Articles

Background. In recent years, experimental studies concerning the role of the cerebellum in cognitive functions and a variety of language deficits have been conducted.

Objective. To evaluate the impact of posterior fossa tumors (PFT) on spatial working memory and eye-movement behavior during reading in children and to compare the system-level organization of working memory and gaze-related parameters between patients and typically developing peers.

Design. This retrospective cohort study applied advanced analytical methods, including Drift Diffusion Modeling (DDM) and Recurrence Quantification Analysis (RQA), to capture the temporal dynamics of cognitive processing and oculomotor control. The study included 119 children aged 8 to 17 years: 59 survivors of posterior fossa tumors and 60 healthy controls. Working memory was assessed using the Spatial Span task from the CANTAB battery, modeled using DDM parameters, while eye movements during reading were recorded with eye tracking and analyzed using RQA. Network analysis was conducted to characterize cross-domain integration between working memory dynamics and gaze behavior.

Results. Our findings indicate that cerebellar disruption due to tumor and treatment affects not only isolated aspects of reading or eye-movement behavior, but also the functional coordination between working memory and oculomotor control. Stronger working memory capacity was associated with more organized and predictable gaze dynamics in controls, whereas patients showed reduced flexibility and altered connectivity patterns. RQA parameters captured a unified dynamical system, linking cognitive control and motor implementation during reading.

Conclusion. These findings highlight the importance of considering subtle, system-level disruptions in posterior fossa tumor patients and underscore the relevance of using multimodal, temporally sensitive approaches when designing rehabilitation protocols.

Background. There is a high prevalence of impairments in executive functions in various neurological diseases (stroke, traumatic brain injury, neurodegenerative disorders), which severely limits patients’ independence and quality of life. The study integrates the theory of the systematic, step-by-step formation of mental actions and concepts by Galperin, Luria's approach to neuropsychology, and modern foreign rehabilitation techniques (e.g., strategies from the "Goal Management Training" program).

Objective. To assess the impact of a specialized neuropsychological training program on monitoring process indicators in patients with brain damage of various etiology. 

Design. The study involved 48 patients with brain damage of various etiology, aged from 23 to 74 years (M_age = 57.6; SD = 11.13; 17 women and 31 men). The patients were divided into an experimental group and a control group.

Results. A specialized training program aimed at improving monitoring process indicators in patients with impaired executive functions was developed, as well as a neuropsychological diagnostic protocol for assessing monitoring. We did not observe a training effect when comparing the monitoring index values before and after the training within the experimental group. However, we found significant differences between the experimental and control groups when analyzing the indices based on the results of the post-test assessment (U = 170, p = .008, p_bonferroni = .032), along with significant improvements in five monitoring indicators and the total Frontal Assessment Battery score in the patients of the experimental group.

Conclusion. The training effect, when comparing the experimental and control groups at the post-test, may be interpreted within the framework of intra-systemic semantic reorganization and the initial formation of a new mental action of selection and implementation of a solution in which monitoring actively participates. This interpretation is preliminary and requires further empirical validation. In future research, we plan to focus the training on the formation of the mental action of control.

Background. Empirical evidence highlights that psychotherapists and applied psychologists experience stress, anxiety, depression, emotional exhaustion, secondary traumatic stress, and other symptoms of somatic and psychological distress. Although studies suggest that volunteering can protect somatic and psychological well-being in the general population, these relationships have not been investigated in mental health professionals.

Objective. This study aimed to examine the role of volunteering and work-related characteristics in symptoms of somatic and psychological distress among psychotherapists and applied psychologists.

Design. The study had a cross-sectional design. The participants were psychotherapists and applied psychologists who provided volunteer Eye Movement Desensitization and Reprocessing (EMDR) therapy sessions. One hundred and twenty volunteer EMDR therapists filled out the forms measuring somatic, anxiety, and depressive symptoms, job satisfaction, meaningfulness of work, and engagement in volunteering.

