Kamran Lotfi

The research creativity of graduate students is related to the quality of scientific interactions and their capacity to face research difficulties.This study aimed to examine the relationships of inclusive supervisory style and research hindrance stressors with research creativity among graduate students, with academic resilience as a mediator. A descriptive-correlational design using structural equation modeling was employed. The study population comprised all master’s and doctoral students enrolled at Razi University at the time of data collection. Participants were recruited through non-probability convenience sampling, and questionnaires were distributed electronically. Of the 209 questionnaires collected, four were excluded based on the exclusion criteria, and data from 205 participants were analyzed. Data collection instruments included the Research Creativity Questionnaire (Yi & Zhao, 2018), the Inclusive Supervisory Style Questionnaire adapted from the Inclusive Leadership Scale (Carmeli et al., 2010), the Research Hindrance Stressors Questionnaire (Liu et al., 2024), and the Academic Resilience Questionnaire (Liu et al., 2024). Direct relationships were examined using structural equation modeling, and indirect effects were tested using bootstrapping. The findings indicated that research hindrance stressors had significant negative direct relationships with research creativity (? = ?0.267) and academic resilience (? = ?0.426). Academic resilience had a significant positive direct relationship with research creativity (? = 0.536). Among the dimensions of inclusive supervisory style, openness and approachability and communication were significantly and positively related to academic resilience, whereas availability was not significantly related to it. Only openness had a significant positive direct relationship with research creativity (? = 0.152). Bootstrap results revealed a significant negative indirect effect of research hindrance stressors on research creativity through academic resilience (? = ?0.228) and a significant positive indirect effect of approachability and communication (? = 0.167). The indirect effects of openness and availability were not significant. The coefficients of determination for research creativity and academic resilience were R² = 0.65 and R² = 0.54, respectively. Overall, the findings highlighted the importance of reducing research hindrance stressors, strengthening academic resilience, and fostering openness and high-quality supervisor–student communication to support research creativity.   

Rapid advances in artificial intelligence (AI) have transformed the ways in which power resources are generated, organized, and employed within the international system, making technological capabilities an increasingly significant determinant of states’ national power. This study aims primarily to explain and analyze the impact of artificial intelligence on the components of Iraq’s national power and to identify the opportunities and challenges arising from the development and application of this technology in strengthening the country’s national capacities during the period from 2017 to 2026.The main research question is: How does artificial intelligence affect the components of Iraq’s national power, and what are the most significant opportunities and challenges associated with it? The central hypothesis posits that the targeted development and application of artificial intelligence can strengthen Iraq’s national power by enhancing its economic-technological, military-security, political-governance, and diplomatic-soft power capacities. However, the realization of this potential depends on digital and technological infrastructure, human capital, institutional capacity and the quality of governance, legal and regulatory frameworks, investment in science and technology, the degree of technological dependence, and the quality of international cooperation.The theoretical framework of the study is primarily grounded in classical realism and Hans Morgenthau’s theory of national power, while Joseph Nye’s concepts of soft power and smart power serve as a complementary framework. The study adopts a qualitative, descriptive-analytical research approach. Data are collected through library and documentary research and examined using qualitative and thematic analysis.The findings indicate that the impact of artificial intelligence on Iraq’s national power is neither direct nor automatic; rather, it is multidimensional and conditional. In the economic-technological dimension, the main identified opportunities include increased productivity, improved management of energy and water resources, development of the digital economy, and enhanced innovation. In the military-security dimension, they include improved intelligence analysis, threat prediction, cybersecurity, and crisis management. In the political-governance dimension, the principal opportunities involve data-driven decision-making, improved public services, greater tra  arency, and enhanced state implementation capacity. In the diplomatic-soft power dimension, the key opportunities include the development of digital diplomacy, public opinion analysis, management of Iraq’s international image, and the expansion of scientific and technological cooperation.Conversely, inadequate infrastructure and human capital, institutional and data fragmentation, shortcomings in legal and regulatory frameworks, cybersecurity vulnerabilities, and technological dependence constitute some of the most significant challenges.Overall, the study finds that the central hypothesis receives analytical support and concludes that Iraq’s fundamental challenge lies not merely in gaining access to artificial intelligence, but rather in developing the capacity to absorb, organize, localize, and responsibly utilize AI in order to transform technological potential into effective national power.

