توجه

This study examines the relationship between cognitive processes and job performance in teachers at the Cruz del Norte Educational Unit, focusing on attention, planning, organization, anxiety, and job stress. A mixed-method design was applied, combining quantitative and qualitative techniques such as psychometric tests, Pearson correlation, multiple regression analysis, Student’s t-test, the Delphi method, and the Ishikawa diagram. The results show that executive functions, particularly planning and organization, have a significant positive impact on job performance. Teachers with higher levels of these skills demonstrate better performance, with strong correlations (r = 0.72, p = 0.001; r = 0.65, p = 0.003). In contrast, anxiety and stress act as limiting factors. Multiple regression analysis indicates that anxiety (β = -0.4946, p < 0.0001) and stress (β = -0.3721, p < 0.001) negatively predict job performance. Additionally, job indiscipline—reflected in absenteeism and lateness—shows a strong negative correlation with performance (r = -0.74, p < 0.000). These findings highlight the importance of time management and organizational commitment, as well as the need to implement training and psychological support strategies to improve teacher performance and educational quality.

این مطالعه به بررسی رابطه بین فرایندهای شناختی و عملکرد شغلی در معلمان واحد آموزشی Cruz del Norte می‌پردازد و بر توجه، برنامه‌ریزی، سازمان‌دهی، اضطراب و استرس شغلی تمرکز دارد. از طرح پژوهشی ترکیبی استفاده شده است که تکنیک‌های کمی و کیفی مانند آزمون‌های روان‌سنجی، همبستگی پیرسون، تحلیل رگرسیون چندگانه، آزمون t استیودنت، روش دلفی و نمودار ایشیکاوا را ترکیب می‌کند. نتایج نشان می‌دهد که کارکردهای اجرایی، به‌ویژه برنامه‌ریزی و سازمان‌دهی، تأثیر مثبت معناداری بر عملکرد شغلی دارند. معلمانی که سطوح بالاتری از این مهارت‌ها را دارا هستند، عملکرد بهتری از خود نشان می‌دهند و همبستگی‌های قوی (r = ۰.۷۲, p = ۰.۰۰۱؛ r = ۰.۶۵, p = ۰.۰۰۳) مشاهده شده است. در مقابل، اضطراب و استرس به‌عنوان عوامل محدودکننده عمل می‌کنند. تحلیل رگرسیون چندگانه نشان می‌دهد که اضطراب (β = -۰.۴۹۴۶, p < ۰.۰۰۰۱) و استرس (β = -۰.۳۷۲۱, p < ۰.۰۰۱) پیش‌بینی‌کننده منفی عملکرد شغلی هستند. همچنین، بی‌انضباطی شغلی—که در غیبت و تأخیر منعکس می‌شود—همبستگی منفی قوی با عملکرد دارد (r = -۰.۷۴, p < ۰.۰۰۰). این یافته‌ها اهمیت مدیریت زمان و تعهد سازمانی و همچنین ضرورت اجرای راهبردهای آموزشی و حمایت روان‌شناختی برای بهبود عملکرد معلمان و کیفیت آموزشی را برجسته می‌کند.

This study examines the relationship between cognitive processes and job performance in teachers at the Cruz del Norte Educational Unit, focusing on attention, planning, organization, anxiety, and job stress. A mixed-method design was applied, combining quantitative and qualitative techniques such as psychometric tests, Pearson correlation, multiple regression analysis, Student’s t-test, the Delphi method, and the Ishikawa diagram. The results show that executive functions, particularly planning and organization, have a significant positive impact on job performance. Teachers with higher levels of these skills demonstrate better performance, with strong correlations (r = 0.72, p = 0.001; r = 0.65, p = 0.003). In contrast, anxiety and stress act as limiting factors. Multiple regression analysis indicates that anxiety (β = -0.4946, p < 0.0001) and stress (β = -0.3721, p < 0.001) negatively predict job performance. Additionally, job indiscipline—reflected in absenteeism and lateness—shows a strong negative correlation with performance (r = -0.74, p < 0.000). These findings highlight the importance of time management and organizational commitment, as well as the need to implement training and psychological support strategies to improve teacher performance and educational quality.

این مطالعه به بررسی رابطه بین فرایندهای شناختی و عملکرد شغلی در معلمان واحد آموزشی Cruz del Norte می‌پردازد و بر توجه، برنامه‌ریزی، سازمان‌دهی، اضطراب و استرس شغلی تمرکز دارد. از طرح پژوهشی ترکیبی استفاده شده است که تکنیک‌های کمی و کیفی مانند آزمون‌های روان‌سنجی، همبستگی پیرسون، تحلیل رگرسیون چندگانه، آزمون t استیودنت، روش دلفی و نمودار ایشیکاوا را ترکیب می‌کند. نتایج نشان می‌دهد که کارکردهای اجرایی، به‌ویژه برنامه‌ریزی و سازمان‌دهی، تأثیر مثبت معناداری بر عملکرد شغلی دارند. معلمانی که سطوح بالاتری از این مهارت‌ها را دارا هستند، عملکرد بهتری از خود نشان می‌دهند و همبستگی‌های قوی (r = ۰.۷۲, p = ۰.۰۰۱؛ r = ۰.۶۵, p = ۰.۰۰۳) مشاهده شده است. در مقابل، اضطراب و استرس به‌عنوان عوامل محدودکننده عمل می‌کنند. تحلیل رگرسیون چندگانه نشان می‌دهد که اضطراب (β = -۰.۴۹۴۶, p < ۰.۰۰۰۱) و استرس (β = -۰.۳۷۲۱, p < ۰.۰۰۱) پیش‌بینی‌کننده منفی عملکرد شغلی هستند. همچنین، بی‌انضباطی شغلی—که در غیبت و تأخیر منعکس می‌شود—همبستگی منفی قوی با عملکرد دارد (r = -۰.۷۴, p < ۰.۰۰۰). این یافته‌ها اهمیت مدیریت زمان و تعهد سازمانی و همچنین ضرورت اجرای راهبردهای آموزشی و حمایت روان‌شناختی برای بهبود عملکرد معلمان و کیفیت آموزشی را برجسته می‌کند.