Results. Correlation analyses showed that symptoms of somatic and psychological distress were negatively associated with job satisfaction, vigor in volunteering, and dedication in volunteering. Regression analyses revealed that vigor in volunteering was the only significant negative predictor of somatic (β = -.247, p = .049), anxiety (β = -.263, p = .004), and depressive symptoms (β = -.263, p = .034).

Conclusion. This study contributes to our knowledge of the benefits of volunteering for the somatic and psychological well-being of EMDR therapists. From a practical standpoint, these findings suggest that psychotherapists and applied psychologists might be encouraged to frame pro bono work as a form of emotional and professional self-regulation. Furthermore, training programs could integrate pro bono activities into their curricula.

Background. Relational self-esteem—self-worth derived from significant relationships—is central to psychosocial functioning. However, brief measures validated with appropriate methods for ordinal items are scarce in Ecuadorian populations.

Objective. To examine the factorial structure, internal consistency, convergent validity, and gender-based measurement invariance of the Relational Self-Esteem Scale (RSE), using a cross-validation approach.

Design. Instrumental, cross-sectional study with n = 1.478 Ecuadorian adults. The sample was split for cross-validation: 40% (n = 591) for EFA and 60% (n = 887) for CFA. EFA used a polychoric matrix, ULS extraction, and oblimin rotation; factor retention was guided by parallel analysis. CFA employed WLSMV. Convergent validity was tested against personal self-esteem (RSES), collective self-esteem (CSE), and mental well-being (MHC-SF). Multigroup measurement invariance by gender was assessed (configural, metric, scalar, strict).

Results. Parallel analysis and confirmatory factor analysis supported a unidimensional structure with robust factor loadings and an adequate overall model fit. The scale demonstrated high internal consistency and reliability. Convergent validity was established through significant positive correlations with measures of self-esteem, core self-evaluations, and mental health. The instrument showed full measurement invariance across genders, meeting all criteria from configural to strict levels.

Conclusion. The RSE shows a unidimensional structure, adequate reliability, convergent validity, and gender invariance in Ecuadorian adults. Findings support using the total score as a brief, valid indicator of relational self-esteem in this context.

Background. In a rapidly changing society, locus of control becomes an important psychological indicator reflecting an individual’s readiness to actively manage their own life. Research shows that an internal locus of control is associated with higher levels of psychological well-being, academic achievement, and social responsibility. The relevance of studying the factors that influence the development of locus of control in childhood and adolescence is determined by its high plasticity during this period and the possibility of targeted influence through the family environment.

Objective. The present study focuses on the relationship between parental and child locus of control in the context of parent–child relationships in intact two-child families. Particular attention is given to the analysis of both direct and indirect influences (through parental attitudes) of parental locus of control on children’s locus of control.

Design. The sample consisted of 278 families (N = 1,112 individuals). The Questionnaire of Locus Control and the “Parent-Child Interaction” questionnaire were used for assessment. Data analysis was conducted using the Actor–Partner Interdependence Model (APIM).

Results. Parents with a more internal locus of control demonstrated more positive attitudes toward their children, which in turn was positively associated with the development of an internal locus of control in siblings. Maternal locus of control was found to play a particularly important role, exerting both direct and indirect influences on children’s locus of control. Within the parental dyad, maternal influence was expressed not only as actor effects but also as partner effects, through its impact on paternal attitudes toward the children. It was also shown that children’s subjective perception of a parental positive attitude is a particularly significant mediator between parental and child locus of control.

Conclusion. The obtained data emphasize the significance of the family environment, specifically positive parental attitude, in the formation of locus of control in children.

Background. Climate change worry is an increasingly relevant emotional response among young adults. However, less is known about the psychosocial predictors of climate change worry and whether these associations differ by level of environmental activism engagement.

Objective. This study examined psychosocial predictors of climate change worry in Italian young adults, focusing on mental health, personality traits, perceived individual and social norms, and individual and collective climate self-efficacy. A secondary aim compared more engaged versus less engaged participants.

