Advanced Journal of Management, Humanity and Social Science

Abstract In recent years, Attention Deficit Hyperactivity Disorder (ADHD) has become one of the major educational challenges in elementary schools. This disorder, characterized by symptoms such as restlessness, excessive talking, lack of concentration, and impulsive behaviors, often leads to academic decline, classroom disruption, and dissatisfaction among parents and teachers. Despite the availability of conventional treatment methods, the use of Islamic psychological principles as a culturally grounded approach has been rarely explored. The present study aimed to examine the effectiveness of Islamic psychology in reducing ADHD symptoms in a fourth-grade elementary student. Using an action research approach based on the Contradiction Table Model, behavioral gaps between the current and desired states were analyzed. Data were collected through participatory observation, interviews with the student’s parents and teacher, and the standardized Conners’ Rating Scale. A series of educational interventions rooted in Islamic psychology were implemented, including focused prayer training, calming dhikr (remembrance of God), Quranic storytelling emphasizing patience and self-control, assigning ethical responsibilities, daily planning with parental involvement, and anger management techniques inspired by religious teachings. The results showed a significant reduction in ADHD symptoms, improved concentration, enhanced social interactions, and increased satisfaction among both parents and the teacher. This study demonstrates that integrating religious values with educational strategies can serve as a complementary and applicable model in Islamic educational environments, playing an effective role in promoting mental health and behavioral regulation among children.

Abstract In recent years, Attention Deficit Hyperactivity Disorder (ADHD) has become one of the major educational challenges in elementary schools. This disorder, characterized by symptoms such as restlessness, excessive talking, lack of concentration, and impulsive behaviors, often leads to academic decline, classroom disruption, and dissatisfaction among parents and teachers. Despite the availability of conventional treatment methods, the use of Islamic psychological principles as a culturally grounded approach has been rarely explored. The present study aimed to examine the effectiveness of Islamic psychology in reducing ADHD symptoms in a fourth-grade elementary student. Using an action research approach based on the Contradiction Table Model, behavioral gaps between the current and desired states were analyzed. Data were collected through participatory observation, interviews with the student’s parents and teacher, and the standardized Conners’ Rating Scale. A series of educational interventions rooted in Islamic psychology were implemented, including focused prayer training, calming dhikr (remembrance of God), Quranic storytelling emphasizing patience and self-control, assigning ethical responsibilities, daily planning with parental involvement, and anger management techniques inspired by religious teachings. The results showed a significant reduction in ADHD symptoms, improved concentration, enhanced social interactions, and increased satisfaction among both parents and the teacher. This study demonstrates that integrating religious values with educational strategies can serve as a complementary and applicable model in Islamic educational environments, playing an effective role in promoting mental health and behavioral regulation among children.

Abstract Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity, affecting both children and adults worldwide. Beyond the core behavioral symptoms, deficits in executive functions (EF)—including working memory, inhibitory control, cognitive flexibility, and planning—play a central role in the functional impairments associated with ADHD. These deficits interfere with academic achievement, occupational performance, and social relationships, highlighting the need for interventions targeting both behavioral and cognitive domains. Cognitive-behavioral therapy (CBT) has emerged as an evidence-based, non-pharmacological intervention aimed at addressing maladaptive thought patterns, promoting self-regulation, and enhancing adaptive skills. This review synthesizes current research on the relationship between EF deficits and ADHD symptoms and evaluates the effectiveness of CBT in mitigating these impairments. Studies indicate that CBT significantly reduces core ADHD symptoms and enhances EF-related skills, such as task management, organization, impulse control, and self-monitoring. Interventions that integrate EF-targeted strategies within CBT show greater efficacy, particularly in improving working memory, cognitive flexibility, and planning abilities. Furthermore, CBT contributes to improved emotional regulation and coping strategies, which indirectly enhance executive functioning. Evidence suggests that combining CBT with pharmacological treatment may produce additive benefits, while digital and group-based CBT formats provide accessible alternatives for diverse populations. Despite promising results, variability in treatment outcomes highlights the importance of tailoring interventions to individual profiles of EF deficits and developmental stages. Future research should focus on longitudinal studies, standardized EF assessments, and the integration of technology-assisted CBT to optimize intervention efficacy. Overall, targeting executive function deficits through structured CBT offers a comprehensive approach to managing ADHD symptoms, fostering improved cognitive, behavioral, and psychosocial outcomes.

