Neuropsychology
saeed talebi; Saeid Mazloumian; Seyed Javad hashemi ardakani
Abstract
Objective: The present study aimed to model the cognitive factors influencing academically harmful behaviors in students with left- and right-brain dominance.Method: This research is descriptive-correlational. The statistical population included all students at Payame Noor University, Shiraz Center. ...
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Objective: The present study aimed to model the cognitive factors influencing academically harmful behaviors in students with left- and right-brain dominance.Method: This research is descriptive-correlational. The statistical population included all students at Payame Noor University, Shiraz Center. Using the Krejcie-Morgan table and random sampling, a sample of 257 students was selected. Data were collected through Roger W.’s Brain Hemisphere Dominance Test and standardized questionnaires on academically harmful behaviors (Kashkooli et al., 2021), critical self-reflective rumination (Shahian et al., 2024), and mindful attention (Kori et al., 2022). Data were analyzed using structural equation modeling with SPSS and AMOS software.Findings: The results showed that mindful attention has a direct negative effect on critical self-reflective rumination and academically harmful behaviors. In addition, critical self-reflective rumination directly increases academically harmful behaviors. Furthermore, academically harmful behaviors directly contribute to academic dishonesty, academic procrastination, violation of academic rules, and oppositional academic defiance.Conclusion: There is no significant difference in the impact of cognitive factors on academically harmful behaviors between students with left- and right-brain dominance. However, the influence of academically harmful behaviors on academic dishonesty is significant, indicating that students with left-brain dominance are more involved in harmful behaviors such as academic dishonesty.