Method. Using convenience and snowball sampling via social media and word of mouth, 302 Italian young adults aged 18–35 years (M = 24.20, SD = 3.73; 62% female) completed an online survey. Group differences were tested using one-way ANOVAs. Multiple regression analyses were conducted separately in the more engaged (EA_MORE) and less engaged (EA_LESS) groups to identify predictors of climate change worry.

Results. EA_MORE reported significantly higher climate change worry than EA_LESS. In EA_MORE, climate change worry was predicted by mental health, collective self-efficacy, and perceived individual and social norms. In EA_LESS, climate change worry was predicted by mental health and perceived individual and social norms, whereas collective self-efficacy was not significant.

Conclusions. Climate change worry appears to reflect a combination of well-being and normative/efficacy-related processes, with different patterns depending upon the level of activism engagement. Supporting effective coping strategies may help reduce the emotional burden associated with sustained engagement.

Background. The inconsistent evidence regarding nostalgia’s affective outcomes suggests that its effects may not be uniform, but contingent on individual characteristics, a possibility that has received limited empirical attention.

Objective. To examine how induced nostalgia influences positive and negative affect, while accounting for age, gender, and overall well-being.

Design. A sample of 122 participants (balanced by gender and across three age groups: 20-35, 36-50, and 51-65 years) completed an Event Reflection Task to elicit either nostalgic memories or recollections of daily life events. Positive and negative affect were measured before and after the nostalgia induction and general well-being was measured after the intervention.

Results. Negative and ambivalent affect decreased after both experimental and control interventions. Gender and age did not moderate the effect of nostalgia induction on affect. Well-being moderated affective outcomes of nostalgia induction, with individuals higher in well-being experiencing greater increases in positive affect and greater decreases in negative and ambivalent affect (co-activation of positive and negative affect) after nostalgia induction.

Conclusion. The emotional impact of nostalgia appears to be independent of age or gender, but affected by individual differences in well-being. These findings help to clarify previous inconsistencies in the literature and suggest that nostalgia may be most emotionally beneficial for those already in a stable emotional state.

Background. Due to the prolonged duration of the COVID-19 pandemic, cultural differences and various strategies used to combat the disease, public perceptions of both the virus and the pandemic itself have likely evolved considerably since its onset and may vary significantly across countries.

Objective. The aim of the research was to study the factors influencing the dynamics underpinning perceptual differences regarding the coronavirus and the COVID-19 pandemic among respondents from Russia, Uzbekistan and Azerbaijan across different stages of the pandemic.

Design. The questionnaire "Perception of the Coronavirus and the COVID-19 Pandemic" was completed by 2.863 participants between April 2020 and May 2022. The total sample was divided into seven subsamples based on country and the time of participation in the study. The study design was cross-sectional and included intergroup comparison, taking into account all questionnaire items according to factors of gender, cultural background, and time of participation in the study.

Results. The study confirmed the significance of gender, cultural background, and time factors in the perception of the coronavirus and the pandemic.

Conclusion. Cultural background, gender, and time factors are significant in the formation of perceptions toward both the COVID-19 pandemic and the virus itself.

Background. There are genetic, social, and interpersonal factors that determine the relationship between mate preferences and parental figures. Attachment theory offers an explanatory principle about the continuity of relationships with the primary caregiver and romantic partner.

Objective. To integrate the cultural-historical and attachment approaches, and to examine the contribution of attachment style to the image of the family, as well as to conceptualize the orienting image of attachment.

Design. 237 heterosexual Russian individuals participated in the study. The Experiences in Close Relationships-Revised (ECR-R) Questionnaire and a Semantic Differential Scale were used to assess attachment style, as well as images of self, romantic partner, mother and father, and the family.

Results. Significant differences in the image of the family were found depending on attachment style; however, no differences were found in the image of the parental family. Attachment insecurity dimensions are associated with perceptions of the similarity of image of the mother and the romantic partner image in men and women (both dimensions for women and avoidance for men). Characteristics of the mother and father images predict attachment anxiety in women, while the father image predicts attachment avoidance in men.

