Payame Noor UniversityEducation and Exploration in Learning, Behavior and Cognition3116-10221120251222Investigating the Causal Model of Emotion Regulation Strategies with Emotional Alexithymia and The Mediating Role of Perfectionism in Female Master's StudentsInvestigating the Causal Model of Emotion Regulation Strategies with Emotional Alexithymia and The Mediating Role of Perfectionism in Female Master's Students9261268710.30473/elc.2026.77206.1002FAAkbarJadidi MohammadabadiAssociate Professor, Department of Educational Scinces, Payame Noor University, Tehran, Iran.AbbasFerdosiFaculty of Social Sciences Department of Payame Noor University, Tehran, Iran.Journal Article20250928The purpose of the present study was to examine the causal model of emotion regulation strategies with alexithymia and the mediating role of perfectionism in female master's students at Islamic Azad University, Kerman Branch. The research method was descriptive-correlational (relational), and path analysis within the structural equation modeling framework was used for data analysis. The statistical population of this research consisted of 523 female students in Kerman. The statistical sample in this study was 221 individuals (based on Cochran's formula). The sampling method was multi-stage cluster sampling. To measure these variables, the Gross and John (2003) Emotion Regulation Questionnaire, the Hill (2004) Perfectionism Questionnaire, and the Toronto Alexithymia Scale (1986) were used. In this research, descriptive methods including frequency, percentage, mean, and standard deviation were employed. The Kolmogorov-Smirnov test was used to determine the normality or non-normality of the data. Furthermore, for data analysis, Pearson correlation coefficient, path analysis, structural equation modeling, and the Sobel test with the bootstrap method were utilized using SPSS 25, Amos 25, and Mplus 7.4 software. The magnitude of the factor loadings for the questions confirms that the model had a strong fit. The results showed that the Normed Fit Index (NFI) was 0.98 and the Comparative Fit Index (CFI) was 0.99, indicating an acceptable fit of the model to the data. Additionally, the Root Mean Square Error of Approximation (RMSEA) was below 0.05 (RMSEA ≤ 0.05), which indicates a very good fit. Correlation findings showed that the relationship between emotion regulation and alexithymia was positive and significant, but it was not significant with perfectionism. Correlation findings showed that the relationship between the suppression emotion regulation strategy and alexithymia was positive and significant, but it was not significant with perfectionism. Correlation findings showed that the relationship between the reappraisal emotion regulation strategy and alexithymia (r=0.2, P <0.01) was positive and significant, but it was not significant with perfectionism. Correlation findings showed that the relationship between alexithymia and perfectionism was not significant. The results indicated that the cognitive reappraisal strategy has a direct and significant effect on alexithymia, whereas the suppression strategy and the direct effect of emotion regulation strategies on perfectionism were not significant, and perfectionism does not play a mediating role in the relationship between these strategies and alexithymia.The purpose of the present study was to examine the causal model of emotion regulation strategies with alexithymia and the mediating role of perfectionism in female master's students at Islamic Azad University, Kerman Branch. The research method was descriptive-correlational (relational), and path analysis within the structural equation modeling framework was used for data analysis. The statistical population of this research consisted of 523 female students in Kerman. The statistical sample in this study was 221 individuals (based on Cochran's formula). The sampling method was multi-stage cluster sampling. To measure these variables, the Gross and John (2003) Emotion Regulation Questionnaire, the Hill (2004) Perfectionism Questionnaire, and the Toronto Alexithymia Scale (1986) were used. In this research, descriptive methods including frequency, percentage, mean, and standard deviation were employed. The Kolmogorov-Smirnov test was used to determine the normality or non-normality of the data. Furthermore, for data analysis, Pearson correlation coefficient, path analysis, structural equation modeling, and the Sobel test with the bootstrap method were utilized using SPSS 25, Amos 25, and Mplus 7.4 software. The magnitude of the factor loadings for the questions confirms that the model had a strong fit. The results showed that the Normed Fit Index (NFI) was 0.98 and the Comparative Fit Index (CFI) was 0.99, indicating an acceptable fit of the model to the data. Additionally, the Root Mean Square Error of Approximation (RMSEA) was below 0.05 (RMSEA ≤ 0.05), which indicates a very good fit. Correlation findings showed that the relationship between emotion regulation and alexithymia was positive and significant, but it was not significant with perfectionism. Correlation findings showed that the relationship between the suppression emotion regulation strategy and alexithymia was positive and significant, but it was not significant with perfectionism. Correlation