Payame Noor University Neuropsychology 2476-5023 11 40 2025 04 21 Modeling Cognitive Factors Affecting Academic Damaging Behaviors in Students with Left- and Right-Hemisphere Dominance Modeling Cognitive Factors Affecting Academic Damaging Behaviors in Students with Left- and Right-Hemisphere Dominance 12893 10.30473/clpsy.2026.75498.1801 FA Saeed Talebi 2. Associate Prof. Faculty of Educational Sciences, Payame Noor University, Tehran, Iran. Saeid Mazloumian Associate Prof. Faculty of Educational Sciences, Payame Noor University, Tehran, Iran. Seyed Javad Hashemi Ardakani Assistant Professor, Department of Psychology and Educational Sciences, Payame Noor University, Tehran, Iran Journal Article 2025 08 16 Objective: The present study aimed to model the cognitive factors influencing academically harmful behaviors in students with left- and right-brain dominance.<br />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.<br />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.<br />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. Objective: The present study aimed to model the cognitive factors influencing academically harmful behaviors in students with left- and right-brain dominance.<br />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.<br />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.<br />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.