Conclusion. The orienting image of attachment was conceptualized as the image of the mother, which is explained by the cultural patterns of upbringing in the Russian sample; however, individual characteristics of parental images act as predictors of attachment insecurity dimensions.

Background. Psychological attention to the role of academic performance in university admission tests is still growing. This attention includes both the psychometric characteristics of these tests and the cognitive and non-cognitive factors that may affect performance in admission tests.  

Objective. This study aims to assess the stability and changes in the academic performance of students across two consecutive admission tests. It also aims to examine how participants’ genders and languages can relate to student academic performance.

Design. To test the research hypotheses, we sampled a large group of school graduates (n = 25.563) who applied and took two national university admission tests in 2024 in Kazakhstan. 

Results. The results of the Pearson correlation revealed that there is a positive association between the academic performance of applicants in two consecutive national admission test scores (r = .913). The paired t-test results suggested that they were statistically significant, with the largest increase in overall scores (ΔM = .96). Gender was found to affect the academic performance such that females outperformed males (85.6% vs. 64.6% pass rates), showing stronger effect sizes. There were also statistical differences between the two groups of Russian and Kazakh test takers; however, this difference was not practically significant. 

Conclusion. These findings suggest that demographic characteristics of applicants can considerably influence the university admission results, and it is recommended that test developers be attentive to this issue. Academic performance showed strong stability over time, especially in STEM subjects, with significant but modest overall improvements across subjects. 

Background. Gratitude is a human strength that promotes well-being; however, it is important to consider culture when constructing scales. 

Objective. To develop and validate a culturally adapted Mexican Gratitude Scale for youth, establishing its psychometric properties: reliability, internal structure, convergent validity, and criterion validity.

Design. The participants were 442 Mexican young people with a mean age of 20.81 years from three regions of Mexico.

Results. The initial 28-item scale underwent systematic refinement through Confirmatory Factor Analysis (CFA). This psychometric validation process yielded a final 9-item instrument characterized by a robust two-dimensional factorial structure: personal gratitude and emotional gratitude. The CFA results confirmed this structure through excellent model fit indices (CFI = .98; NFI = .97) and demonstrated significant internal consistency for personal gratitude (ω = .89) and emotional gratitude (ω = .88). The scale provided evidence for convergent validity through significant correlations. Personal gratitude showed moderate associations with optimism (r = .40), positive vision (r = .37), affective resources (r = .30), and hope (r = .43), while emotional gratitude exhibited stronger relationships with optimism (r = .54), positive vision (r = .51), affective resources (r = .42), and hope (r = .52). Discriminant validity was evidenced by young people who do not report any type of mental disease scoring higher on gratitude.

Conclusion. The psychometric properties of the Mexican Gratitude Scale proved to be acceptable, facilitating its use and application in the general and clinical population for future research.

Background. Previous research highlights the importance of parental support, and in particular parental autonomy support, in homework motivation. However, the joint impact of parental autonomy support and parental control on homework motivation, cheating, persistence, and GPA has not been studied, despite the importance of homework motivation and homework behavior for students’ academic achievement.

Objective. To investigate how students’ parental control and parental autonomy support are related to homework motivation and homework behaviors (e.g., cheating and persistence), and academic achievement in Russian high school students.

Design. The participants were high school students, N = 526 (257 girls and 269 boys, M_age = 16.48, SD = .61). The measures used included the Perceived Parental Autonomy Support Scale (Mageau et al., 2015), the Motivation for Homework Scale (Gordeeva & Sychev, 2025b), the Homework Behavior Scale (Gordeeva & Sychev, 2025a), and students’ GPA.

Results. In contrast to control, parental autonomy support showed a clear positive effect on student academic achievement. Structural equation modeling showed that perceived parental autonomy support in childhood is positively associated with students’ GPA, autonomous homework motivation, and productive homework behavior. On the other hand, controlling parenting style demonstrated ambivalent patterns of results, being a predictor of low persistence, external and introjected homework motivation, with the latter related to higher GPA. 