   Behavioral problems in adolescents are among the significant issues in mental health and identification contributing as well as associated factors is regarded a research necessity in this field. In this context, excessive use of digital games can be considered one of the factors associated with the emergence of behavioral problems in adolescents. Accordingly, the present study aimed to investigate the relationship between digital game addiction and behavioral problems among adolescents, with sleep disturbance and difficulties in emotion regulation as mediators, among adolescents. This study employed a correlational design using structural equation modeling (SEM). The statistical population consisted of all male and female students in the first and second levels of secondary school in Kermanshah, from whom 580 participants were selected through multistage cluster sampling. The instruments used in the present research included the Game Addiction Scale (Lemmens et al.,2009), the Strengths and Difficulties Questionnaire (Goodman, 1998), the Insomnia Severity Index (Bastien et al., 2001), and the Difficulties in Emotion Regulation Scale developed by (Bjureberg et al., 2016). Data were analyzed at both descriptive and inferential levels using    version 27 and AMOS version 24. The results revealed significant associations between digital game addiction and behavioral problems (?= 0.19, p<.001, t= 3.1), digital game addiction and difficulties in emotion regulation (?=0.58, p<.001, t=10.7), sleep disturbance and behavioral problems (?=0.65, p<.001, t=9.7), difficulties in emotion regulation and behavioral problems (?=0.57, p<.001, t=10.0) and sleep disturbance and behavioral problems ((?=0.30, p<.001, t=5.5). Furthermore, the findings exhibited that sleep disturbance and difficulties in emotion regulation mediated the relationship between digital game addiction and behavioral problems. Specifically, the indirect effect via both mediators was statistically significant, indicating that sleep disturbance and emotion dysregulation partially mediated the effect of digital game addiction on behavioral problems. The results contribute to a better understanding of the impact of digital gaming on adolescents’ mental health as well as providing a basis for designing educational and psychological interventions in families, schools, and psychological counseling centers to promote the responsible use of digital games and reduce their adverse effects on adolescents’ mental healt.    Keywords: Digital game addicton, Behavioral problems, Sleep disturbance, Difficulty in emotion dysregulation, Adolecents

   Adolescence is a period of transformation characterized by cognitive, emotional, and behavioral changes. In addition to their positive effects, these changes can also impose pressure on adolescents. One of the common issues during this stage is aggression. Aggressive adolescents often lack the ability to control their behavior and tend not to conform to social norms and cultural expectations. Considering the crucial role of adolescents in the country’s future development and the increasing prevalence of aggressive behaviors in society (Vakili et al. 2021), the present study aimed to examine the relationship between negative perfectionism and body image concern with adolescent aggression, with emotion regulation difficulties as a mediating variable, among students in Kermanshah schools. The research employed a correlational design based on structural equation modeling (SEM). The statistical population included all first-year secondary school students in Kermanshah during the 2023–2024 academic year. Using Cochran’s formula, a sample of 380 students was selected through convenience sampling. The instruments used were: the Aggression Questionnaire (Buss & Perry, 1992), the Body Image Concern Inventory (Littleton et al. 2005), the Perfectionism Questionnaire (Terry-Short et al. 1995), and the short form of the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2016). Data collected through these questionnaires were analyzed using descriptive and inferential methods with    and Mplus software. Model fit indices (?² = 3348.519, DF = 2621, CFI = 0.93, TLI = 0.93, SRMR = 0.07, RMSEA = 0.03) indicated a good model fit. The results showed significant positive correlations between negative perfectionism and emotion regulation difficulties (r = 0.488, p < 0.001), aggression and body image concern (r = 0.480, p < 0.001), emotion regulation difficulties and aggression (r = 0.497, p < 0.001), and emotion regulation difficulties and body image concern (r = 0.428, p < 0.001). There was also a significant positive relationship between aggression and body image concern (p < 0.001). The findings revealed that negative perfectionism was the strongest predictor of aggression in this model. Additionally, body image dissatisfaction indirectly and significantly increased aggression (? = 0.048, p = 0.022), mediated by emotion regulation difficulties. This suggests that dissatisfaction with one’s body reduces the ability to regulate emotions, thereby increasing aggressive behaviors. Likewise, negative perfectionism also had an indirect and significant effect on aggression (? = 0.094, p = 0.018), indicating that it fosters aggression through its impact on emotional dysregulation. These findings, in addition to enriching the theoretical literature, can serve as a basis for designing educational and developmental   programs in schools.Such programs, aimed at enhancing personal   feelings and satisfaction, abandoning unrealistic standards, and optimally employing emotion-regulation strategies, can help reduce aggression among   adolescens.

