International Journal of Education and Cognitive Sciences

Purpose: The present study aimed to clarify a structural equation model of health anxiety based on metacognitive beliefs, with anxiety sensitivity serving as a mediator among individuals with obsessive–compulsive symptoms.

Methods and Materials: This descriptive–correlational research utilized structural equation modeling. The statistical population consisted of all individuals exhibiting obsessive–compulsive symptoms who attended counseling centers, psychological clinics, and psychiatric clinics in Isfahan during 2024–2025. A convenience sample of 480 participants was selected. The research instruments included the Short Health Anxiety Inventory (SHAI) developed by Salkovskis and Warwick, the Metacognitions Questionnaire-30 (MCQ-30) by Wells and Cartwright-Hatton, and the Anxiety Sensitivity Index (ASI) by Floyd et al. Data analysis was performed using SPSS and AMOS software, and structural equation modeling with bootstrapping was applied to test the hypotheses.

Findings: The findings revealed that all direct paths among the study variables were statistically significant at p < 0.05. Anxiety sensitivity significantly mediated the relationship between metacognitive beliefs and health anxiety. The bootstrap analysis indicated that the indirect effect of metacognitive beliefs on health anxiety was 0.141, which was significant at the 0.05 level.

Conclusion: The results demonstrated that dysfunctional metacognitive beliefs contribute to the development of health anxiety by heightening anxiety sensitivity. Consequently, modifying maladaptive metacognitive beliefs and implementing interventions aimed at reducing anxiety sensitivity—such as interoceptive exposure and symptom reappraisal—can play a vital role in managing and alleviating health anxiety among individuals with obsessive–compulsive symptoms.

Purpose: This study aimed to conceptualize, develop, and validate a reliable and context-specific questionnaire to measure Collaborative Continuing Professional Development (CCPD) among Iranian English as a Foreign Language (EFL) teachers.

Methods and Materials: A sequential mixed-methods design was employed. In the qualitative phase, thirty experienced EFL teachers from universities and language institutes participated in semi-structured interviews and focus group discussions. Data were analyzed using inductive thematic analysis to identify key dimensions of CCPD. These findings informed the development of an initial questionnaire. In the quantitative phase, the instrument was administered to 312 EFL teachers selected via purposive sampling and Cochran’s formula to ensure adequate sample size. Construct validity was examined through confirmatory factor analysis using Partial Least Squares (PLS), while internal consistency and reliability were assessed via Cronbach’s alpha, composite reliability (CR), and average variance extracted (AVE).

Findings: Seven core dimensions of CCPD emerged: active stakeholder participation, needs assessment and content localization, collaborative learning methods, policy and legal framework, evaluation and feedback system, motivational and structural support, and sustainability and future orientation. All constructs demonstrated strong psychometric properties, with Cronbach’s alpha values above 0.83 and CR exceeding 0.84. Outer loadings were higher than 0.80, and AVE surpassed the 0.58 threshold, confirming convergent validity. Structural modeling showed significant predictive relationships, particularly between policy and legal framework and sustainability (β = 0.42, p < .001) and between needs assessment and learning (β = 0.40, p < .001), explaining 58% of variance in sustainability and 40% in learning.

Conclusion: The validated CCPD questionnaire is a robust, contextually grounded tool for assessing collaborative professional development among Iranian EFL teachers.

Purpose: The present study aimed to clarify a structural equation model of health anxiety based on metacognitive beliefs, with anxiety sensitivity serving as a mediator among individuals with obsessive–compulsive symptoms.

Methods and Materials: This descriptive–correlational research utilized structural equation modeling. The statistical population consisted of all individuals exhibiting obsessive–compulsive symptoms who attended counseling centers, psychological clinics, and psychiatric clinics in Isfahan during 2024–2025. A convenience sample of 480 participants was selected. The research instruments included the Short Health Anxiety Inventory (SHAI) developed by Salkovskis and Warwick, the Metacognitions Questionnaire-30 (MCQ-30) by Wells and Cartwright-Hatton, and the Anxiety Sensitivity Index (ASI) by Floyd et al. Data analysis was performed using SPSS and AMOS software, and structural equation modeling with bootstrapping was applied to test the hypotheses.

Findings: The findings revealed that all direct paths among the study variables were statistically significant at p < 0.05. Anxiety sensitivity significantly mediated the relationship between metacognitive beliefs and health anxiety. The bootstrap analysis indicated that the indirect effect of metacognitive beliefs on health anxiety was 0.141, which was significant at the 0.05 level.