Video and digital games have been the focus of sustained public and scientific debate since their commercial emergence in the late 1970s, particularly regarding their effects on children and adolescents. Early public and scientific discourse frequently portrayed gaming as a source of physical injury, addiction, aggression, social isolation, academic problems, and moral decline. However, subsequent empirical research has produced a substantially more differentiated picture of both the benefits and risks of gaming. This review examines the historical foundations of controversies surrounding video and digital games and synthesizes contemporary evidence concerning their cognitive, emotional, social, therapeutic, and physical effects. . Research indicates that moderate, purposeful gaming may improve visuospatial abilities, attentional control, problem-solving, mood regulation, social connection, and selected educational outcomes. Gaming-based interventions have also demonstrated therapeutic potential, particularly for depressive symptoms and attention-related difficulties among young people. At the same time, important risks remain, especially when gaming becomes excessive, compulsive, or disruptive to everyday functioning. These include repetitive-strain injuries, sleep disruption, problematic gaming, and adverse mental-health and academic outcomes. Evidence concerning violent games and serious real-world aggression remains more contested, with recent research emphasizing relatively small effects and the importance of individual and contextual factors. Overall, the evidence suggests that the developmental consequences of gaming for children and adolescents depend less on gaming itself than on the duration, content, context, and pattern of engagement.

بازی‌های ویدیویی و دیجیتال از زمان ظهور تجاری خود در اواخر دهه ۱۹۷۰، همواره موضوع بحث‌های عمومی و علمی مداوم بوده‌اند، به‌ویژه در خصوص تأثیرات آن‌ها بر کودکان و نوجوانان. گفتمان‌های عمومی و علمی اولیه اغلب بازی کردن را منبع آسیب‌های جسمی، اعتیاد، پرخاشگری، انزوای اجتماعی، مشکلات تحصیلی و افول اخلاقی معرفی می‌کردند. با این حال، پژوهش‌های تجربی بعدی تصویری به‌مراتب متمایزتر از فواید و خطرات بازی کردن ارائه داده‌اند. این مرور به بررسی مبانی تاریخی مناقشات پیرامون بازی‌های ویدیویی و دیجیتال می‌پردازد و شواهد معاصر مربوط به اثرات شناختی، هیجانی، اجتماعی، درمانی و جسمی آن‌ها را جمع‌بندی می‌کند. پژوهش‌ها نشان می‌دهند که بازی کردن متوسط و هدفمند می‌تواند توانایی‌های دیداری-فضایی، کنترل توجه، حل مسئله، تنظیم خلق، ارتباط اجتماعی و برخی پیامدهای آموزشی را بهبود بخشد. مداخلات مبتنی بر بازی نیز پتانسیل درمانی خود را نشان داده‌اند، به‌ویژه برای علائم افسردگی و مشکلات مرتبط با توجه در میان جوانان. در عین حال، خطرات مهمی نیز وجود دارد، به‌ویژه زمانی که بازی کردن بیش از حد، اجباری یا مختل‌کننده عملکرد روزمره شود. این خطرات شامل آسیب‌های تکراری، اختلال خواب، بازی کردن مسئله‌ساز و پیامدهای نامطلوب سلامت روان و تحصیلی است. شواهد مربوط به بازی‌های خشونت‌آمیز و پرخاشگری جدی در دنیای واقعی همچنان مورد مناقشه است و پژوهش‌های اخیر بر اثرات نسبتاً کوچک و اهمیت عوامل فردی و زمینه‌ای تأکید دارند. در مجموع، شواهد نشان می‌دهند که پیامدهای رشدی بازی کردن برای کودکان و نوجوانان کمتر به خود بازی وابسته است و بیشتر به مدت، محتوا، زمینه و الگوی مشارکت بستگی دارد.

Video and digital games have been the focus of sustained public and scientific debate since their commercial emergence in the late 1970s, particularly regarding their effects on children and adolescents. Early public and scientific discourse frequently portrayed gaming as a source of physical injury, addiction, aggression, social isolation, academic problems, and moral decline. However, subsequent empirical research has produced a substantially more differentiated picture of both the benefits and risks of gaming. This review examines the historical foundations of controversies surrounding video and digital games and synthesizes contemporary evidence concerning their cognitive, emotional, social, therapeutic, and physical effects. . Research indicates that moderate, purposeful gaming may improve visuospatial abilities, attentional control, problem-solving, mood regulation, social connection, and selected educational outcomes. Gaming-based interventions have also demonstrated therapeutic potential, particularly for depressive symptoms and attention-related difficulties among young people. At the same time, important risks remain, especially when gaming becomes excessive, compulsive, or disruptive to everyday functioning. These include repetitive-strain injuries, sleep disruption, problematic gaming, and adverse mental-health and academic outcomes. Evidence concerning violent games and serious real-world aggression remains more contested, with recent research emphasizing relatively small effects and the importance of individual and contextual factors. Overall, the evidence suggests that the developmental consequences of gaming for children and adolescents depend less on gaming itself than on the duration, content, context, and pattern of engagement.