findings showed that the relationship between the reappraisal emotion regulation strategy and alexithymia (r=0.2, P <0.01) was positive and significant, but it was not significant with perfectionism. Correlation findings showed that the relationship between alexithymia and perfectionism was not significant. The results indicated that the cognitive reappraisal strategy has a direct and significant effect on alexithymia, whereas the suppression strategy and the direct effect of emotion regulation strategies on perfectionism were not significant, and perfectionism does not play a mediating role in the relationship between these strategies and alexithymia.http://elc.journals.pnu.ac.ir/article_12687_c61ab705090ba97eb4e42199402ef485.pdfPayame Noor UniversityEducation and Exploration in Learning, Behavior and Cognition3116-10221120251222Development and Validation of the Academic Disinterest Questionnaire in the University EnvironmentDevelopment and Validation of the Academic Disinterest Questionnaire in the University Environment27421268810.30473/elc.2026.77188.1001FAMehdiShomali AhmadabadiPhD in Psychology, Education department, Ardakan, Yazd, IranAtefehBarkhordari AhmadabadiMasters in clinical psychology, Department of Psychology, Azad University, Isfahan branch (Khorasgan), Isfahan, IranJournal Article20250925Academic disinterest in the university environment, as a pivotal psychological construct, is linked to reduced motivation, university attendance, and academic engagement, potentially resulting in adverse outcomes such as diminished academic performance and dropout. This study aimed to develop and validate a questionnaire to assess academic disinterest in the university environment among students. Conducted as a survey and applied research in the 2024-2025 academic year in Ardakan, the study involved a sample of 375 students selected via cluster sampling. The research instruments comprised the Academic Disinterest in the University Environment Questionnaire, Pekrun’s Academic Boredom Questionnaire, and Schaufeli’s Academic Engagement Questionnaire. Data analysis was performed using exploratory and confirmatory factor analysis, Cronbach’s alpha coefficient, Pearson correlation, KMO and Bartlett’s test, and SPSS version 26 and AMOS version 24 software. Exploratory factor analysis revealed two factors—institutional barriers and negative faculty behavior—accounting for 68.404% of the total variance. Confirmatory factor analysis supported the model fit (RMSEA = 0.058; CFI = 0.972; GFI = 0.931). Convergent validity was established through a positive correlation with academic boredom (r = 0.517), while divergent validity was confirmed by a negative correlation with academic engagement (r = -0.533). The overall scale reliability, assessed via Cronbach’s alpha, was 0.946. The Academic Disinterest in the University Environment Questionnaire proved to be a reliable and valid instrument for measuring disinterest among students, offering utility in identifying at-risk students and designing interventions to enhance academic engagement.Academic disinterest in the university environment, as a pivotal psychological construct, is linked to reduced motivation, university attendance, and academic engagement, potentially resulting in adverse outcomes such as diminished academic performance and dropout. This study aimed to develop and validate a questionnaire to assess academic disinterest in the university environment among students. Conducted as a survey and applied research in the 2024-2025 academic year in Ardakan, the study involved a sample of 375 students selected via cluster sampling. The research instruments comprised the Academic Disinterest in the University Environment Questionnaire, Pekrun’s Academic Boredom Questionnaire, and Schaufeli’s Academic Engagement Questionnaire. Data analysis was performed using exploratory and confirmatory factor analysis, Cronbach’s alpha coefficient, Pearson correlation, KMO and Bartlett’s test, and SPSS version 26 and AMOS version 24 software. Exploratory factor analysis revealed two factors—institutional barriers and negative faculty behavior—accounting for 68.404% of the total variance. Confirmatory factor analysis supported the model fit (RMSEA = 0.058; CFI = 0.972; GFI = 0.931). Convergent validity was established through a positive correlation with academic boredom (r = 0.517), while divergent validity was confirmed by a negative correlation with academic engagement (r = -0.533). The overall scale reliability, assessed via Cronbach’s alpha, was 0.946. The Academic Disinterest in the University Environment Questionnaire proved to be a reliable and valid instrument for measuring disinterest among students, offering utility in identifying at-risk students and designing interventions to enhance academic engagement.http://elc.journals.pnu.ac.ir/article_12688_945d8c6a7e929859386e3fe1dd62d6f8.pdfPayame Noor UniversityEducation and Exploration in Learning, Behavior and Cognition3116-10221120251222Attachment Style of Working Mothers and Social Performance and Adjustment of Children in SchoolAttachment Style of Working Mothers and Social Performance and Adjustment of Children in School43521273410.30473/elc.2026.77161.1000FASunazKamaliMA. psychology , Payame Noor University, Tehran, IranAmirAbdolhoseinidepartment