Conclusion. This study extends previous self-determination theory (SDT) research on parenting styles by examining their role in homework behavior and academic performance, particularly emphasizing the dual importance of promoting parental autonomy support and lowering parental control for homework motivation.

Background. Problematic social media use and emotional regulation difficulties have been associated with increased appearance-related concerns among adolescents. However, these associations may vary depending on the interaction of psychosocial factors and contextual influences such as parental mediation.

Objective. To identify profiles based on adolescents’ levels of problematic social media use and online emotional intelligence, and to examine their relationship with appearance-related social media consciousness, considering the mediating role of parental mediation strategies and the moderating role of gender.

Design. A total of 636 Cuban adolescents aged 12 to 15 participated in the study, the majority of whom were female (n = 351, 55.2%). Measures included validated scales of social media disorder, online emotional intelligence, parental mediation, and appearance-related social media consciousness (ASMC). Latent Profile Analysis was used to identify profiles, followed by parallel multiple mediation and moderated mediation models using the PROCESS macro.

Results. Four latent profiles were identified, reflecting different combinations of emotional competence and problematic use. Only active parental mediation emerged as a significant mediator between profiles and appearance-related social media consciousness (ASMC), with stronger effects among adolescents with lower emotional intelligence. No significant moderated mediation by gender was found, although girls reported higher exposure to mediation and more pronounced indirect effects in high-risk profiles.

Conclusion. These findings emphasize that adolescents’ digital and emotional profiles shape how appearance-related risks develop in social media contexts. They underscore the protective value of active parental mediation and suggest that interventions should not only address problematic social media use but also promote emotional competencies and strengthen family involvement, offering practical guidelines for prevention programs and school-based interventions. 

Background. Previous research has established the significant role of perceived stress in contributing to Smartphone addiction, but the specific effects and mechanisms through which perceived stress influences smartphone application-based addiction (SABA) among young adults remain insufficiently understood.

Objective. This study investigates the relationship between perceived stress and the smartphone application-based addiction (SABA) in emerging adulthood, focusing on the mediating role of psychological distress and the moderating role of self-control.

Design. We conducted a cross-sectional survey of 1,911 young adults in Southwest China, utilizing the Perceived Stress Scale (PSS-4), the Smartphone Application-Based Addiction Scale (SABAS), the Patient Health Questionnaire-4 (PHQ-4), and the Brief Self-Control Scale (BSCS).

Results. Perceived stress positively predicted psychological distress (β = .47, t = 24.38, P < .001), psychological distress positively predicted Smartphone application-based addiction (β = .42, t = 7.04, P < .001), and perceived stress positively predicted smartphone application-based addiction (β = .65, t = 11.46, P < .001). Psychological distress was a mediating variable between the relationship between perceived stress and smartphone application-based addiction, with a mediating effect size of .19 (95% CI = [.13, .26]), accounting for 22.62% of the total effect. Self-control moderated the relationship between perceived stress and psychological distress in young adults (β = -.13, t = -8.40, P <.001).

Conclusion. Our findings reveal a positive correlation between perceived stress and SABA, with psychological distress serving as a mediator. The impact of perceived stress on SABA is more significant among individuals with lower self-control, indicating that targeted interventions for these groups may be particularly beneficial.

Background. The classical “lever balance problem” has always been a challenge for students, as it requires special coordination of weight and distance changes. At the core of this coordination lies the “third” magnitude of the multiplicative structure, the torque, which is often overlooked in psychological research on the development of the equilibrium concept.

Objective. An introductory computer-supported module was developed based on the principles of developmental instruction (Davydov). Our research goal was to demonstrate one of the delayed effects of the preliminary multiplicative concept formation in the fifth grade on students’ acquiring the corresponding topic in elementary physics of the seventh grade.