بازی‌های ویدیویی و دیجیتال از زمان ظهور تجاری خود در اواخر دهه ۱۹۷۰، همواره موضوع بحث‌های عمومی و علمی مداوم بوده‌اند، به‌ویژه در خصوص تأثیرات آن‌ها بر کودکان و نوجوانان. گفتمان‌های عمومی و علمی اولیه اغلب بازی کردن را منبع آسیب‌های جسمی، اعتیاد، پرخاشگری، انزوای اجتماعی، مشکلات تحصیلی و افول اخلاقی معرفی می‌کردند. با این حال، پژوهش‌های تجربی بعدی تصویری به‌مراتب متمایزتر از فواید و خطرات بازی کردن ارائه داده‌اند. این مرور به بررسی مبانی تاریخی مناقشات پیرامون بازی‌های ویدیویی و دیجیتال می‌پردازد و شواهد معاصر مربوط به اثرات شناختی، هیجانی، اجتماعی، درمانی و جسمی آن‌ها را جمع‌بندی می‌کند. پژوهش‌ها نشان می‌دهند که بازی کردن متوسط و هدفمند می‌تواند توانایی‌های دیداری-فضایی، کنترل توجه، حل مسئله، تنظیم خلق، ارتباط اجتماعی و برخی پیامدهای آموزشی را بهبود بخشد. مداخلات مبتنی بر بازی نیز پتانسیل درمانی خود را نشان داده‌اند، به‌ویژه برای علائم افسردگی و مشکلات مرتبط با توجه در میان جوانان. در عین حال، خطرات مهمی نیز وجود دارد، به‌ویژه زمانی که بازی کردن بیش از حد، اجباری یا مختل‌کننده عملکرد روزمره شود. این خطرات شامل آسیب‌های تکراری، اختلال خواب، بازی کردن مسئله‌ساز و پیامدهای نامطلوب سلامت روان و تحصیلی است. شواهد مربوط به بازی‌های خشونت‌آمیز و پرخاشگری جدی در دنیای واقعی همچنان مورد مناقشه است و پژوهش‌های اخیر بر اثرات نسبتاً کوچک و اهمیت عوامل فردی و زمینه‌ای تأکید دارند. در مجموع، شواهد نشان می‌دهند که پیامدهای رشدی بازی کردن برای کودکان و نوجوانان کمتر به خود بازی وابسته است و بیشتر به مدت، محتوا، زمینه و الگوی مشارکت بستگی دارد.

Purpose: This study aimed to determine the effectiveness of Acceptance and Commitment Therapy (ACT) in improving the psychological well-being of patients diagnosed with cancer. Materials and Methods: This quasi-experimental study employed a pretest–posttest design with a control group and a follow-up assessment. The statistical sample consisted of 60 patients with cancer who were selected through purposive sampling and assigned to three groups of 20 participants. Participants in the intervention groups received an ACT-based intervention consisting of eight 45-minute sessions delivered over one month, whereas the control group received no psychological intervention during the study period. Psychological well-being was assessed using Ryff’s 84-item Psychological Well-Being Scale (1989) at the pretest, posttest, and follow-up stages. The collected data were analyzed using inferential statistical procedures in SPSS version 25. Findings: The inferential analysis demonstrated a statistically significant difference between the intervention and control groups in posttest psychological well-being scores. Participants who received Acceptance and Commitment Therapy showed significantly higher levels of psychological well-being than those in the control group. The intervention produced a very large effect size (η² = 0.935), indicating that a substantial proportion of the variance in post-intervention psychological well-being was attributable to the therapeutic intervention. The follow-up analysis further showed that the improvement in psychological well-being was maintained after the completion of treatment, suggesting the stability and durability of the intervention effects over time. Conclusion: Acceptance and Commitment Therapy is an effective psychological intervention for enhancing psychological well-being among patients with cancer. By promoting psychological flexibility, acceptance of difficult internal experiences, present-moment awareness, and engagement in value-oriented behaviors, ACT may help patients cope more adaptively with the psychological consequences of cancer. Therefore, this intervention may be incorporated into psychosocial rehabilitation and supportive care programs for patients with cancer.