factually member psychology , Payame Noor University, Tehran, Iran0000-0001-6408-9372Journal Article20251022This study purposed to investigate the effect of attachment style of working mothers on social performance and adjustment of children in school. For this purpose, a descriptive correlational study conducted. The statistical population of the present study included all second-grade elementary school students in Tehran in the academic year 2025. The sample size in this study was 150 people. Cluster random sampling method used to select the samples. First, one of the districts of Tehran was selected and 15 people were randomly selected from each school. Participants were assessed with attachment style, social performance, and adjustment questionnaires. The findings were analyzed using Pearson coefficaction and stepwise regression statistical methods. The results showed that secure and insecure attachment styles together significantly predict 31 percent of children's adjustment. Attachment styles were also able to explain 56 percent of children's social functioning significantly. There was a positive and significant relationship between adjustment and social functioning with secure attachment style, and the relationship between adjustment and social functioning with anxious and avoidant attachment styles was negative and significant. Therefore, it can be concluded that an increase in insecure attachment among employed mothers is associated with a decrease in their children's social adjustment and functioning. Conversely, higher levels of secure attachment in employed mothers are associated with higher levels of social adjustment and functioning in their children.This study purposed to investigate the effect of attachment style of working mothers on social performance and adjustment of children in school. For this purpose, a descriptive correlational study conducted. The statistical population of the present study included all second-grade elementary school students in Tehran in the academic year 2025. The sample size in this study was 150 people. Cluster random sampling method used to select the samples. First, one of the districts of Tehran was selected and 15 people were randomly selected from each school. Participants were assessed with attachment style, social performance, and adjustment questionnaires. The findings were analyzed using Pearson coefficaction and stepwise regression statistical methods. The results showed that secure and insecure attachment styles together significantly predict 31 percent of children's adjustment. Attachment styles were also able to explain 56 percent of children's social functioning significantly. There was a positive and significant relationship between adjustment and social functioning with secure attachment style, and the relationship between adjustment and social functioning with anxious and avoidant attachment styles was negative and significant. Therefore, it can be concluded that an increase in insecure attachment among employed mothers is associated with a decrease in their children's social adjustment and functioning. Conversely, higher levels of secure attachment in employed mothers are associated with higher levels of social adjustment and functioning in their children.http://elc.journals.pnu.ac.ir/article_12734_9dfe065d87cb9f4271346a34e4bc83ba.pdfPayame Noor UniversityEducation and Exploration in Learning, Behavior and Cognition3116-10221120251222A Structural Model of the Hidden Curriculum and Academic Interest with the Mediating Roles of Academic Adjustment and Academic ResilienceA Structural Model of the Hidden Curriculum and Academic Interest with the Mediating Roles of Academic Adjustment and Academic Resilience53711275910.30473/elc.2026.77244.1003FAAbedinDarabi EmaratiDepartment of Educational Sciences and Psychology, Payame Noor University, Tehran, Iran0000-0001-5877-6723AnvarShahmohammadiDepartment of Educational Sciences and Psychology, Payame Noor University, Tehran, IranLilaFaryadrasDepartment of Educational Sciences and Psychology, Payame Noor University, Tehran, IranJournal Article20251002The purpose of this study was to investigate the fit of the conceptual model of educational interest based on the hidden curriculum with the mediating role of educational adaptation and educational resilience of students with the empirical model. The research method was descriptive-correlational structural equation modeling. The statistical population was all female students of the first year of high school in Nahavand, numbering 3157 people. 