   چكيده توجه و پيشرفت تحصيلي از مؤلفه‌هاي حياتي موفقيت دانش‌آموزان در دوره ابتدايي محسوب مي‌شوند. پژوهش‌هاي اخير بر نقش اثربخش تمرينات ذهن‌آگاهي، به‌ويژه رويكردهاي مبتني بر عمل، در ارتقاي اين مهارت‌ها تأكيد دارند. هدف اين پژوهش بررسي اثربخشي آموزش ذهن‌آگاهي مبتني بر عمل بر توجه و پيشرفت تحصيلي دانش‌آموزان دختر دوره دوم ابتدايي شهر كرمانشاه بود. اين مطالعه از نوع نيمه‌آزمايشي با طرح پيش‌آزمون-پس‌آزمون و گروه كنترل بود. جامعه آماري پژوهش شامل كليه دانش‌آموزان دختر دوره دوم ابتدايي شهر كرمانشاه با جمعيتي حدود ?????? نفر بود. نمونه‌گيري به روش خوشه‌اي چندمرحله‌اي انجام شد؛ در اين راستا، ناحيه ? از بين سه ناحيه آموزش‌وپرورش شهر كرمانشاه انتخاب شد، سپس يك مدرسه و از آن مدرسه دو كلاس به‌صورت تصادفي برگزيده شدند. حجم نمونه شامل ?? دانش‌آموز (?? نفر در گروه آزمايش و ?? نفر در گروه كنترل) بود. گروه آزمايش به مدت ? جلسه ?? تا ?? دقيقه‌اي، پروتكل ذهن‌آگاهي مبتني بر عمل را دريافت كرد. ابزارهاي اندازه‌گيري شامل آزمون ثبت توجه (سنجش زمان كل، خطاي ارتكاب و خطاي حذف) براي سنجش توجه و نمرات تحصيلي دانش‌آموزان در آزمون‌هاي استاندارد شده دروس فارسي و رياضي براي ارزيابي پيشرفت تحصيلي بود. داده‌ها با استفاده از نرم‌افزار    24 و روش تحليل كوواريانس تجزيه‌وتحليل شدند. نتايج تحليل داده‌ها نشان داد كه مداخله ذهن‌آگاهي مبتني بر عمل تأثير معناداري بر توجه و پيشرفت تحصيلي دانش‌آموزان دوره ابتدايي داشت. اين مداخله منجر به بهبود معنادار توجه شد كه با كاهش خطاي حذف، خطاي ارتكاب و كل زمان آزمون در گروه آزمايش همراه بود. همچنين، تأثير معناداري بر پيشرفت تحصيلي دانش‌آموزان مشاهده شد كه شامل افزايش نمرات دروس فارسي و رياضي در گروه آزمايش در مقايسه با گروه كنترل بود. ميانگين‌هاي تعديل‌شده نيز تأييدكننده عملكرد بهتر گروه آزمايش در توجه (كاهش خطاها و زمان) و پيشرفت تحصيلي (افزايش نمرات) بود (p < 0.001). نتايج اين پژوهش به‌روشني نشان مي‌دهد كه آموزش ذهن‌آگاهي مبتني بر عمل يك رويكرد مؤثر براي ارتقاي توجه و بهبود پيشرفت تحصيلي در دانش‌آموزان دختر دوره دوم ابتدايي است. اين يافته‌ها شواهد علمي ارزشمندي را براي طراحي و اجراي برنامه‌هاي آموزشي مبتني بر ذهن‌آگاهي در مدارس ابتدايي ايران فراهم مي‌آورد و مي‌تواند براي معلمان، مشاوران تحصيلي و برنامه‌ريزان آموزشي در جهت ارتقاي عملكرد شناختي و تحصيلي دانش‌آموزان مفيد باشد. كليدواژه‌ها: ذهن‌آگاهي مبتني بر عمل، توجه، پيشرفت تحصيلي، دانش‌آموزان ابتدايي.

