Shahid Beheshti University Applied Psychology 2008-4331 19 2 2025 08 09 Belief in a Dangerous World and Emotions During COVID-19 Pandemic: the Mediating Role of Conspiracy Beliefs and Trust In Authority Belief in a Dangerous World and Emotions During COVID-19 Pandemic: the Mediating Role of Conspiracy Beliefs and Trust In Authority 9 33 104100 10.48308/apsy.2023.232763.1528 FA Pegah Nejat Department of Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran 0000-0003-1410-9720 Ahmad Asgarizadeh Department of Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran 0000-0001-8431-0548 Maryam Vafaei Sefti Department of Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran 0009-0005-7493-8290 Sareh Rezazadeh Mirsadeghi Department of Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran 0009-0007-3245-1577 Journal Article Aim: Belief in a dangerous world (BDW) is a chronic belief that the world is threatening. This study aimed to test the role of this belief in shaping emotional experiences during the COVID-19 pandemic, as mediated by conspiracy beliefs and trust in the COVID-19 management committee. Method: Participants in this correlational study were 431 individuals (71% female; mean age = 33.7 years) who completed the BDW scale, COVID-19 conspiracy belief scale, trust in the COVID-19 management committee, and measures of positive and negative emotions. Structural equation modeling was used to test the mediating effects. Results: Cronbach’s alpha for the BDW scale was satisfactory (.80). Item 9 was excluded due to low factor loading. BDW negatively predicted positive emotions and positively predicted negative emotions (p < .05). Conspiracy beliefs and trust in authority significantly mediated the relationship between BDW and negative emotions but not positive emotions. Conclusion: The findings supported the role of BDW in shaping perceptions and emotions during the pandemic. The stronger prediction of negative emotions highlights the influence of different psychological mechanisms. Aim: Belief in a dangerous world (BDW) is a chronic belief that the world is threatening. This study aimed to test the role of this belief in shaping emotional experiences during the COVID-19 pandemic, as mediated by conspiracy beliefs and trust in the COVID-19 management committee. Method: Participants in this correlational study were 431 individuals (71% female; mean age = 33.7 years) who completed the BDW scale, COVID-19 conspiracy belief scale, trust in the COVID-19 management committee, and measures of positive and negative emotions. Structural equation modeling was used to test the mediating effects. Results: Cronbach’s alpha for the BDW scale was satisfactory (.80). Item 9 was excluded due to low factor loading. BDW negatively predicted positive emotions and positively predicted negative emotions (p < .05). Conspiracy beliefs and trust in authority significantly mediated the relationship between BDW and negative emotions but not positive emotions. Conclusion: The findings supported the role of BDW in shaping perceptions and emotions during the pandemic. The stronger prediction of negative emotions highlights the influence of different psychological mechanisms.

https://apsy.sbu.ac.ir/article_104100_342451f755e38442c7e0f68be2fa6f24.pdf

Shahid Beheshti University Applied Psychology 2008-4331 19 2 2025 06 22 The Experience of Emotional Cutoff from the Perspective of Adult Female Children: A Qualitative Study The Experience of Emotional Cutoff from the Perspective of Adult Female Children: A Qualitative Study 34 57 104274 10.48308/apsy.2024.234153.1592 FA Hossein Pourshahriar Assistant Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran. 0000-0001-8323-191X Samin Baharshanjani Ph.D. Student in Psychology, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran 0000-0002-1674-7446 Marziyeh Dindoost Ph.D. Student in Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. 0000-0001-8104-7051 Journal Article 2023 12 18 Aim: This study aimed to explore the lived experiences of adult female children who experienced emotional cutoff from their families. Method: Using a descriptive phenomenological approach, 15 women aged 18–25 (M = 21.5) were selected through purposive and snowball sampling. Participants were screened using the emotional cutoff subscale of the Self-Differentiation Questionnaire (Skowron & Friedlander, 1988) and interviewed using a semi-structured format. Colaizzi's (1969) seven-step method was applied for analysis. Results: Five major themes emerged: (1) practical factors behind emotional cutoff, (2) difficulties in implementation, (3) psychological injuries, (4) adjustment to emotional cutoff, and (5) developmental aspects of emotional separation. Conclusion: Women who experience emotional cutoff face serious psychological challenges. The findings suggest the need for tailored support systems for these individuals and their families. Aim: This study aimed to explore the lived experiences of adult female children who experienced emotional cutoff from their families. Method: Using a descriptive phenomenological approach, 15 women aged 18–25 (M = 21.5) were selected through purposive and snowball sampling. Participants were screened using the emotional cutoff subscale of the Self-Differentiation Questionnaire (Skowron & Friedlander, 1988) and interviewed using a semi-structured format. Colaizzi's (1969) seven-step method was applied for analysis. Results: Five major themes emerged: (1) practical factors behind emotional cutoff, (2) difficulties in implementation, (3) psychological injuries, (4) adjustment to emotional cutoff, and (5) developmental aspects of emotional separation. Conclusion: Women who experience emotional cutoff face serious psychological challenges. The findings suggest the need for tailored support systems for these individuals and their families.