هدف: این پژوهش با هدف تعیین اثربخشی درمان مبتنی بر پذیرش و تعهد (ACT) در ارتقای بهزیستی روان‌شناختی بیماران مبتلا به سرطان انجام شد. مواد و روش‌ها: این مطالعه‌ی شبه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل و ارزیابی پیگیری انجام گرفت. نمونه‌ی آماری شامل ۶۰ بیمار مبتلا به سرطان بود که به روش نمونه‌گیری هدفمند انتخاب و به سه گروه ۲۰ نفره تقسیم شدند. شرکت‌کنندگان در گروه‌های مداخله، مداخله‌ای مبتنی بر ACT را در قالب هشت جلسه‌ی ۴۵ دقیقه‌ای طی یک ماه دریافت کردند، در حالی که گروه کنترل در طول دوره‌ی مطالعه هیچ مداخله‌ی روان‌شناختی دریافت نکرد. بهزیستی روان‌شناختی با استفاده از مقیاس ۸۴ ماده‌ای بهزیستی روان‌شناختی Ryff (۱۹۸۹) در مراحل پیش‌آزمون، پس‌آزمون و پیگیری ارزیابی شد. داده‌های گردآوری‌شده با استفاده از روش‌های آماری استنباطی در نرم‌افزار SPSS نسخه‌ی ۲۵ تحلیل گردید. یافته‌ها: تحلیل استنباطی تفاوت معناداری را بین گروه‌های مداخله و کنترل در نمرات پس‌آزمون بهزیستی روان‌شناختی نشان داد. شرکت‌کنندگانی که درمان مبتنی بر پذیرش و تعهد دریافت کردند، سطوح بهزیستی روان‌شناختی به‌مراتب بالاتری نسبت به گروه کنترل داشتند. مداخله دارای اندازه‌ی اثر بسیار بزرگ (η² = ۰.۹۳۵) بود که نشان‌دهنده‌ی سهم قابل توجهی از واریانس بهزیستی روان‌شناختی پس از مداخله به دلیل مداخله‌ی درمانی است. تحلیل پیگیری نیز نشان داد که بهبود بهزیستی روان‌شناختی پس از اتمام درمان حفظ شده است و این امر پایداری و دوام اثرات مداخله در طول زمان را نشان می‌دهد. نتیجه‌گیری: درمان مبتنی بر پذیرش و تعهد یک مداخله‌ی روان‌شناختی مؤثر برای ارتقای بهزیستی روان‌شناختی در بیماران مبتلا به سرطان است. با ارتقای انعطاف‌پذیری روان‌شناختی، پذیرش تجارب درونی دشوار، آگاهی از لحظه‌ی حال و درگیر شدن در رفتارهای ارزش‌محور، ACT می‌تواند به بیماران در مقابله‌ی سازگارانه‌تر با پیامدهای روان‌شناختی سرطان کمک کند. بنابراین، این مداخله می‌تواند در برنامه‌های بازتوانی روان‌اجتماعی و مراقبت حمایتی بیماران مبتلا به سرطان گنجانده شود.

Reading achievement is influenced by a variety of cognitive and affective elements, with reading motivation and metacognitive awareness identified as two of the most important. This study examined (1) the relationship of students' reading motivation and reading achievement, (2) the relationship between metacognitive awareness and reading achievement, and (3) the combined contribution of reading motivation and metacognitive awareness to reading achievement among eleventh-grade students at SMAN 1 Sungai Lilin. Employing a quantitative correlational research design, The population for this research comprised 344 students enrolled in the eleventh grade from ten classes. Cluster random sampling was then applied to obtain a sample of 106 students. Data were gathered through the Motivation for Reading Questionnaire (MRQ), the Survey of Reading Strategies (SORS), and a reading achievement test. The obtained data were processed and analyzed using IBM SPSS Statistics version 25, which included descriptive statistics, Pearson product-moment correlation, partial correlation, and multiple regression. The findings showed that a positive relationship of moderate strength was associated with reading achievement (r = .600, p < .001), whereas metacognitive awareness demonstrated a strong positive relationship with reading achievement (r = .791, p < .001). In addition, the partial correlation analysis revealed a significant but weak positive association between reading motivation and metacognitive awareness after controlling for reading achievement (r = .304, p = .002). Reading motivation and metacognitive awareness explained 64.5% of the variation associated with reading achievement (R² =.645), according to the multiple regression analysis. These findings underscore the important roles of both reading motivation and metacognitive awareness in supporting students' reading achievement and suggest that both factors should be explicitly integrated into reading instruction to enhance students' reading performance

This study aims to analyze the effect of using gamification-based Quizizz as a digital assessment on the learning motivation and engagement of grade X Building Construction and Housing Engineering students in the Basic Building Construction and Housing Engineering course at SMKN 3 Surabaya. This research examines how Quizizz assessments integrated with gamification influence motivation and learning engagement among 10th-grade students majoring in Building and Housing Construction Engineering in the Basic of Building and Housing Construction Engineering course at SMKN 3 Surabaya. A quantitative experiment was conducted using a single-group pretest–posttest design, and all 33 students in the population participated through total sampling. Data were collected via a Likert scale questionnaire and observation sheets, then analyzed using the paired t-test, the Wilcoxon signed-rank test, effect size calculations, and N-Gain. The research findings indicate that Quizizz combined with gamification did not result in a significant change in students’ learning motivation (Sig. = 0.769 > 0.05; effect size = 0.05), but it significantly increased learning engagement (Sig. = 0.027 < 0.05; effect size = 0.384). Observational data support this, showing an engagement rate of 86.67% (classified as very high). Therefore, Quizizz-based gamification appears to be more suitable for enhancing engagement than motivation in technical vocational subjects. Gamification-based Quizizz has proven to be more effective in enhancing learning engagement than learning motivation in technical vocational subjects. Teachers are advised to combine Quizizz with additional strategies, such as linking the material to real-world construction work contexts, in order to foster students’ learning motivation more comprehensively.

This research aims to analyze and compare the effectiveness of authoritarian and democratic leadership styles in improving student discipline in schools. The method employed is a Systematic Literature Review (SLR) using content analysis of ten reputable scientific articles published within the last decade. The results demonstrate that authoritarian leadership tends to produce only instant and fragile compliance based on fear of punishment. Conversely, democratic leadership is proven to be significantly more effective in fostering sustainable discipline by building students' intrinsic awareness through persuasive communication, dialogue, and role modeling. This democratic-transformative pattern successfully cultivates independent, responsible, and emotionally mature student characters. Therefore, democratic leadership is recommended as the primary paradigm in modern educational management to create a conducive school ecosystem.