Design. The experimental group included 43 seventh-graders who had been taught using our introductory equilibrium curriculum two years prior (4 lessons). The control group (44 seventh-graders) from the same schools had not participated in any special curriculum. The assessment procedure simulated the “physics lesson” with reading the textbook and watching the educational video. Then students had to complete five balance tasks of two types (with one or multiple locations for weights on each lever arm).

Results. The results revealed that students in the experimental group did significantly better solving the “scattered weights” problems. When the digital simulation allowed all students to resort to trials, the control group relied on the "trial and error" method significantly more than the experimental group.

Conclusion. Students’ adherence to the “conceptual” approach was most clearly revealed through their way of solving “scattered weights” tasks and the number of “excessive” trials in computer simulation. The results proved the lasting effect of our introductory curriculum.

Background.  Non-suicidal self-injury (NSSI) scars carry significant emotional weight, but no validated tools existed to assess related cognitions in Russian-speaking clinical practice.

Objective. This study aimed to adapt and validate the Russian-language version of the Non-Suicidal Self-Injury Scar Cognition Scale (NSSI-SCS) and examine its psychometric properties in a clinical Russian-speaking sample.

Design. The study recruited 262 participants with NSSI history and visible scars from psychiatric hospitals. The adaptation used forward-back translation and cross-cultural adaptation. Reliability was assessed with Cronbach's alpha and McDonald's omega. Construct validity was evaluated via Confirmatory (CFA) and Exploratory Factor Analysis (EFA). Convergent and discriminant validity were examined through correlations with measures of suicidality, social anxiety, rumination, body image dysphoria, and NSSI functions.

Results. CFA indicated a poor fit for the original five-factor model. EFA supported a culturally adapted three-factor structure: 'Hopelessness' (suicidal ideation, weakness), 'Shame' (social stigmatization), and 'Inner Strength' (resilience). The 21-item scale demonstrated high internal consistency (α = .876 total). Convergent validity was confirmed by significant positive correlations of 'Hopelessness' and 'Shame' with suicidality, social anxiety, rumination, and body dysphoria. 'Inner Strength' showed discriminant validity through non-significant correlations with these clinical measures but positive correlations with NSSI functions.

Conclusion. The Russian NSSI-SCS is a valid and reliable tool. Its three-factor model provides a clinically useful framework for understanding the psychological impact of NSSI scars, facilitating targeted interventions and further research.

Background. Parenting styles shape children’s academic performance and psychological well-being, yet previous research has not distinguished the separate effects of fathers and mothers on boys and girls, nor has it examined the mediating role of social comparison in these relationships.

Objective. To examine gender-specific differences in the effects of fathers’ and mothers’ parenting styles and explore the mediating role of social comparison among Vietnamese high school students.

Design. A sample of Vietnamese high school students (N = 661) completed self-report measures assessing perceived parenting styles, social comparison, academic performance, and psychological distress levels.

Results. The findings revealed that while fathers’ authoritative and authoritarian styles were not significantly associated with boys’ academic performance, authoritarian parenting was linked to lower academic outcomes among girls. Fathers’ permissive style showed a positive association with girls’ academic performance but was also related to higher distress levels across both genders. For mothers, the authoritarian style appeared more detrimental to girls’ academic outcomes than to boys’, whereas the authoritative style was associated with lower distress only among girls. Regarding indirect effects, social comparison played a significant mediating role in several relationships, particularly for mothers’ parenting. Specifically, mothers’ authoritarian style was related to higher academic performance and greater distress through social comparison in both genders. Conversely, mothers’ authoritative style improved boys’ academic performance via social comparison, whereas fathers’ permissive style was associated with improved academic performance among girls and increased distress across genders through the same mechanism.

Conclusion. Our findings highlight the need for gender-sensitive parenting interventions that consider the distinct roles of fathers and mothers in shaping academic and psychological outcomes. Additionally, promoting healthy social comparison strategies in schools may help mitigate distress and enhance students’ academic motivation.

Background. Children and adolescents without parental care due to parental loss resulting from neglect, abandonment, abuse, institutionalization, or other social circumstances represent a vulnerable population. They face physical and mental health challenges, worsened by the absence of stable support systems. Understanding the benefit that sports and recreational activities can have on improving their well-being is essential.