https://apsy.sbu.ac.ir/article_104274_c72582b5c2a36558fb888348c110cca4.pdf

Shahid Beheshti University Applied Psychology 2008-4331 19 2 2025 06 22 The Effect of Infra Low Frequency Neurofeedback on Improving Shifting Attention in High-Functioning Autistic Children The Effect of Infra Low Frequency Neurofeedback on Improving Shifting Attention in High-Functioning Autistic Children 58 79 105220 10.48308/apsy.2024.236662.1697 FA Sara Rezaei Aliabad Ph.D. candidate in Cognitive Psychology, Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran. 0009-0006-1313-0586 Hamid Reza Pouretemad Professor, Department of Psychology, Shahid Beheshti University, Tehran, Iran. 0000-0003-1190-119X Reza Khosrowabadi Assistant Professor, Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran. 0000-0002-6282-9389 Journal Article 2024 08 21 Aim: This study investigated the effect of Infra-Low Frequency (ILF) neurofeedback on shifting attention in children with high-functioning autism (HFA), assessed using the Shifting Attention Task (SAT). Method: A true experimental pretest-posttest design was conducted with 8 boys aged 4–8, selected via convenience sampling from Tehran Autism Center. The SAT was administered across four stages: two pretests, a posttest, and follow-up, following a one-month acclimatization period. Data were analyzed using repeated measures ANOVA and Bonferroni tests. Results: ILF neurofeedback significantly improved SAT performance (p < 0.01), with effects remaining stable at follow-up (effect size = 0.95). Conclusion: ILF neurofeedback may effectively improve attentional shifting in children with HFA. Larger sample studies are needed to confirm the findings and assess real-world applicability. Aim: This study investigated the effect of Infra-Low Frequency (ILF) neurofeedback on shifting attention in children with high-functioning autism (HFA), assessed using the Shifting Attention Task (SAT). Method: A true experimental pretest-posttest design was conducted with 8 boys aged 4–8, selected via convenience sampling from Tehran Autism Center. The SAT was administered across four stages: two pretests, a posttest, and follow-up, following a one-month acclimatization period. Data were analyzed using repeated measures ANOVA and Bonferroni tests. Results: ILF neurofeedback significantly improved SAT performance (p < 0.01), with effects remaining stable at follow-up (effect size = 0.95). Conclusion: ILF neurofeedback may effectively improve attentional shifting in children with HFA. Larger sample studies are needed to confirm the findings and assess real-world applicability.