این پژوهش با هدف تحلیل و مقایسه اثربخشی سبک‌های رهبری استبدادی و دموکراتیک در بهبود نظم دانش‌آموزان در مدارس انجام شده است. روش مورد استفاده، مرور نظامند ادبیات (SLR) با تحلیل محتوای ده مقاله علمی معتبر منتشر شده در دهه اخیر است. نتایج نشان می‌دهد که رهبری استبدادی تمایل دارد تنها اطاعتی لحظه‌ای و شکننده مبتنی بر ترس از تنبیه ایجاد کند. در مقابل، رهبری دموکراتیک در پرورش نظم پایدار از طریق ایجاد آگاهی درونی دانش‌آموزان با استفاده از ارتباطات اقناعی، گفت‌وگو و الگوسازی، به‌طور قابل‌توجهی مؤثرتر ثابت شده است. این الگوی دموکراتیک-تبدیلی موفق به پرورش شخصیت دانش‌آموزانی مستقل، مسئول و از نظر عاطفی بالغ شده است. بنابراین، رهبری دموکراتیک به‌عنوان پارادایم اصلی در مدیریت آموزشی مدرن برای ایجاد اکوسیستم مطلوب مدرسه توصیه می‌شود.

Abstract. The article presents an analysis of the issue of low free-throw conversion rates in basketball, particularly among young players competing in Super League teams during their debut season. Purpose. The aim of the study is to analyze the efficiency of free-throw execution during competitive play among young Super League basketball players throughout the season. Material and Methods. Methods and materials: analysis of specialized scientific and methodological literature, analysis of competitive performance, and mathematical statistical methods. Results. An analysis of scientific and methodological literature confirmed that, despite modern approaches and training methods for basketball players, the issue of free-throw execution persists and requires ongoing attention from basketball specialists as well as researchers in biomechanics and sports psychology. Differences were identified in free-throw efficiency during competitive play between the experimental and control groups, both in terms of group averages and specific playing positions (guards, forwards, and centers). Unlike previous studies, our research focused on identifying the dynamics of free-throw efficiency throughout the season and the need to develop a methodology for improving the execution of this shot by young Super League basketball players; unlike their more experienced counterparts, these players are characterized by inconsistency and are more susceptible to psychological pressure from opposing fans. Conclusions. The research revealed differences in free-throw efficiency during competitive play between basketball players in the experimental group and those in the control group, both in terms of group averages and by playing position (guards, forwards, and centers).

In volleyball, as in other sports, special attention should be paid to the individual characteristics of the athlete. However, this is often neglected. Most problems arise when the selection criteria for a role are not a player’s personal qualities, but rather their technical and tactical skills (tallness, a strong dominant arm, etc.). Here, it’s not just the player’s skills that matter, but also how they present themselves as a person. Many personal qualities are determined by a person’s genetic code, which cannot be changed. The nervous system, temperament, and character play a crucial role in success in volleyball. Athletes’ activities during volleyball are subject to many specific characteristics inherent to the game. The fast pace, the variety and unexpectedness of game situations, the interaction with teammates, the intermittent pace, and other characteristics place mental demands on volleyball players that are markedly different from those placed on, for example, a gymnast during gymnastics exercises. A volleyball player must be able to quickly and accurately navigate changing conditions, instantly switch from one situation to another, and be prepared for any actions by teammates and opponents. The time constraints of fast-paced play place high demands on reaction time and decision-making. Two main types of neuropsychological resilience can be distinguished: players with an unstable nervous system and those with an inert nervous system. In the former case, a player may involuntarily change their mental state before an important game, sometimes becoming calm, sometimes excited. It is important to properly prepare such volleyball players. High-intensity and prolonged training before the game will help them focus and distract themselves from external stress. An athlete with this type of nervous system should focus on the technique and precision of the elements they perform. In the case of an inert nervous system, training should be focused on mental work. Before the game, a volleyball player should begin psychological preparation, which will consist of positive and negative mental stimulation based on the athlete’s personal experience. When working during training or warm-ups, it’s important to emphasize the athlete’s potential dangers.

The rapid proliferation of generative artificial intelligence in educational contexts has transformed how students encounter academic content, yet a fundamental question remains underexamined: Do English as a Foreign Language (EFL) learners possess the critical literacy competencies needed to evaluate AI-generated texts? This study investigated whether students in Morocco’s Classes Préparatoires aux Grandes Écoles (CPGE)—one of the nation’s most academically selective post-secondary programs—demonstrate readiness for AI-era literacy demands. We developed a diagnostic assessment instrument, the Critical Reading Diagnostic Assessment (CRDA), designed to mirror common characteristics of AI-generated academic content: a confident, authoritative tone, a logical structure with subtle gaps, claims requiring verification, and culturally embedded assumptions. Thirty first-year CPGE students (M age = 18.6 years) evaluated argumentative passages across five critical dimensions: argument identification, evidence evaluation, assumption recognition, multi-source synthesis, and source criticism. Metacognitive self-assessment data were also collected. Results revealed systematic evaluation failures across all dimensions, with mean accuracy rates of only 18–39% and large effect sizes confirming substantial deficits (d = 1.11–2.25). Metacognitive analysis showed that students overestimated their abilities by 11–38 percentage points across all dimensions, indicating profound self-assessment inaccuracies.