   Abstract: The purpose of the research: The purpose of the present study is to evaluate Persian academic textbooks in the field of Knowledge and Information Science Studies based on the desirable criteria for compiling such books. Research Methodology: The research was conducted using a library method and content analysis. The instrument for this research is a checklist for evaluating academic textbooks, which was adopted from a related study selected from a large number of conducted studies. This checklist includes formal, editorial, and content criteria, each containing several components, against which the research population was examined. The population under study in this research includes all available and accessible books published by SAMT Publications, comprising 53 academic textbooks in the field of Knowledge and Information Science, which were examined and evaluated using the selected checklist. Research Findings: The analysis of academic textbooks in the field of Knowledge and Information Science Studies, published by SAMT, revealed that, overall, the three criteria—physical appearance, writing quality, and content—were observed to a certain extent in these works. However, a closer examination of the internal components of these criteria highlights specific aspects that require greater attention and revision. For instance, within the physical appearance criteria, the highest score was associated with the alignment of the book’s format with its content volume. This suggests that publishers have primarily focused on technical and standardization aspects of book production, likely due to their direct impact on printing and production processes. Conversely, components such as the alignment of cover design with the book’s subject received lower scores, indicating that aesthetic and visual considerations have yet to achieve a consistent and professional presence in these textbooks. Regarding writing quality, most textbooks demonstrated strong performance in adhering to linguistic rules and academic writing principles, which may reflect the authors’ familiarity with scholarly writing conventions or the contribution of professional editors. Nevertheless, in areas related to originality and creativity of style, the performance was weaker, with most texts presenting a uniform tone and structure, lacking significant effort toward developing a distinctive voice or innovative presentation of content. In terms of content quality, the highest score corresponded to the component assessing publisher evaluation and publication date relative to the subject area. This finding underscores SAMT’s diligence and expertise in ensuring alignment between textbook content and current educational needs. In contrast, components such as presenting new questions or introducing fresh perspectives received the lowest scores, reflecting a tendency of most textbooks to follow traditional educational frameworks, with limited emphasis on scientific innovation or fostering critical thinking in readers. Conclusion: The results of this study show that the academic textbooks in the field of Knowledge and Information Science science published by SAMT are, overall, of desirable quality. Adherence to acceptable formal and editorial standards, along with a cohesive content structure, has made these books reliable resources in higher education. However, a closer examination of the components suggests that some elements still require serious attention and improvement, particularly in areas such as visual design, innovation in content presentation, and creating a more intellectually challenging environment for readers. These aspects not only make educational resources more engaging but also enhance the learning experience and increase student engagement with the content.

   1   Abstract The aim of the present study was to compare mental health, problem-solving skills, and quality of life in elderly single-child and multi-child residents of Kermanshah city in 1403. The research design was a quasi-experimental post-event study. The statistical population of the study included all elderly women aged 60 years and above in Kermanshah province who had at least one child. A sample of 150 people was selected from them using convenience sampling and divided into two groups with one child and multiple children. The required data were collected using the World Health Organization Quality of Life Questionnaire (WHO-QOL-BREF) Short Form, the Keyes Mental Health Questionnaire (MHC-SF) Short Form, and the He  er and Peterson Problem-Solving Skill Scale (PSI) and then analyzed in    software using the analysis of variance statistical method. The results of the study showed that there was a significant difference between the dimensions of mental health variables, problem-solving skills, and quality of life in the two groups of elderly people with one child and multiple children, such that the average of the variables compared in the group of elderly people with multiple children was higher than in the group of elderly people with one child. Conclusion: Therefore, it can be concluded that a larger number of children can have a positive effect on increasing mental health, problem-solving skills, and quality of life due to the creation of greater social support. Keywords: Mental health, problem-solving skills, quality of life, elderly people with one child, multiple children, Kermanshah city.