https://apsy.sbu.ac.ir/article_105220_167ba65315751a58e7d1e994b55d0dcf.pdf

Shahid Beheshti University Applied Psychology 2008-4331 19 2 2025 06 22 The Effectiveness of Schema-Based Parenting on Parental Acceptance and Fatigue in Mothers of Students with Intellectual Disability The Effectiveness of Schema-Based Parenting on Parental Acceptance and Fatigue in Mothers of Students with Intellectual Disability 80 102 105625 10.48308/apsy.2025.237931.1742 FA Seyyedeh Somayyeh Jalil-Abkenar Department of Psychology and Counseling, Farhangian University, Tehran, Iran 0000-0003-0496-8273 Journal Article 2024 12 14 Aim: This study examined the effectiveness of schema-based parenting on parental acceptance and fatigue in mothers of students with intellectual disabilities. Method: A quasi-experimental pretest-posttest-follow-up design was conducted with 30 mothers in Isfahan, randomly assigned to experimental and control groups (n = 15 each). The experimental group received 12 sessions of schema-based parenting training (Louis & Louis, 2017). Assessments included the Parental Acceptance Scale (Porter, 1954) and the Multidimensional Fatigue Inventory (Smets et al., 1995). Data were analyzed using mixed ANOVA. Results: Significant improvements in acceptance and reductions in fatigue were found in the experimental group compared to the control group (p = 0.001), with stable effects at follow-up (p > 0.05). Conclusion: Schema-based parenting training effectively enhances acceptance and reduces fatigue in mothers of children with intellectual disabilities. Aim: This study examined the effectiveness of schema-based parenting on parental acceptance and fatigue in mothers of students with intellectual disabilities. Method: A quasi-experimental pretest-posttest-follow-up design was conducted with 30 mothers in Isfahan, randomly assigned to experimental and control groups (n = 15 each). The experimental group received 12 sessions of schema-based parenting training (Louis & Louis, 2017). Assessments included the Parental Acceptance Scale (Porter, 1954) and the Multidimensional Fatigue Inventory (Smets et al., 1995). Data were analyzed using mixed ANOVA. Results: Significant improvements in acceptance and reductions in fatigue were found in the experimental group compared to the control group (p = 0.001), with stable effects at follow-up (p > 0.05). Conclusion: Schema-based parenting training effectively enhances acceptance and reduces fatigue in mothers of children with intellectual disabilities.

https://apsy.sbu.ac.ir/article_105625_a8c01c8295f6913d5a3fbda102f1523e.pdf

Shahid Beheshti University Applied Psychology 2008-4331 19 2 2025 06 22 Effect of a Phonological Working Memory Reading Program on Phonological Awareness in Dyslexic Children Effect of a Phonological Working Memory Reading Program on Phonological Awareness in Dyslexic Children 103 126 105677 10.48308/apsy.2025.237763.1732 FA Elmira Mosafer M.A. in Psychology and Education of Exceptional Children, Shiraz University, Shiraz, Iran. 0009-0001-2839-3817 Somayeh Sadat Sadati Firoozabadi Assistant Professor, Department of Special Education, Shiraz University, Shiraz, Iran. 0000-0002-3050-2410 Journal Article 2024 11 29 Aim: This study aimed to assess the effectiveness of a reading intervention based on phonological working memory (phonological loop) in enhancing phonological awareness in children with dyslexia. Method: A quasi-experimental pretest-posttest-follow-up design was conducted with 40 students (grades 1–3) in Isfahan, randomly assigned to experimental and control groups. The intervention included 8 sessions. Instruments included the Reading Disorder Diagnostic Test (Karami, 2019), Raven’s Matrices (1938), and Phonological Awareness Test (Soleimani et al., 2005). Results: ANCOVA showed significant improvement in phonological awareness in the experimental group (p < 0.05). No such change was found in the control group. Conclusion: Phonological working memory-based reading programs are effective in improving phonological awareness in dyslexic children. Aim: This study aimed to assess the effectiveness of a reading intervention based on phonological working memory (phonological loop) in enhancing phonological awareness in children with dyslexia. Method: A quasi-experimental pretest-posttest-follow-up design was conducted with 40 students (grades 1–3) in Isfahan, randomly assigned to experimental and control groups. The intervention included 8 sessions. Instruments included the Reading Disorder Diagnostic Test (Karami, 2019), Raven’s Matrices (1938), and Phonological Awareness Test (Soleimani et al., 2005). Results: ANCOVA showed significant improvement in phonological awareness in the experimental group (p < 0.05). No such change was found in the control group. Conclusion: Phonological working memory-based reading programs are effective in improving phonological awareness in dyslexic children.