The aim of the study consists in the theoretical substantiation of the psychological preparation of basketball players before important matches and the identification of the most effective methods of regulating the psycho-emotional state of athletes. Research methods: theoretical analysis and generalisation of scientific and methodological literature. Research results. Analysis of scientific sources and practice of training basketball teams allows us to state that responsible matches are accompanied by significant psycho-emotional stress. It can be associated with the importance of the result, the level of the opponent, the expectations of the coach, partners and fans, as well as with previous experience of victories or defeats. One of the most common psychological states before a responsible game is pre-start anxiety. Its excessive level can negatively affect the accuracy of throws, speed of decision-making, coordination of movements and the ability to act in accordance with the tactical plan. At the same time, moderate mental stress can have a positive meaning, as it helps to mobilize forces, increase the activity and concentration of the athlete. An important result of the study is the statement that the psychological readiness of a basketball player is formed in the following main areas: the formation of self-confidence, the development of concentration, the use of breathing exercises and muscle relaxation, the use of mental rehearsal (imitation of competitive moments), the formation of team psychological readiness, the importance of the coach’s activities. Conclusions. Psychological preparation is an important component of the overall preparation of basketball players and directly affects the stability of their competitive activity. Before important matches, athletes may experience increased anxiety, emotional tension, lack of self-confidence, decreased concentration, and fear of making mistakes. The optimal mental state of a basketball player before the game involves a sufficient level of mobilization, emotional balance, self-confidence, concentration, and readiness for team interaction. The most effective methods of psychological preparation are breathing exercises, muscle relaxation, positive self-suggestion, mental rehearsal, modeling competitive situations, individual methods of preparing for the match, and team guidelines. Psychological preparation should be carried out systematically throughout the entire training process. Conducting it only on the eve of a critical match does not provide a sufficient level of psychological readiness.

Introduction: In children's football, attentional concentration is fundamental, as it allows for the selection of relevant stimuli and an effective response to the changing situations of the game. Objective: To evaluate the effects of a training program based on the Teaching Games for Understanding (TGfU) model on attentional concentration in football players aged 9 to 11 from the Santa Elena Cantonal Sports League. Method: A pre-experimental single-group design study was conducted, with pre-test and post-test measurements on 30 child football players. The d2 and Toulouse-Piéron tests, an observation guide, and the Wilcoxon signed-rank test were used. Results: The overall score of the d2 increased from 117 ± 16.3 to 139 ± 16.9, while the Toulouse-Piéron score increased from 152.40 ± 25.15 to 175.90 ± 25.86. The processed response times in the d2 increased from 366 ± 28.7 to 401 ± 31.7, and the number of errors in the Toulouse-Piéron decreased from 10.17 ± 3.40 to 7.07 ± 3.86. The differences between pre and post-test were statistically significant (p < 0.001). The expert evaluation showed a high level of agreement (W = 0.89; p < 0.001). Discussion: The results indicate that TGfU promotes attentional concentration through game situations that integrate perception, decision-making, and motor execution. Conclusion: The program generated improvements in the evaluated indicators and constitutes a structured pedagogical alternative for cognitive-motor training in formative football.

This study examined how executive functions and cognitive-linguistic skills relate to online lexical processing during sentence reading as a function of word frequency, word length, and concreteness in 171 first- and second-grade children. Executive functions (interference, verbal working memory, and fluency) and linguistic abilities (vocabulary, Rapid Automatized Naming, and phonological awareness) were assessed and linked to two oculomotor indices of word processing, namely First Fixation Duration (FFD) and Total Fixation Duration (TFD), computed for six lexical areas of interest, using descriptive analyses and regression models. Children processed high-frequency words more efficiently than low-frequency words in both FFD and TFD. Early efficiency was associated with fluency and phonological awareness (PA), whereas later efficiency was linked to interference control. Although long words descriptively elicited longer fixations, neither age nor cognitive and linguistic skills significantly predicted differences in FFD or TFD, suggesting that word length was not a reliable predictor of lexical processing efficiency in this task. No consistent advantage was found for concrete over abstract words. Abstract words imposed greater demands during the initial stages of processing (FFD), but these differences diminished in TFD and were not explained by cognitive or linguistic skills. Taken together, these findings provide preliminary evidence that lexical processing efficiency in emergent readers may depend more strongly on word familiarity and on cognitive and linguistic skills than on word length or concreteness, highlighting the interaction between stimulus properties and individual competencies in early reading. However, the findings should be interpreted with caution, as they are task-specific and based on limited item sampling, with only one item representing each lexical category.

This community service activity reports the implementation of a token economy technique to support attention during English-language learning at LKP Endemic, Warungjayeng, Nganjuk. The activity used a classroom-action-oriented plan–act–observe–reflect framework involving 12 learners. Attention was operationalized through 20 observable indicators grouped into seven dimensions: attention orientation, sustained attention, task engagement, response to instruction, active participation, distraction control, and self-regulation. The intervention combined immediate token delivery, behavior-specific verbal praise, token recording, exchange opportunities, and gradual fading. Descriptive results showed a group mean of 43.92/80 at pre-intervention, 56.08/80 in Cycle I, and 67.75/80 in Cycle II. The absolute increase from baseline to Cycle II was 23.83 points, corresponding to a relative increase of approximately 54.26% from baseline. The largest descriptive improvements were observed in response to instruction, active participation, distraction control, and self-regulation. Cycle I reflection identified the need for more consistent timing of token delivery, more explicit behavior-specific praise, and reduced dependence on external rewards; these changes informed Cycle II through selective token delivery and gradual fading. Because the activity involved a small group without a comparison condition, the findings should be interpreted as descriptive evidence of local implementation rather than as a causal estimate of effectiveness. The findings provide a practical framework for integrating behavioral reinforcement with English-learning activities in a non-formal learning setting.