345 people were selected as samples using multi-stage cluster random sampling. The research tools were Sheikhi's Hidden Curriculum Questionnaire (2009), Rotgans's Academic Interests (2015), Sinha and Singh's Educational Resilience (1993), and Samuels's Educational Resilience (2004). Pearson correlation and structural equations were used to analyze the data using SPSS26 and SmartPLS4 software. The findings showed that the hidden curriculum has a direct and positive effect on educational resilience, educational adjustment, and academic interest. Additionally, educational resilience and educational adjustment have direct and positive effects on academic interest. The mediating role of educational resilience and educational adjustment in the relationship between the hidden curriculum and academic interest is significant. Given the model's favorable fit, it can be inferred that explaining academic interest requires a comprehensive view of environmental factors (the hidden curriculum) and individual-adaptive characteristics. These results emphasize the importance of re-examining the informal aspects of education to facilitate academic adjustment and promote students' academic resilience.The purpose of this study was to investigate the fit of the conceptual model of educational interest based on the hidden curriculum with the mediating role of educational adaptation and educational resilience of students with the empirical model. The research method was descriptive-correlational structural equation modeling. The statistical population was all female students of the first year of high school in Nahavand, numbering 3157 people. 345 people were selected as samples using multi-stage cluster random sampling. The research tools were Sheikhi's Hidden Curriculum Questionnaire (2009), Rotgans's Academic Interests (2015), Sinha and Singh's Educational Resilience (1993), and Samuels's Educational Resilience (2004). Pearson correlation and structural equations were used to analyze the data using SPSS26 and SmartPLS4 software. The findings showed that the hidden curriculum has a direct and positive effect on educational resilience, educational adjustment, and academic interest. Additionally, educational resilience and educational adjustment have direct and positive effects on academic interest. The mediating role of educational resilience and educational adjustment in the relationship between the hidden curriculum and academic interest is significant. Given the model's favorable fit, it can be inferred that explaining academic interest requires a comprehensive view of environmental factors (the hidden curriculum) and individual-adaptive characteristics. These results emphasize the importance of re-examining the informal aspects of education to facilitate academic adjustment and promote students' academic resilience.http://elc.journals.pnu.ac.ir/article_12759_f7ed32800a3e76612e98ff2ce5aa2a4e.pdfPayame Noor UniversityEducation and Exploration in Learning, Behavior and Cognition3116-10221120251222Structural Equation Modeling of Teachers' Psychological Well-being Based on Mindfulness and Emotional Reactivity with the Mediating Role of Sense of CoherenceStructural Equation Modeling of Teachers' Psychological Well-being Based on Mindfulness and Emotional Reactivity with the Mediating Role of Sense of Coherence73861282110.30473/elc.2026.77344.1006FAAfsanehMohammadiMaster in Educational psychology, Payame Noor University, Tehran, IranEsmatHasanpourAssistant Professor, Department of Educational
Science and Psychology, Payam Noor University, Tehran, Iran.Journal Article20251010The present study purposed to model teachers' psychological well-being based on mindfulness and emotional reactivity, with the mediating role of sense of coherence. This research sought to investigate the structural relationships between these variables and determine the direct and indirect effects of mindfulness and emotional reactivity on psychological well-being through the mediation of sense of coherence among teachers. This study employed a descriptive-correlational design using structural equation modeling. The statistical population comprised all female secondary school teachers in Sanandaj, from whom 162 participants were selected through simple random sampling. Data were collected using standardized questionnaires including Ryff's Psychological Well-Being Scale (18-item version), the Five Facet Mindfulness Questionnaire (FFMQ) by Baer et al., the Emotional Reactivity Scale (ERS) by Nock et al., and Antonovsky's Sense of Coherence Scale (SOC-13). The validity of the instruments was confirmed through content and face validity, and their reliability was established by calculating Cronbach's alpha coefficients. The collected data were analyzed using SPSS-25 for descriptive statistics and AMOS-24 for structural equation modeling. The final model demonstrated an acceptable fit to the data (χ²/df = 2.32, CFI = 0.917, RMSEA = 0.078). Mindfulness and emotional reactivity exerted significant effects on psychological well-being both directly (β = 0.91 and β = 0.82, respectively) and indirectly through the mediating role (β = 0.05). Sense of coherence also emerged as a significant direct predictor of psychological well-being (β = 0.78).The findings suggest that enhancing mindfulness, regulating emotional reactivity, and strengthening sense of coherence can effectively promote teachers’ psychological well-being.The present study purposed to model teachers' psychological well-being based on mindfulness and emotional reactivity, with the mediating role of sense of coherence. This research sought to investigate the structural relationships between these variables and determine the direct and indirect effects of mindfulness and emotional reactivity on psychological well-being through the mediation of sense of coherence among teachers. This study employed a descriptive-correlational design using structural equation modeling. The statistical population comprised all female secondary school teachers in Sanandaj, from whom 162 participants