https://apsy.sbu.ac.ir/article_105677_f8ed0421db48c9e8f95b6907112b3e53.pdf

Shahid Beheshti University Applied Psychology 2008-4331 19 2 2025 06 22 Psychometric Evaluation of the Artificial Intelligence User Self-Efficacy Scale in the Iranian Population Psychometric Evaluation of the Artificial Intelligence User Self-Efficacy Scale in the Iranian Population 127 149 105687 10.48308/apsy.2025.238117.1749 FA Esmaeil Sadri Damirchi Professor of Counseling, University of Mohaghegh Ardabili, Ardabil, Iran. 0000-0003-0568-052X Maryam Ghahremanloo PhD student in Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. 0000-0002-3555-4332 Saeed Khakdal Gojebagloo Ph.D. Student in Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. 0000-0001-6771-5455 Journal Article 2024 12 28 Aim: This study aimed to evaluate the psychometric properties of the Artificial Intelligence User Self-Efficacy Scale in an Iranian adult sample. Method: Using a descriptive survey design, 340 adults (137 men, 203 women) aged over 20 with basic AI and computer knowledge were selected via convenience sampling in 2024. Instruments included the AI User Self-Efficacy Scale, Questionnaire of AI Use Motives (QAIUM), and the Attitudes Toward AI Scale – Short Form (ATAI). Results: Confirmatory factor analysis supported four dimensions: assistance, anthropomorphic interaction, comfort with AI, and technological skills. Significant positive correlations with QAIUM and ATAI (acceptance subscale) and a negative correlation with the fear of AI subscale confirmed concurrent validity. Reliability (Cronbach’s alpha) ranged from 0.83 to 0.96. Conclusion: The scale demonstrates strong psychometric properties in the Iranian population and may support educational and organizational AI adoption. Aim: This study aimed to evaluate the psychometric properties of the Artificial Intelligence User Self-Efficacy Scale in an Iranian adult sample. Method: Using a descriptive survey design, 340 adults (137 men, 203 women) aged over 20 with basic AI and computer knowledge were selected via convenience sampling in 2024. Instruments included the AI User Self-Efficacy Scale, Questionnaire of AI Use Motives (QAIUM), and the Attitudes Toward AI Scale – Short Form (ATAI). Results: Confirmatory factor analysis supported four dimensions: assistance, anthropomorphic interaction, comfort with AI, and technological skills. Significant positive correlations with QAIUM and ATAI (acceptance subscale) and a negative correlation with the fear of AI subscale confirmed concurrent validity. Reliability (Cronbach’s alpha) ranged from 0.83 to 0.96. Conclusion: The scale demonstrates strong psychometric properties in the Iranian population and may support educational and organizational AI adoption.

https://apsy.sbu.ac.ir/article_105687_da54417610906be4ef1e211af8a7ba76.pdf

Shahid Beheshti University Applied Psychology 2008-4331 19 2 2025 08 09 Modeling of the Body Dysmorphic based on Body Image and Fear of Negative Evaluation with Mediating Role of Self-Esteem Modeling of the Body Dysmorphic based on Body Image and Fear of Negative Evaluation with Mediating Role of Self-Esteem 150 173 105688 10.48308/apsy.2025.237969.1744 FA Mahboobe Esmikhan M.A Student in Psychology, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran. 0009-0003-5839-9026 Mohammad Reza Tamannaifar Associate Professor, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran. 0000-0003-0858-7216 Journal Article Aim: This study aimed to model body dysmorphic disorder (BDD) based on body image concern and fear of negative evaluation, with self-esteem as a mediating variable in women with breast cancer. Method: This descriptive-correlational study included 300 women with breast cancer in Tehran (autumn 2024), selected via convenience sampling. Instruments included the Body Dysmorphic Disorder Scale (Hanley et al., 2020), Body Image Concern Inventory (Littleton et al., 2005), Brief Fear of Negative Evaluation Scale (Leary, 1983), and Rosenberg Self-Esteem Scale (1989). Data were analyzed using Pearson correlation and structural equation modeling. Results: All direct effects were significant. Self-esteem significantly mediated the relationships between body image concern and fear of negative evaluation with BDD. The final model showed a good fit. Conclusion: Addressing body image, fear of evaluation, and self-esteem may help explain and reduce BDD symptoms in women with breast cancer, with implications for clinical interventions. Aim: This study aimed to model body dysmorphic disorder (BDD) based on body image concern and fear of negative evaluation, with self-esteem as a mediating variable in women with breast cancer. Method: This descriptive-correlational study included 300 women with breast cancer in Tehran (autumn 2024), selected via convenience sampling. Instruments included the Body Dysmorphic Disorder Scale (Hanley et al., 2020), Body Image Concern Inventory (Littleton et al., 2005), Brief Fear of Negative Evaluation Scale (Leary, 1983), and Rosenberg Self-Esteem Scale (1989). Data were analyzed using Pearson correlation and structural equation modeling. Results: All direct effects were significant. Self-esteem significantly mediated the relationships between body image concern and fear of negative evaluation with BDD. The final model showed a good fit. Conclusion: Addressing body image, fear of evaluation, and self-esteem may help explain and reduce BDD symptoms in women with breast cancer, with implications for clinical interventions.