Despite the recognized importance of youth participation in agricultural production for food security, Cash crop production and rural development, its engagement among youth in Tanzania remains remarkably low. In Badugu Ward, Bariadi District, for instance, only about 30% of youth participate in agricultural production despite abundant family land. This study explored the influence of land inheritance systems on youth participation in agricultural production in Badugu Ward, Bariadi District in Simiyu Region, Tanzania. Employing a qualitative research approach, the study focuses on the lived experiences of thirty (30) youth participants selected through purposive sampling. Data were collected through interviews, Focus Group Discussions and observation, analyzed thematically following Braun and Clarke's (2006) six-step framework. Findings reveal that decisions are heavily influenced by elders authority, clan norms and gendered inheritance practices, where the credibility of family elders and the rigidity of cultural norms significantly shape youth access to land. Notably, social pressures, particularly from elders and male family members, discourage youth, especially women, from claiming land. Recommendations emphasize enhancing community engagement through consistent communication, education initiatives, and leveraging peer testimonials to foster trust and mitigate uncertainty about land transfer. Overall, the study highlights the complexity of socio-cultural dynamics in agricultural land access and suggests that effective strategies for promoting youth participation must address these collective influences.

علی‌رغم اهمیت شناخته‌شده مشارکت جوانان در تولید کشاورزی برای امنیت غذایی، تولید محصولات زراعی پول‌ساز و توسعه روستایی، مشارکت جوانان در تانزانیا به‌طور قابل‌توجهی پایین است. برای نمونه، در واد بدوگو، منطقه باریادی، تنها حدود ۳۰٪ از جوانان در تولید کشاورزی مشارکت دارند، با وجود زمین‌های خانوادگی فراوان. این پژوهش تأثیر سیستم‌های ارث‌بری زمین بر مشارکت جوانان در تولید کشاورزی را در واد بدوگو، منطقه باریادی، در منطقه سیمییو، تانزانیا بررسی کرد. این مطالعه با به‌کارگیری رویکرد پژوهش کیفی، بر تجربیات زیسته سی (۳۰) شرکت‌کننده جوان که از طریق نمونه‌گیری هدفمند انتخاب شده‌اند، تمرکز دارد. داده‌ها از طریق مصاحبه، بحث‌های گروهی متمرکز و مشاهده جمع‌آوری و با دنبال کردن چارچوب شش‌مرحله‌ای براون و کلارک (۲۰۰۶) به‌صورت تماتیک تحلیل شدند. یافته‌ها نشان می‌دهد که تصمیم‌گیری‌ها به‌شدت تحت تأثیر اقتدار بزرگان، هنج‌های قومی و شیوه‌های ارث‌بری جنسیت‌محور است، جایی که اعتبار بزرگان خانواده و انعطاف‌ناپذیری هنج‌های فرهنگی به‌طور قابل‌توجهی دسترسی جوانان به زمین را شکل می‌دهند. به‌طور قابل‌توجهی، فشارهای اجتماعی، به‌ویژه از سوی بزرگان و اعضای مرد خانواده، از جوانان، به‌ویژه زنان، برای مطالبه زمین باز می‌دارد. توصیه‌ها بر افزایش مشارکت جامعه از طریق ارتباطات مستمر، ابتکارات آموزشی و بهره‌گیری از گواهی‌های همتایان برای تقویت اعتماد و کاهش عدم قطعیت درباره انتقال زمین تأکید دارند. در مجموع، این مطالعه پیچیدگی پویایی‌های اجتماعی-فرهنگی در دسترسی به زمین‌های کشاورزی را برجسته می‌کند و پیشنهاد می‌دهد که راهبردهای مؤثر برای ترویج مشارکت جوانان باید این تأثیرات جمعی را مورد توجه قرار دهد.

Introduction Anticipating an opponent's actions is central to performance in team sports such as soccer, where a player must select the correct response within a fraction of a second. Perceptual-cognitive expertise in anticipation is well documented, but standard measures (response time, accuracy, or option choice) capture only the discrete response produced at a single moment and leave the preparatory processing that precedes it unobserved. Building on evidence that hand and cursor movements reveal cognition as it unfolds, the present study examined, as a proof of concept, whether continuous cursor tracking can read out the pre-response preparatory state in a sports anticipation task. Methods Twelve skilled soccer players and twelve novices watched soccer pass-course clips and anticipated which teammate would receive the ball by moving a cursor; the video was stopped at the final frame (the moment a response was required), and the same clips were repeated across three blocks. Two continuous measures were defined: the cursor's Euclidean distance to the correct receiver at response onset (a spatial index of where the participant was poised) and the increase in cursor velocity in the window immediately before response onset (a temporal index of the movement toward the response). Results Compared with novices, skilled players anticipated more accurately, were poised closer to the correct receiver, and showed a larger velocity increase; control analyses argued against the velocity difference being a by-product of the total amount of movement. In an exploratory analysis, the positional difference emerged across repeated presentations of the same clips and was largest in the final block. In addition, the velocity difference was already present in the first presentation, and no significant change across repeated presentations was detected. Discussion The pre-response preparatory state is observed in both a spatial aspect (where one is poised) and a temporal aspect (how one moves toward the response). Because in basic reaching research the position and the velocity of movement index different aspects of decision-making, capturing both under a single continuous measure (which discrete responses cannot) provides a basis for measuring the decision-making processes that underlie anticipation in sport.

