental groups of 15 subjects. The elderly in the experimental group received self-encouragement training for 10 sessions of 90 minutes, as well as Rihakam cognitive rehabilitation interventions for 10 sessions of 45 minutes but the control group did not receive any intervention. The results of covariance analysis of the data have shown that there was a significant difference between the experimental and control groups in each of the dependent variables (P<0.001). That is, the average performance of executive functions and mental vitality in the experimental group increased significantly compared to the pre-test and the control group, and these results have continued significantly in the follow-up period (P <0.001). In general, cognitive rehabilitation intervention (Rihakam) and self-encouragement training have improved and increased executive functions and mental vitality in the elderly. Therefore, it is suggested to use Rihakam's cognitive rehabilitation intervention and self-encouragement training as complementary or separate treatments to improve the quality of human life in old age.

Core Cognitive Skills for Pilots: Proposing a Theoretical Model Based on Meta-Synthesis of Previous Studies
Hassan Mahjub, Rouhollah Shahabi, Seyyed Ghader Razavi, Hassan Rezaei Lichaei,
Volume 13, Issue 3 (12-2025)
Abstract
Cognitive abilities are among the most important predictors of pilots’ precise performance. With this perspective, the present study aimed to identify the essential cognitive themes and skills for pilots and to propose a theoretical model accordingly. The study was conducted using a qualitative approach and a meta-synthesis method, following the seven-step model of Sandelowski and Barroso (2007). The research population included all scientific documents published over the past 26 years, retrieved from 7 international and 3 national databases, totaling 307 scientific documents. After an in-depth review, 23 documents were selected for final analysis. Data analysis was performed through thematic analysis, and to ensure research quality, the documents were carefully analyzed and the process thoroughly documented. Expert feedback was incorporated throughout the research steps. Additionally, the Critical Appraisal Skills Programme (CASP) checklist was employed to assess the quality of the selected documents and ensure the reliability of the study’s findings. The results proposed a conceptual model consisting of 11 main themes and 59 sub-themes. The main themes included: perceptual-motor abilities, working memory, attention and concentration performance, flexibility in information processing, sequencing/planning abilities, perceptual speed, decision-making/reasoning, perceptual-sensory skills, coordination, and psychomotor abilities.The findings of this study can be utilized to develop a comprehensive assessment tool as well as to design continuous and targeted training programs aimed at maintaining and enhancing pilots’ cognitive skills.

The Relationship between Inhibitory Control, Cognitive Flexibility, and Perceived Organizational Support with Teachers’ Job Burnout: The Mediating Role of Self-Efficacy
Mis Saeedeh Moradi, Dr Hadi Parhoon,
Volume 13, Issue 3 (12-2025)
Abstract
Abstract
The present study was conducted to examine the mediating role of self-efficacy in the relationship between inhibitory control, cognitive flexibility, and perceived organizational support and teachers’ job burnout.. Within the framework of the post-positivist paradigm, a quantitative approach was employed using a correlational design based on structural equation modeling.
A total of 370 teachers working in schools in Kermanshah during the 1403–1404 academic year were selected through convenience sampling. The following instruments were used for data collection: the Executive Functioning Scale (Holst & Thorell, 2018), the Cognitive Flexibility Scale (Dennis & Vander Wal, 2010), the Perceived Organizational Support Questionnaire (Eisenberger et al., 1986), the Teacher Self-Efficacy Scale (Schannen-Moran & Woolfolk Hoy, 2001), and the Teacher Burnout Scale (Chang et al., 2020).Data were analyzed using SPSS 27 and SmartPLS 4 within the framework of structural equation modeling. The results indicated that the research model had a good fit with the data.
The findings revealed that inhibition control had a direct and significant effect on teacher burnout (β = -0.377, t = 3.264, p = 0.001) and on self-efficacy (β = 0.271, t = 3.750, p < 0.001). Cognitive flexibility influenced teacher burnout (β = -0.200, t = 3.064, p < 0.002) and self-efficacy (β = 0.244, t = 3.264, p < 0.001). Perceived organizational support affected teacher burnout (β = -0.273, t = 2.339, p = 0.020) and self-efficacy (β = 0.215, t = 2.887, p < 0.001). Self-efficacy had a direct effect on teacher burnout (β = -0.64, t = 4.96, p < 0.001; β = 0.616, t = 6.015, p < 0.001).
These results suggest that part of the predictive effect of inhibition control, cognitive flexibility, and perceived organizational support on teacher burnout can be explained by self-efficacy. Furthermore, the study variables collectively accounted for 63% of the variance in teacher burnout.