https://apsy.sbu.ac.ir/article_105688_7a919fb3b62fe2deeb712cb4e0e9febc.pdf

Shahid Beheshti University Applied Psychology 2008-4331 19 2 2025 08 09 Investigating The Psychometric Properties of The Situational Judgment Test for Assessing Employees' Job Competency Investigating The Psychometric Properties of The Situational Judgment Test for Assessing Employees' Job Competency 174 193 105691 10.48308/apsy.2025.237987.1745 FA Abolfazl Ghadami Ph.D. Student, Faculty of Assessment and Measurement Allameh Tabataba'i University, Tehran, Iran. 0000-0003-4973-4980 Enayatollah Zamanpour Assistant Prof, Faculty of Assessment and Measurement Allameh Tabataba'i University, Tehran, Iran. 0000-0003-3151-7283 Jalil Younesi Associate Prof, Faculty of Assessment and Measurement Allameh Tabataba'i University, Tehran, Iran. 0000-0002-9619-1600 Mehdi Zarea Bahramabadi Associate Prof, Faculty of Counseling, Allameh Tabataba'i University, Tehran, Iran. 0000-0003-0632-2142 Journal Article Aim: This study aimed to assess the psychometric properties of a situational judgment test (SJT) designed to evaluate job-related competencies among employees. Method: This applied, instrument-development study was conducted with 300 private-sector employees in Iran, selected via convenience sampling. A researcher-developed SJT assessed competencies like responsibility and communication. Analyses included Cronbach’s alpha for reliability, item difficulty/discrimination indices, and confirmatory factor analysis using SPSS-23, LISREL 8.8, and Jmetrik V4.0.5. Results: The SJT demonstrated good reliability and validity. Normative scores were developed for the target population. Conclusion: The SJT is a reliable and valid tool for identifying behavioral competencies and is recommended for primary and secondary screening in employee selection. Aim: This study aimed to assess the psychometric properties of a situational judgment test (SJT) designed to evaluate job-related competencies among employees. Method: This applied, instrument-development study was conducted with 300 private-sector employees in Iran, selected via convenience sampling. A researcher-developed SJT assessed competencies like responsibility and communication. Analyses included Cronbach’s alpha for reliability, item difficulty/discrimination indices, and confirmatory factor analysis using SPSS-23, LISREL 8.8, and Jmetrik V4.0.5. Results: The SJT demonstrated good reliability and validity. Normative scores were developed for the target population. Conclusion: The SJT is a reliable and valid tool for identifying behavioral competencies and is recommended for primary and secondary screening in employee selection.