were selected through simple random sampling. Data were collected using standardized questionnaires including Ryff's Psychological Well-Being Scale (18-item version), the Five Facet Mindfulness Questionnaire (FFMQ) by Baer et al., the Emotional Reactivity Scale (ERS) by Nock et al., and Antonovsky's Sense of Coherence Scale (SOC-13). The validity of the instruments was confirmed through content and face validity, and their reliability was established by calculating Cronbach's alpha coefficients. The collected data were analyzed using SPSS-25 for descriptive statistics and AMOS-24 for structural equation modeling. The final model demonstrated an acceptable fit to the data (χ²/df = 2.32, CFI = 0.917, RMSEA = 0.078). Mindfulness and emotional reactivity exerted significant effects on psychological well-being both directly (β = 0.91 and β = 0.82, respectively) and indirectly through the mediating role (β = 0.05). Sense of coherence also emerged as a significant direct predictor of psychological well-being (β = 0.78).The findings suggest that enhancing mindfulness, regulating emotional reactivity, and strengthening sense of coherence can effectively promote teachers’ psychological well-being.http://elc.journals.pnu.ac.ir/article_12821_2e6de3db977edeebd081a34ff14eb5d8.pdfPayame Noor UniversityEducation and Exploration in Learning, Behavior and Cognition3116-10221120251222Modeling the Mediating Role of Hardiness in the Relationship Between Leisure Time and Mental Health of the Elderly in AhvazModeling the Mediating Role of Hardiness in the Relationship Between Leisure Time and Mental Health of the Elderly in Ahvaz87981282510.30473/elc.2026.77339.1007FAHemat AllaBastamiAssistant Professor, Department of Sports Management, Payame Noor University, Tehran, Iran.RezaMohamadiPhD student in Sports Management, Razi University, Kermanshah, IranAlirezaKlalafMaster of Science in Sports Management, Payame Noor University of Garmsar, Tehran, IranJournal Article20251011The purpose of this study was to examine the effect of leisure time on mental health with the mediating role of hardiness among older adults in Ahvaz city. This research was applied in nature and employed a descriptive–correlational design using structural equation modeling. The statistical population consisted of older adults living in Ahvaz, from whom a sample was selected through convenience sampling. Data were collected using standardized questionnaires measuring leisure time, hardiness, and mental health. The validity and reliability of the instruments were confirmed. Data analysis was conducted using statistical software and structural equation modeling techniques. The results indicated that leisure time has a positive and significant direct effect on the mental health of older adults. In addition, hardiness showed a significant direct effect on mental health, and leisure time had a significant effect on hardiness. Furthermore, the findings revealed that hardiness plays a partial mediating role in the relationship between leisure time and mental health. The model fit indices demonstrated an acceptable fit of the proposed conceptual model. Overall, the findings suggest that increasing older adults’ participation in leisure activities—particularly social and physical activities—along with strengthening positive psychological characteristics such as hardiness, can significantly improve their mental health. Therefore, planning and implementing structured leisure programs for older adults can be considered an effective strategy in sport management and health promotion policies for the aging population.The purpose of this study was to examine the effect of leisure time on mental health with the mediating role of hardiness among older adults in Ahvaz city. This research was applied in nature and employed a descriptive–correlational design using structural equation modeling. The statistical population consisted of older adults living in Ahvaz, from whom a sample was selected through convenience sampling. Data were collected using standardized questionnaires measuring leisure time, hardiness, and mental health. The validity and reliability of the instruments were confirmed. Data analysis was conducted using statistical software and structural equation modeling techniques. The results indicated that leisure time has a positive and significant direct effect on the mental health of older adults. In addition, hardiness showed a significant direct effect on mental health, and leisure time had a significant effect on hardiness. Furthermore, the findings revealed that hardiness plays a partial mediating role in the relationship between leisure time and mental health. The model fit indices demonstrated an acceptable fit of the proposed conceptual model. Overall, the findings suggest that increasing older adults’ participation in leisure activities—particularly social and physical activities—along with strengthening positive psychological characteristics such as hardiness, can significantly improve their mental health. Therefore, planning and implementing structured leisure programs for older adults can be considered an effective strategy in sport management and health promotion policies for the aging population.http://elc.journals.pnu.ac.ir/article_12825_50d152f5ef7b963a713b97ddee967dd5.pdf