Conclusion: The results demonstrated that dysfunctional metacognitive beliefs contribute to the development of health anxiety by heightening anxiety sensitivity. Consequently, modifying maladaptive metacognitive beliefs and implementing interventions aimed at reducing anxiety sensitivity—such as interoceptive exposure and symptom reappraisal—can play a vital role in managing and alleviating health anxiety among individuals with obsessive–compulsive symptoms.

Purpose: This study evaluated the effectiveness of a positive psychology–based intervention in reducing maladaptive perfectionism and enhancing quality of life among physicians with OCPD traits in Tehran, Iran.

Methods and Materials: Sixty physicians meeting criteria for OCPD traits (via SCID-5-PD) were randomly assigned to either an intervention group (n = 30) that received an 8-week group-based positive psychology program or a waitlist control group (n = 30). Measures included the Frost Multidimensional Perfectionism Scale (FMPS) maladaptive subscales and the WHOQOL-BREF, administered at baseline, post-intervention, and three-month follow-up. Repeated-measures ANOVA and Jacobson–Truax clinical significance criteria were applied.

Findings: Repeated-measures ANOVA revealed significant group × time interactions for both maladaptive perfectionism (F(2, 116) = 36.09, p < .001, η² = .38) and quality of life (F(2, 116) = 31.62, p < .001, η² = .35). The intervention group demonstrated large effect size improvements (Cohen’s d = 1.57 for perfectionism; d = 1.88 for quality of life), which were maintained at follow-up. Clinically significant improvement was observed in 70% of participants for perfectionism and 67% for quality of life in the intervention group, compared to 10% and 7% in the control group, respectively (χ² values = 22.50 and 23.25, p < .001).

Conclusion: Findings provide strong evidence that positive psychology interventions can effectively reduce maladaptive perfectionism and improve quality of life in physicians with OCPD traits. These results highlight the potential of integrating structured positive psychology programs into physician wellness initiatives to reduce burnout risk and enhance overall functioning.

Purpose: The present study was conducted to explain epistemology in caring thinking from Matthew Lipman's perspective.

Methods and Materials: The research method, based on its objective, was fundamental; based on the type of data, it was qualitative; based on the data collection time, it was cross-sectional; and based on the data collection method and research methodology, it was a meta-synthesis in the qualitative section. The statistical population of this study included scientific documents and resources such as specialized books, conducted research, dissertations, and articles on the philosophical foundations of caring thinking from Matthew Lipman's perspective and its educational implications, obtained from scientific databases and academic and organizational experts. The study's sampling process consisted of two sections. First, in the systematic literature review, a non-random purposive sampling method was used to select the theoretical foundations and research background based on entry criteria (a 27-item checklist following the PRISMA model). In the expert interview section, a non-random purposive sampling method was also used to select interviewees based on the research entry criteria (as specified in the target population section), and 25 interviewees were considered based on the principle of theoretical saturation. In this study, for the systematic review section, document analysis was used as the data collection tool, aligned with the research approach of systematic literature review and the review of national-level documents. In the interview section, semi-structured interviews were conducted. Additionally, a model validation questionnaire was used to assess expert opinions on the model’s external validity. To calculate validity, a 27-item checklist based on the PRISMA model was employed. Additionally, Cohen’s kappa coefficient was used to calculate reliability, which was confirmed. In the interview section, the credibility criterion was applied. The data analysis method in this study was theoretical coding, derived from thematic analysis using MAXQDA software.

Findings: The findings indicated that the philosophical foundations of caring thinking, based on Matthew Lipman's perspective, include ontological, anthropological, epistemological, and axiological dimensions. Furthermore, the results showed that the educational implications of the philosophical foundations of caring thinking from Matthew Lipman’s perspective encompass acceptance and attention to diversity, focus on interpersonal relationships, respect for oneself and others, development of self-awareness, and enhancement of communication and problem-solving skills.

Conclusion: The study highlights the philosophical foundations of caring thinking from Matthew Lipman’s perspective, emphasizing logical thinking, adaptability, and philosophical dialogue. Caring thinking fosters critical reflection, creativity, and adaptability, enhancing education by integrating emotional intelligence, ethical reasoning, and comprehensive cognitive development for lifelong learning.