https://apsy.sbu.ac.ir/article_105691_dcb8d9bb26d808c4bfae00a671048ec8.pdf

Shahid Beheshti University Applied Psychology 2008-4331 19 2 2025 08 09 Effect of expected efficacy and reward value in exerting cognitive control Effect of expected efficacy and reward value in exerting cognitive control 194 216 105803 10.48308/apsy.2025.238243.1756 FA Mostafa Toobaei Ph.D. in Clinical Psychology, Faculty of Education and Psychology, Shiraz University, Fars, Iran. 0000-0003-3567-6660 Mohammadreza Taghavi Professor, Department of Clinical Psychology, Faculty of Education and Psychology, Shiraz University, Fars, Iran. 0000-0003-1818-3397 Laura Jobson Associate Professor, School of Psychological Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia. 0000-0002-1534-897X Journal Article Aim: This study investigated the role of efficacy and reward value, as described in the Expected Value of Control (EVC) model, in predicting cognitive control in a healthy Iranian sample. Method: A within-subject quasi-experimental design was used. Thirty-one participants were selected via convenience sampling and screened using SCID-V-RV, Ishihara color test, and GHQ-12. Participants completed a Color-Word Stroop task with reward and efficacy cues. Results: ANOVA showed significant main effects of efficacy and reward, and an interaction effect for reaction time. A significant efficacy effect was found for accuracy, but other effects for accuracy were not significant. Conclusion: Efficacy and reward value enhance cognitive control individually and jointly. These results are discussed in light of prior research and theoretical models. Aim: This study investigated the role of efficacy and reward value, as described in the Expected Value of Control (EVC) model, in predicting cognitive control in a healthy Iranian sample. Method: A within-subject quasi-experimental design was used. Thirty-one participants were selected via convenience sampling and screened using SCID-V-RV, Ishihara color test, and GHQ-12. Participants completed a Color-Word Stroop task with reward and efficacy cues. Results: ANOVA showed significant main effects of efficacy and reward, and an interaction effect for reaction time. A significant efficacy effect was found for accuracy, but other effects for accuracy were not significant. Conclusion: Efficacy and reward value enhance cognitive control individually and jointly. These results are discussed in light of prior research and theoretical models.

https://apsy.sbu.ac.ir/article_105803_24746ac5a48e8a4f39b11cf8e22e39f3.pdf

Shahid Beheshti University Applied Psychology 2008-4331 19 2 2025 06 22 Program for Executive Function Training: Development and Preliminary Evaluation of Effectiveness in Students Program for Executive Function Training: Development and Preliminary Evaluation of Effectiveness in Students 217 236 105802 10.48308/apsy.2025.237827.1736 FA Azin Sarraj Khorrami Ph.D. Candidate in Educational Psychology, Shahid Beheshti University, Tehran, Iran. Jalil Fathabadi Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Science, Shahid Beheshti University, Tehran, Iran. 0000-0002-5667-857X Vahid Nejati Professor, Department of Cognitive Neuroscience (Brain and Cognition), Shahid Beheshti University. 0000-0003-3230-8563 Journal Article 2024 12 04 Aim: Executive function training is one of the main goals of different educational and therapeutic approaches. This study aimed to design and evaluate the effectiveness of an executive functions training program. Method: The study employed a pre-test and post-test design with a control group. The sample consisted of 32 female middle school students in Tehran, selected through convenience sampling and randomly assigned to either the experimental or control group. The experimental group participated in the "Enhancing Executive Strategies" program, developed using the intervention mapping method, over ten one-hour sessions. The control group received no intervention. All participants were assessed at two-time points, pre-test and post-test, using the Sustained Attention Test, Trail Making Test, Span Tests and the Missionaries and Cannibals problem-solving test. Data analysis compared pre- to post-test score changes between groups using an independent t-test. Results: The program significantly improved sustained attention and problem-solving skills in typically developing students (p < 0.05). However, this significance was not seen in the digit span and trail-making tasks (p > 0.05). Conclusion: These findings suggest that the "Enhancing Executive Strategies" program is an effective school-based intervention for improving students' cognitive functions, leading to enhanced academic and everyday performance. Aim: Executive function training is one of the main goals of different educational and therapeutic approaches. This study aimed to design and evaluate the effectiveness of an executive functions training program. Method: The study employed a pre-test and post-test design with a control group. The sample consisted of 32 female middle school students in Tehran, selected through convenience sampling and randomly assigned to either the experimental or control group. The experimental group participated in the "Enhancing Executive Strategies" program, developed using the intervention mapping method, over ten one-hour sessions. The control group received no intervention. All participants were assessed at two-time points, pre-test and post-test, using the Sustained Attention Test, Trail Making Test, Span Tests and the Missionaries and Cannibals problem-solving test. Data analysis compared pre- to post-test score changes between groups using an independent t-test. Results: The program significantly improved sustained attention and problem-solving skills in typically developing students (p < 0.05). However, this significance was not seen in the digit span and trail-making tasks (p > 0.05). Conclusion: These findings suggest that the "Enhancing Executive Strategies" program is an effective school-based intervention for improving students' cognitive functions, leading to enhanced academic and everyday performance.

https://apsy.sbu.ac.ir/article_105802_a03da9e4fb637ae5d0c4981d7859d5b6.pdf