International Journal of Education and Cognitive Sciences
Volume:5 Issue: 1, Spring 2024

This study aims to examine the predictive power of school climate and environmental awareness on cultural competence within educational institutions.  Employing a cross-sectional design, this research engaged 320 participants from a variety of educational backgrounds through stratified sampling. Data were collected using the Multicultural Awareness, Knowledge, and Skills Survey (MAKSS) for cultural competence, the School Climate Survey (SCS), and the Environmental Awareness Scale (EAS). Linear regression analysis was conducted using SPSS version 27 to explore the relationships between school climate, environmental awareness, and cultural competence.  The results reveal significant predictive relationships, with school climate (β=0.31, p<0.01) and environmental awareness (β=0.27, p<0.01) both significantly contributing to cultural competence. These variables together explained 37% (R²=0.37, Adjusted R²=0.33) of the variance in cultural competence, indicating a strong relationship between the quality of the school environment, awareness of environmental issues, and the ability to interact effectively with diverse cultures.  The study underscores the importance of nurturing a positive school climate and enhancing environmental awareness as strategic approaches to improve cultural competence in educational settings. These findings suggest that interventions aimed at improving the school environment and fostering environmental consciousness can significantly enhance the cultural competence of students and educators alike, contributing to a more inclusive and understanding educational community.

This study aimed to investigate the effectiveness of a critical thinking workshop in improving classroom behavior and creativity among college students.  A randomized controlled trial design was utilized, involving 30 participants aged 18-22 years, who were randomly assigned to either an experimental group receiving the critical thinking workshop or a control group that received no intervention. The workshop spanned eight sessions, each lasting 90 minutes. Classroom behavior and creativity were measured at baseline, immediately post-intervention, and at a three-month follow-up using the Classroom Behavior Assessment Scale (CBAS) and the Torrance Tests of Creative Thinking (TTCT), respectively. Data analysis was conducted using SPSS-27, employing Analysis of Variance (ANOVA) with repeated measurements and Bonferroni post-hoc tests.  The experimental group exhibited significant improvements in creativity, with mean scores increasing from 56.92 (SD = 15.06) at baseline to 67.56 (SD = 15.22) post-intervention, and slightly higher at follow-up (Mean = 68.03, SD = 16.90). Classroom behavior also improved significantly, with mean scores rising from 29.52 (SD = 5.99) at baseline to 33.92 (SD = 5.80) post-intervention, maintaining at follow-up (Mean = 34.04, SD = 6.30). In contrast, the control group showed negligible changes in both variables. Statistical analysis revealed significant effects of time and group, as well as time × group interactions for both creativity (Time × Group: F = 8.09, p < 0.01) and classroom behavior (Time × Group: F = 7.50, p < 0.01).  The critical thinking workshop significantly enhanced creativity and classroom behavior among college students. These findings highlight the workshop's effectiveness in fostering essential higher-order thinking skills, suggesting that similar interventions could be beneficial in educational settings to cultivate an environment conducive to learning and innovation.

Mental health stigma is one of the major barriers to mental health help-seeking and care. Public stigma gives rise to self-stigma (SS), and both stigma results in negative attitudes toward mental health help-seeking (ATMHHS). Subsequently, ATMHHS is further associated with future help-seeking behaviour. This research aims to study the mediating effect of SS on the relationship between perceived public stigma (PPS) and ATMHHS among Malaysian adults. The significance is to encourage mental health awareness related to mental health stigma as well as to contribute to literature on mental health stigma.
 
This study was a cross-sectional, correlational, and quantitative study, in which data was collected using online survey. 136 participants were selected as a sample of Malaysian adults aged 18-64 years old. Data was collected using Self-Stigma of Seeking Help Scale, Stigma Scale for Receiving Psychological Help, and Attitudes toward Seeking Professional Psychological Help Scale: Short Form.
 
The results from Hayes PROCESS macro showed that SS was a significant predictor for ATMHHS, while PPS was not a significant predictor of ATMHHS, and SS fully mediated the relationship between PPS and ATMHHS.
 