   Students, as one of the important pillars of society, have a critical position and an influential role in achieving the goals of the country's education system. One of the issues that the country's education system faces is the issue of student procrastination. Academic procrastination, as the deliberate postponement of academic assignments and duties, despite awareness of its consequences, is a common problem among students. In this regard, the present study aimed to investigate the relationship between cognitive emotion regulation strategies and academic self-regulation with academic procrastination in high school students in Kermanshah, with the mediating role of self-efficacy. The present study was classified as a basic research in terms of its purpose and as a descriptive correlational research in terms of data collection, using structural equation modeling (SEM). The statistical population included all high school students in Kermanshah who were studying in the academic year 1402-1403. Among them, 310 students were selected by multi-stage cluster random sampling method. The sample members completed the Solomon and Rothblum academic procrastination questionnaire (1984), Garnevsky cognitive emotion regulation questionnaire (2001), Savari and Arabzadeh academic self-regulation questionnaire (2013), and Sherer et al. self-efficacy questionnaire (1982), which were distributed through a specific process and the data obtained from them were analyzed in two descriptive and inferential ways with   -28 and AMOS-24 software. The findings showed that the assumed model of this study has a good fit in the studied sample. In addition, studies showed that cognitive emotion regulation strategies are related to academic procrastination, and self-efficacy plays a significant mediating role (p<0.05) and academic self-regulation also has a significant relationship with procrastination through the mediation of self-efficacy (p<0.05). Based on the findings of this study, by strengthening students to correctly use cognitive emotion regulation strategies and academic self-regulation skills, and subsequently increasing self-efficacy, procrastination can be reduced in them.

  Cognitive rehabilitation or advancement is a method that was created by integrating cognitive neuroscience with information technologies and is used to enhance brain capabilities in the field of cognitive functions, including perception, attention, alertness, memory, etc., and it seems that it can be effective in improving the performance of people with learning disabilities. The purpose of the research was to determine the effectiveness of cognitive computer games on improving the executive functions of children with reading disorders in Marivan city. The research method used in this study is quantitative, which was conducted through a semi-experimental research design using pre-test-post-test and control group. The statistical population consisted of all dyslexic male and female students referred to the Marivan city learning disorders center in the academic year 1402-1403. Among these students, 24 students were selected according to the inclusion and exclusion criteria and by random sampling method and were randomly placed in two experimental and control groups. The experimental group was subjected to 12 sessions of 45 to 60 minutes of intervention with a set of 10 cognitive games "My Brain". While the control group did not receive this training. The tools used in this study include the Reading and Dyslexia Test (Moradi and Karami, 2008), the Executive Function Questionnaire Brief Form for Teachers (Balster Gerard, Gioia Peter, Isquis, Steven, Guy, and Converse, 2000) and the set of 10 cognitive games "My Brain". Data analysis was performed using multivariate analysis of covariance. The results showed that cognitive computer games caused a decrease in the scores of impairment in working memory, planning, and organization. Also, cognitive computer games caused a decrease in the scores of impairment in inhibition and attention transfer. In other words, cognitive computer games improve and strengthen inhibition and attention transfer. Keywords: Dyslexia, cognitive computer games, learning disorders, executive functions.

  With the aim of better understanding the prediction of suicidal thoughts among students of Ilam city, this research investigated the role of sense of coherence, documentary styles and cognitive regulation of emotion as a mediating factor. This study used the descriptive-correlation method with the structural equation model approach. The statistical population of this research was all the students of different universities in Ilam in the years 1402-1403. Among this society, 384 students were randomly selected by stratification. Data were collected using standard questionnaires, including Beck et al.'s suicidal ideation questionnaire (1979), Antonovsky's sense of coherence questionnaire (1993), Patterson et al.'s (1983) documentation style questionnaire, and Garnevsky and Kraij's cognitive emotion regulation questionnaire (2006). Data analysis was done using Pearson's correlation coefficient tests, confirmatory factor analysis, path analysis and structural equation model in    and AMOS software. The results showed that the structural model for predicting students' suicidal thoughts, based on the sense of coherence and attributional styles with the mediating role of cognitive emotion regulation, has a good fit. Specifically, the sense of coherence and attributional styles not only directly affect suicidal thoughts, but they can also affect these thoughts through the cognitive regulation of emotion. These findings indicate the importance of understanding and intervening in these factors to prevent suicidal thoughts among students. Key words: suicidal thoughts, attributional styles, sense of coherence, cognitive regulation of emotion