 
The Effectiveness of a Wising Educational Program on Students' Executive Functions
Mr Hiwa Ali Mohammadi, Dr Rasool Kordnoghabi, Dr Abolghasem Yaghoobi, Dr Afshin Afzali,
Volume 13, Issue 3 (12-2025)
Abstract
The present study aimed to investigate the effectiveness of the Wising Education Program on the executive functions of third-grade elementary school students. A quasi-experimental design with pre-test, post-test, and three-month follow-up, along with a control group, was employed. The statistical population consisted of all third-grade students enrolled in nonprofit schools in Hamedan City during the 2023-2024 academic year. A total of 60 third-grade elementary school students (30 girls and 30 boys) were selected using available sampling, and they were randomly assigned to the experimental (n = 30) and control (n = 30) groups. The experimental group received thirty 45-minute sessions of Wising Education Program, while the control group did not receive any training. instrument included the Brief Executive Function Behavioral Scale, Second Edition (BRIEF2) for Parents (2015). Data were analyzed using SPSS-28 and repeated measures ANCOVA and MANCOVA. Results indicated that the Wising Education Program significantly improved executive functions and their dimensions in students, and these effects were maintained in the follow-up stage. These findings suggest that The Wising Education program is an effective model for improving executive functions in the student population.

Structural Equation Modeling of Smartphone Addiction Based on the Formation of Anxiety and Depression with the Mediating Role of Metacognition in Adolescent Male Students
Dr Ali Akbar G Goodini, Dr Mohammad Garavandnia,
Volume 13, Issue 3 (12-2025)
Abstract
The aim of the present study was to model the structural equations of smartphone addiction based on the formation of anxiety and depression mediated by metacognition in male adolescent students. The present study is a descriptive correlational study in terms of method. The statistical population of this study was male students of Karaj Education District One in the academic year 1403-1404, of which 361 people were randomly selected. The Wells and Cartwright-Haughton (2004) Metacognition Questionnaire, Levy-Band DASS-21 (1995) and Owen et al. (2013) questionnaire were used to collect data. The data were analyzed using Pearson correlation and structural equation modeling methods. The findings showed that this model had a good fit in male adolescent students. Other findings showed that anxiety (β=0.42, p<0.01), depression (β=0.11, p<0.01), and metacognition (β=0.40, p<0.01) have a direct and positive effect on smartphone addiction. The results of the study indicate that psychological interventions based on metacognition can effectively play a role in reducing dependence on new technologies.

Development of a Cognitive Resilience Model in the Aviation Industry: Dimensions, Categories, and Themes
Da Dariush Malekpour, Ab Abolghasem Naderi, Ha Hassan Mahjub, Ez Mitra Ezzati,
Volume 13, Issue 3 (12-2025)
Abstract

The study aimed to explain and design a theoretical model of pilots' operational cognitive resilience in the military aviation industry, a concept referring to the mechanism of maintaining, recovering, and readjusting executive functions and the mind's information processing system when faced with acute stress and operational constraints of flight. This study was conducted using a qualitative approach and based on the grounded theory strategy (Strauss and Corbin's version, 1998). The required data were gathered through in-depth, semi-structured interviews with 15 experts in the field of cognitive sciences and senior operational pilots (with a history of over 2000 flight hours); the sampling process continued using a theoretical approach until achieving conceptual saturation. Data analysis was carried out through a systematic coding process in three stages: open, axial, and selective coding.

Qualitative analyses revealed that the core phenomenon of this study was pilots' operational cognitive resilience, which was explained as a dynamic, multidimensional, and context-bound construct. This conceptual construct was considered the product of a synergistic and systematic interaction among three major dimensions: the individual dimension (including basic and higher cognitive functions, executive inhibition, emotional-motivational components, personality patterns, physical stability, and implicit memory resulting from flight experience), the organizational dimension (comprising team tasks and the promotion of a safety culture), and the family dimension (as a source of emotional and psychological support). The fundamental achievement of this research was providing a coherent conceptual framework for analyzing pilots' cognitive behaviors under crisis conditions, which can serve as an analytical foundation for developing future applied interventions and empirical research in this domain.


The Effectiveness of Mindfulness Training on Perspective and Time Metaphorical Perception and Internet Addiction in University Students
Mrs Zahra Gholizadegan, Dr Maryam Tehranizadeh, Dr Fatteme Raiisi,
Volume 13, Issue 4 (3-2026)
Abstract
The aim of this study was to investigate the effectiveness of mindfulness training on time perspective, time metaphorical perception, and Internet addiction. The study used a quasi-experimental pretest-posttest design with a control group. The statistical population included all students of Payam Noor University- Alborz Province (Karaj branch), in 2025. In this study, 50 students from Karaj branch, were selected through convenience sampling, and randomly assigned to two experimental groups (25 people) and control group (25 people). Research tools included Zimbardo and Boyd's Time Perspective Inventory, Raiisi and the Moghadasins' Time Metaphorical Perception Questionnaire, and Young's Internet Addiction Questionnaire. The mindfulness training protocol was implemented on the experimental group in eight 90-minute sessions, and the control group did not receive any intervention. The results of mixed analysis of variance showed that mindfulness training had effects on the means of time perspective, time metaphorical perception, and Internet addiction in the experimental group during the time (P<0.01). It seems that the use of mindfulness-based educational interventions can be an effective solution for managing and viewing time and solving Internet addiction problems in university students.

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