Objective. This paper synthesizes existing scientific evidence of the effects of sports and recreational programs on the physical and psychosocial well-being of children and adolescents without parental care, with a particular focus on their specific circumstances and vulnerabilities.

Design. Eligibility criteria included studies that examined interventions aimed at improving physical health, anthropometric development, and psychosocial well-being among orphans and vulnerable children (OVC). The focus was on OVC affected by parental loss, abandonment, neglect, abuse, or other social circumstances. All studies were assessed using the Mixed Methods Appraisal Tool (MMAT).

Results. Six studies met inclusion criteria, with 331 participants aged 5–21 years. The interventions varied in duration, type, frequency, and intensity, lasting from 3 months to 4 years with training from several times a week to continuous participation. Sessions ranged from 10 minutes to 2 hours. Some programs included personal development, motivational stories, arts, and cultural activities. Interventions improved physical fitness, reduced aggression and risky behaviors, and enhanced self-confidence, social interaction, and academic performance.

Conclusion. Included studies demonstrated the positive impact of sports and recreational programs on physical and psychosocial well-being, including improvements in physical fitness, self-confidence, inclusion, reduction of high-risk behaviors, and academic performance.

Background. Recent data indicate an increase in speech difficulties and a decline in narrative competence among today’s preschool children. Therefore, identifying effective methods to support the development of narrative competence is a pressing and relevant challenge.

Objective. The aim of this study was to evaluate the efficacy of using PlayWorld interventions in fostering narrative competence in preschool children.

Design. The study involved 90 children aged 5–6 years and compared: (1) PlayWorld—a form of joint child-adult pretend play based on a fairy tale plot, (2) free pretend play, and (3) a control group. The research employed a randomised controlled trial design. Children’s narratives were assessed using the “MAIN: Multilingual Assessment Instrument for Narratives”, focusing on word count, speech rate, and both macrostructure (semantic level) and microstructure (lexical-grammatical level) of narrative production.

Results. The results revealed that children receiving PlayWorld interventions significantly improved their macro- and microstructure of narratives, whereas in free pretend play children improved only the macrostructure of narratives. Children in the control group showed significant decline of scores for the macrostructure of narratives.

Conclusion. The findings revealed that PlayWorld interventios are an effective approach for developing narrative competence. The use of cultural texts and adult involvement in pretend play are important complementary factors that enhance the developmental impact of pretend play. The findings contribute to a more precise understanding of how pretend play supports narrative development and may have both theoretical and practical implications for future research and educational practice.

Background. There is an absence of research – in EFL contexts – into the importance of positive psychology, notably the significant role of emotions in teaching.  The topic of an instructor’s emotional labour and grit is particularly important in this context.

Objective. The central focus of the current investigation was to determine the degree of association (predictive link) between teachers’ emotional labour and teacher grit, which represents the perseverance and passion for enduring objectives in the context of second language teaching with teacher success. Specifically, it sought to uncover the unique power of EFL teachers’ emotional labour and their grit in predicting the degree of their success in the Iranian context.

Design. For this purpose, a quantitative approach with correlational design was adopted, and three questionnaires namely, Teacher Emotional Labour Strategies Scale (TELSS), Teacher Grit Scale, and EFL Language Teachers’ Effectiveness Questionnaire were administered to a sample of 184 English teachers across three different teaching contexts comprising Iranian private language institutes, public high schools, and universities in various provinces of Iran.

Results. Results of regression analysis indicated that teacher grit is a significant and better predictor of teacher success compared to teachers’ emotional labour. Furthermore, the results of correlation analysis also confirmed that there was a positive relationship between teacher emotional labour, teacher grit and teacher success.

Conclusion. The findings suggest that the grittier English teachers are, the more effective they are in their professional duties and work environments. Finally, theoretical and pedagogical implications are discussed, and several suggestions for future research are given.