This study examined whether an 8-week progressive temporal-occlusion training program improves early anticipation of forehand drop-shot direction in badminton. Seventy-eight university students with systematic badminton training experience were randomly assigned to a progressive temporal-occlusion group, a full-information active-control group, or a regular-activity control group ( n = 26 per group); 72 completed both pretest and posttest. The two video-training groups trained twice weekly for 8 weeks. Anticipation was assessed at four occlusion points: 80 ms before racket–shuttle contact, 40 ms before contact, at contact, and 40 ms after contact. Shot-direction anticipation accuracy was the primary performance measure, and correct-response reaction time (RT) was the secondary measure. Data were analyzed using mixed repeated-measures ANOVA, planned comparisons, and trial-level sensitivity analyses. Accuracy showed a significant group × test-session interaction ( p < 0.001), whereas the group × test-session × occlusion-point interaction was not significant ( p = 0.185). Relative to the active-control group, the progressive group showed larger accuracy gains at 40 ms before contact and at contact (Holm-adjusted p = 0.048 and 0.009, respectively). For correct-response RT, the three-way interaction was significant ( p < 0.001), with larger reductions in the progressive group at 80 ms before contact, 40 ms before contact, and at contact (all Holm-adjusted p = 0.013). Thus, the progressive temporal-occlusion training program produced additional improvements in selected anticipation measures beyond those obtained with dose-matched full-information video practice. The additional accuracy gains were observed at 40 ms before contact and at contact, whereas additional RT reductions extended from 80 ms before contact to contact. Because the three-way interaction for accuracy was not significant, the apparent temporal specificity of the accuracy gains should be interpreted cautiously.

Introduction Information and communication technologies, including wearable sensors, offer accessible and ecological ways to support psychological processes underpinning technical practice in sport, such as the regulation of attention, arousal and mental load. The aim of this exploratory study is to examine whether heart rate (HR) and physical activity (PA), recorded with a chest-worn wearable, can serve as a potential, indirect correlate of the mental load experienced during golf putting training. Two research questions were of interest: (i) Do pre-shot HR and PA differ between made and missed putts? (ii) Do pre-shot HR and PA differ following a made compared with a missed putt? Methods Seven youth golfing athletes (13–16 years old; handicap (hcp) index < 12) performed a putting training exercise in which the goal was to score five consecutive putts from 3-metre distance to the hole. HR and PA were recorded continuously and matched with putting performance using video footage. Pre-shot HR and PA were taken as the mean over the 5 s before ball contact. Because the putts are nested within sessions and athletes, the analyses combine within-athlete non-parametric tests, corrected for multiple comparisons and reported with effect sizes, with linear mixed-effects models treating athlete and session as random effects. Results Pre-shot HR and PA do not differ significantly between made and missed putts (mixed-model estimate for HR: +0.09 bpm, 95% CI [−0.46, 0.64]; p = 0.76). However, pre-shot HR is higher following a made putt and lower following a missed one (+5.08 bpm, 95% CI [4.54, 5.62]; p < 0.001), an association that persists after adjusting for the pre-shot HR of the preceding putt. PA shows the opposite trend. Discussion Because no subjective ratings of mental load, arousal or affect were collected, mental load remains one plausible interpretation of this pattern rather than an established one. Pending validation against such measures, the approach could offer coaches and athletes an exploratory starting point for conversations about how training situations are experienced, and illustrates how continuous monitoring of HR may provide a potential indirect correlate of mental load in youth golfers.

Sleep quality is fundamental to college students’ physical and psychological health and academic functioning. Amid increasing digitalization and stress, sleep problems remain prevalent among college students. Previous research has shown that physical activity, cognitive processing styles, and behavioral regulation patterns are associated with sleep outcomes, but these variables have often been examined separately, with limited attention to their integrated association structure. Based on cross-sectional survey data, this study used latent-variable structural equation modeling to examine the sequential indirect association pattern among physical activity, negative attentional bias, bedtime procrastination, and sleep quality. Using cluster sampling, data were collected from 921 college students from four universities in East China (439 males, 482 females; M_age = 20.34, SD = 1.59). Measures included the Physical Activity Rating Scale (PARS-3), Negative Attentional Bias Scale, Bedtime Procrastination Scale, and Pittsburgh Sleep Quality Index (PSQI). Structural equation modeling and bootstrap methods examined indirect associations. Results indicated that physical activity was significantly associated with lower PSQI scores, indicating better sleep quality (B_total = −0.072, β _total = −0.440, p < 0.001). Negative attentional bias and bedtime procrastination both showed significant partial indirect associations. The simple indirect associations through negative attentional bias and bedtime procrastination accounted for 20.8 and 15.3% of the total association, respectively. The sequential indirect association “physical activity → negative attentional bias → bedtime procrastination → sleep quality” was also significant, although its proportion was relatively small (4.2%). Overall, the total indirect association accounted for 40.3% of the total association. Multi-group structural analysis indicated that the association structure was broadly comparable across gender groups, although associations involving bedtime procrastination appeared stronger among female students. By integrating cognitive processing and behavioral regulation perspectives, this study provides a more integrative view of the association between physical activity and sleep quality. The findings suggest that college students’ sleep problems may be embedded within a broader system of health behaviors and psychological processes. Given the cross-sectional design, future longitudinal or experimental studies should examine the dynamic associations among these variables.