Abstract Quality of the parent–child attachment relationship is a foundational determinant of children’s emotional security and resilience. Disruptions in this bond or insecure attachment patterns are known risk factors for internalizing problems, particularly childhood anxiety. In recent decades, play therapy has emerged as a potent, child-friendly intervention to foster emotional expression, regulation, and relational repair. This paper explores the theoretical underpinnings linking attachment, anxiety, and play, reviews empirical evidence on how play therapy can strengthen attachment, and examines its efficacy in alleviating childhood anxiety. First, attachment theory (Bowlby, Ainsworth) and its developmental psychopathology extensions are summarized, highlighting how insecure attachment may predispose to anxiety symptoms. Next, we delineate mechanisms by which play therapy fosters attachment repair: offering a “safe base” within therapy, facilitating co-regulation, enhancing parent sensitivity via involvement (e.g., filial play, child–parent play), and restructuring internal working models. Then, empirical studies are reviewed: (a) play therapy’s impact on attachment security and relational quality (e.g. Focal Play Therapy with Children and Parents), (b) group play therapy reducing insecure attachment in orphans, (c) child centered group play therapy reducing separation anxiety, and (d) non directive play therapy lowering general anxiety in children. Meta analytic and review data supporting play therapy in internalizing symptom reduction are also considered. Strengths, limitations, and gaps in current research are discussed, such as small sample sizes, lack of long-term follow ups, and heterogeneity of play modalities. Finally, clinical implications and future directions are outlined: the importance of integrating parental involvement, manualization of play interventions, combining play with cognitive behavioral approaches, and conducting rigorous longitudinal randomized controlled trials. In sum, play therapy appears to hold promise not only as a symptom reduction tool but also as a relational intervention that addresses the root attachment substrates underlying anxiety.

Abstract Moral development during adolescence is a multidimensional process involving complex interactions among emotional mechanisms, cognitive–reasoning abilities, and social contexts. This paper aims to synthesize theoretical and empirical evidence to provide an integrated framework for understanding how moral emotions (such as empathy, guilt, and shame), moral reasoning (rule-based judgments and principled reasoning), and contextual components (family, peers, culture, and educational institutions) interact. It begins by reviewing classical and contemporary theoretical foundations—including Kohlberg’s stage theory, Haidt’s social intuitionist model, Greene’s dual-process theory, and Bandura’s social–cognitive perspective. The paper then examines empirical research on adolescence showing how affective factors may enhance or inhibit moral reasoning, and how social and normative environments influence moral preferences and actual behavior. Findings indicate that moral emotions are not merely consequences of moral reasoning but strong motivators of moral choice that, when interacting with cognitive capacities and social pressures, produce diverse trajectories of moral adaptation or deviation. The article introduces integrative dynamic models such as “neuro-moral insights,” “dual-process cognitive–affective models,” and “social-relational approaches,” and discusses their practical implications for moral education, prevention of antisocial behavior, and educational policymaking. Finally, future research directions are suggested, including longitudinal, multimethod, and cross-cultural studies examining gender and cultural variations. In conclusion, the author emphasizes the importance of developing educational programs based on strengthening empathy, emotional regulation, and critical thinking to guide adolescents’ moral development toward prosocial action and responsible citizenship.