Purpose: The present study aimed to determine the effectiveness of Rational Emotive Behavior Therapy (REBT) on feelings of rejection and alexithymia in women experiencing marital conflict.

Methods and Materials: The research method was a semi-experimental extended design of pre-test–post-test with follow-up and a control group. The statistical population included all women with marital conflict who referred to psychological service clinics in districts 2, 3, 4, and 5 of Tehran in 2021. A total of 30 participants were selected using purposive sampling and randomly assigned to experimental (15 participants) and control groups (15 participants). Data collection instruments included the Kansas Marital Conflict Scale (KMCS; Egman et al., 1990), the Toronto Alexithymia Scale (Bagby, 1994), the Rejection Sensitivity Questionnaire (Downey & Feldman, 1996), and Ellis’s Rational Emotive Behavior Therapy protocol (1962), administered over eight 50-minute sessions. For data analysis, multivariate covariance analysis (MANCOVA) and SPSS version 22 software were used.

Findings: The results of covariance analysis indicated a significant difference between the scores of the control and experimental groups (P < .001). Specifically, Rational Emotive Behavior Therapy led to a reduction in overall scores of feelings of rejection and alexithymia among women with marital conflict.

Conclusion: The findings showed that Rational Emotive Behavior Therapy improves feelings of rejection and alexithymia in women experiencing marital conflict. Therefore, REBT can be applied alongside pharmacological and cognitive therapies as an auxiliary and supportive intervention.

Purpose: This study investigated the relationship between attribution styles, emotion regulation styles, and social well-being among students.

Methods and Materials: This study was both descriptive and correlational. The target population for this research comprised all secondary-level students in the 18th district of Tehran during the second semester of the academic year 2022-23. A sample size of 150 individuals was determined based on Krejci and Morgan's (1970) table and selected randomly (Krejcie, 1970). Questionnaires were utilized to gather data on attribution styles (Seligman et al., 1979), emotion regulation styles (Garnefsky et al., 2001), and social well-being (Keyes, 1998) in this study. The data in this study was examined utilizing SPSS version 23 software at both descriptive and inferential stages.

Findings: Results indicated that attribution and emotion regulation styles accounted for 23% of the variance in social well-being (p < 0.01), with negative emotion regulation and positive attribution styles contributing significantly to this variance.

Conclusion: Based on the conclusions drawn from this study, which indicate that social well-being can be forecasted by individuals' attribution events and regulate their emotions, it is recommended that schools introduce educational initiatives aimed at enhancing students' emotional regulation abilities and cultivating healthy strategies for attributing life experiences.

Introduction:  Most young people will have been exposed to at least one traumatic event in their lifetime. The main aim of this research was to investigate how Positive Strengths can moderate the impact of rumination and negative memories on depression symptoms in young individuals who have experienced love failure.

Method: The study employed a cross-sectional design and utilized descriptive-correlational research techniques, as well as structural model and path analysis methods.   The study population included young individuals seeking counseling for emotional issues related to relationships in Tehran between July and October 2023. A sample of 147 individuals was selected using a multi-stage cluster sampling method.   Various instruments, such as Virtues in Action- Inventory of Strengths (VIA-IS), Beck Depression Inventory-II (BDI-II), love Trauma Inventory (LTI), Time Attitude Questionnaire (TAQ), and Rumination scale (RRS) were used for data collection and analysis. Data analysis was conducted using SPSS version 27 for descriptive statistics, Pearson's correlation, SmartPLS version 4, and JAMOVI version 2.4.14 for data analysis and standard coefficients. The significance level was set at 0.05.

Results: Based on the findings, the variable of Excellence played a crucial role as a moderating factor in the relationship between the Retrospective negative memory variable and Depression (β= -0.188, P= 0.022), turning this relationship negative. Additionally, the Humanity variable also had a significant impact as a moderating factor in the connection between the Retrospective negative memory variable and Depression (β= -0.127, P= 0.042). Furthermore, the Excellence variable was found to have a significant role as a moderating factor in the relationship between the Rumination variable and Love trauma (β= 0.236, P= 0.025). 

Conclusion: the findings suggest that Positive Strengths can help alleviate depression following love trauma in young individuals, while negative memories and rumination can exacerbate depressive symptoms.   Additionally, the moderating effects of transcendence and humanity can mitigate the negative impact of negative memories and rumination, thus reducing the severity of depression.   These findings have implications for the development of treatment programs and psychological interventions aimed at reducing depression in young people who have experienced love failure.