This study has shown that PPS indirectly brings negative impact on ATMHHS, while SS predicts negative ATMHHS, hence it is recommended that more research be conducted on mental health stigma related areas in order to raise awareness in Malaysian society.

Research indicates that resilience is considered an important factor among several at-risk groups and plays a crucial mediating role in the manifestation of numerous psychological disorders. The present study aims to investigate the mediating role of resilience in the relationship between cognitive emotion regulation and the quality of life of young couples.  The research method was correlational. The study population included all married students at Shahroud Islamic Azad University, with 45 couples selected through convenience sampling. Subsequently, participants completed the Connor-Davidson Resilience Scale (2003), the Garnefski, Kraaij, and Spinhoven Cognitive Emotion Regulation Questionnaire (2001), and the World Health Organization Quality of Life questionnaire (1996). Data were analyzed using Pearson correlation coefficient and multiple regression statistical methods.  The findings of this study indicate that cognitive emotion regulation and quality of life are significant positive predictors of resilience. Resilience plays a significant mediating role in the relationship between cognitive emotion regulation and the quality of life of couples.  Given the results, it can be said that the strategies couples employ to regulate their emotions can be a very important factor in determining their resilience, which in turn enhances the quality of life. Strengthening positive cognitive emotion regulation strategies can be considered as a goal for the foundation of resilience interventions and educational programs.

Academic procrastination or procrastination is a common problem in the educational system, referring to the prevalent tendency of learners to delay performing assignments and academic activities to the extent that it alters the individual's effective performance. The study investigates the mediating role of adolescent-parent conflict in the relationship between academic procrastination, personality traits, and identity styles in adolescents.  This applied research, conducted through a descriptive survey methodology, involved a sample of 375 out of 16,347 high school students from Tehran's districts 5 and 22, selected via stratified random sampling. Data were gathered using standardized questionnaires on academic procrastination (Solomon & Rothblum, 1984), personality traits (NEO-FFI by Costa & McCrae, 1992), identity styles (Berzonsky, 1989), and adolescent-parent conflict (short version for adolescents by Prinz et al., 1979), validated for content validity and reliability with Cronbach's alpha coefficient. Structural equation modeling and software SmartPLS version 2 and SPSS version 19 were used to test hypotheses.  Results indicated significant negative relationships between academic procrastination and adolescents' personality traits and identity styles, and positive relationships between personality traits and identity styles. Adolescent-parent conflict was found to mediate the relationship between academic procrastination and both personality traits and identity styles in adolescents.  In conclusion, this research not only advances our theoretical understanding of academic procrastination but also suggests practical implications for educators, parents, and policymakers aiming to support adolescents' academic and personal development. Future research should continue to explore the multifaceted nature of procrastination, particularly in relation to family dynamics and educational settings, to develop more effective interventions and support mechanisms.

The diagnosis of breast cancer in women is of particular importance due to its impact on various dimensions of life quality, including physical health, mental well-being, and social welfare. Therefore, identifying factors that influence the resilience and self-regulation of women with breast cancer has garnered researchers' attention. This study aims to investigate the role of the quality of relationships with others and psychological capital in the resilience and self-regulation of women diagnosed with breast cancer.
 
This research is applied in its purpose and descriptive-correlational in its method and nature. The statistical population of this study included all women with breast cancer who attended hospitals in Shahroud and Semnan. Based on the Green formula, 200 individuals were selected as the sample through purposive sampling, and research questionnaires were distributed among them. For data collection, standardized questionnaires on relationship quality by Pierce et al. (1991), psychological capital by Luthans et al. (2007), resilience by Connor and Davidson (2003), and self-regulation by Bouffard (1995) were used. Data were analyzed using SPSS software version 22 and regression analysis method.
 
Data analysis revealed that the quality of relationships with others and psychological capital have a significant positive impact on the resilience and self-regulation of women with breast cancer (p<0.05).
 
It appears that the quality of relationships with others and psychological capital play a significant role in the resilience and self-regulation of women with breast cancer.