Abstract Perfectionism has become a salient construct in understanding students’ psychological functioning within academic settings. Defined as the pursuit of excessively high standards accompanied by critical self-evaluation, perfectionism manifests in both adaptive and maladaptive forms. This paper explores the psychological correlates of perfectionism among students, highlighting its influence on mental health, motivation, coping strategies, and social relationships. Research indicates that while adaptive perfectionism may foster organization, persistence, and academic success, maladaptive perfectionism is closely linked to heightened anxiety, depression, low self-esteem, and academic burnout. Perfectionistic students often struggle with cognitive distortions, such as all-or-nothing thinking, and rely on maladaptive coping strategies like avoidance and rumination, which exacerbate stress. Additionally, perfectionism affects interpersonal dynamics, where fear of failure and excessive competitiveness can hinder collaborative learning and peer support. Cultural and parental expectations also reinforce perfectionistic tendencies, intensifying psychological vulnerability in highly competitive educational environments. Mechanisms such as achievement motivation, self-worth contingencies, and distorted cognitive appraisals help explain the varying outcomes of perfectionism. Interventions including cognitive-behavioral therapy, mindfulness, self-compassion training, and growth-mindset educational practices are proposed as effective strategies to mitigate the negative impacts of maladaptive perfectionism while preserving the motivational benefits of adaptive forms. Understanding the psychological correlates of perfectionism is critical for educators, counselors, and policymakers aiming to promote academic excellence without compromising students’ well-being. Ultimately, fostering balanced forms of perfectionism may enable students to strive for high achievement while maintaining resilience, self-acceptance, and positive mental health in their educational journey.

Abstract Middle-aged adults face unique challenges—empty nest syndrome, retirement, and physical health decline—that underscore the importance of self-efficacy in fostering psychological resilience and relational well-being. This study examines the relationship between self-efficacy, psychological distress (anxiety and depression), and marital satisfaction in middle-aged adults, with perceived social support as a mediator. Grounded in Bandura’s self-efficacy theory, which posits that social resources amplify self-beliefs’ effects, this cross-sectional study involved 350 married adults aged 40–60 in Tehran, Iran. Participants completed the General Self-Efficacy Scale (GSE), Depression Anxiety Stress Scales (DASS-21), ENRICH Marital Satisfaction Scale, and Multidimensional Scale of Perceived Social Support (MSPSS). Structural equation modeling (SEM) with bootstrapped confidence intervals tested the mediation model. Results showed strong associations between self-efficacy and psychological distress (β = -0.60, p < .001) and marital satisfaction (β = 0.56, p < .001). Perceived social support fully mediated the self-efficacy–psychological distress relationship (β = -0.32, p < .01) and partially mediated the self-efficacy–marital satisfaction link (β = 0.27, p < .01). Self-efficacy thus enhances perceived social support, buffering psychological distress and strengthening marital bonds. As one of the few studies in a collectivist culture, this research highlights how cultural emphasis on social bonds shapes psychological and relational outcomes. Findings advocate for couple-based psychoeducational workshops, delivered by clinicians, to promote self-efficacy and social support, enhancing psychological and marital well-being in midlife.

Abstract Anxiety disorders are among the most prevalent mental health conditions worldwide and are frequently maintained by maladaptive cognitive and emotional processes, particularly rumination and deficits in emotion regulation. Anxiety is a normal and adaptive emotional response to perceived threat; however, when excessive, persistent, and disproportionate, it becomes pathological and interferes with daily functioning. Anxiety disorders represent a major public health concern, contributing substantially to disability, reduced quality of life, and economic burden. Traditional cognitive-behavioral approaches have demonstrated efficacy in treating anxiety, yet a significant proportion of individuals continue to experience residual symptoms or relapse. This has motivated the exploration of alternative and complementary approaches that address deeper cognitive and emotional processes. Mindfulness-based interventions (MBIs) have gained increasing attention as effective psychological approaches for addressing these underlying mechanisms. This article provides a comprehensive evaluation of the effects of mindfulness-based interventions on reducing rumination and improving emotion regulation in individuals with anxiety. Drawing on theoretical models and empirical findings, the paper examines how mindfulness practices influence attentional control, metacognitive awareness, and emotional responding. Mechanisms of change, clinical implications, limitations of existing research, and directions for future studies are also discussed. Overall, the evidence suggests that MBIs play a significant role in alleviating anxiety symptoms by targeting rumination and fostering adaptive emotion regulation strategies.