فصلنامه پژوهش های روان شناسی اجتماعی
پیاپی 51 (پاییز 1402)

Classical dimensions of citizenship (political, civil, and social), in the modern theoretical framework, in addition to the necessary dimensions aimed at the whole environment and human society, have shown a unique evolution in the field of citizenship and its education. Based on this and considering that people of our country do not know much about their citizenship rights and responsibilities and the observance of citizenship ethics is not at a good level, citizenship education and understanding its dimensions is a new necessity. The purpose was to compile a comprehensive package of citizenship education based on these new dimensions. The research method was comparative theme analysis based on literature, research context of scientific texts in modern citizenship and its education, and sample included 56 scientific sources. Data were analyzed through thematic network analysis. Findings showed that the components and structure of the comprehensive package of citizenship education include educational techniques focused on political, civil, social, sustainable development, environmental, digital, and media citizenship education. A comprehensive package of citizenship education was designed in twelve 90-minute sessions. The coefficient of expert agreement was 0.93, which shows the adequacy of this package. In this way, a comprehensive package in the field of citizenship was added to Iran's practical and educational knowledge. The application of a comprehensive package of citizenship education in universities, as well as educational, and cultural centers, will help the development of citizenship attitudes and behaviors of people in the society and will reduce inappropriate behaviors and some of the current problems of the society.

With the increasing importance of environmental problems, environmental psychology also seeks to create a sustainable relationship between humans and nature. In this regard, the present research investigated the role of personality traits in pro-environmental behaviors to better understand this relationship. It has also investigated the mediating role of place attachment in the relationship between personality and pro-environmental behaviors.

The method of this study was descriptive-correlation. The statistical population of this study was the students of Tarbiat Modares University in the academic year 2020-2021, 250 people were selected by available sampling method. To measure the research variables, the personality traits scale of McCree and Costa (1992), the place attachment scale of Safarinia (2013), and the questionnaire compiled by Ferdowsi, Mortazavi, and Rezvani (2007) from the environmental protection behavior questionnaires of Kaiser, Wolfing and Fehrer (1999) and Tarrant and Cordell (1997) were used. To analyze the data, the path analysis method was used in the structural equation model.

Fit indices and path coefficients (p<0.05) showed that the personality factors of extroversion, agreeableness, and conscientiousness play a role in environmental behavior due to the mediating role of the place dependence factor.

If a person is extroverted, agreeable, conscientious, and has attachment to their place of living, they are more likely to exhibit pro-environmental behaviors. As a result, by knowing the relationship of individuals with different personality traits and affective relationships with home, their positive environmental behaviors can be strengthened.

This research was conducted to develop a causal model of the tendency to cheat in the exam based on irrational beliefs and self-control with the mediation of anxiety.

This research was a descriptive-correlational study using the structural equation method. The statistical population included all the students of Kosar University in Bojnord in the academic year 2022-2023, from which 240 students were selected by random cluster sampling. The research tools were Stephens and Golbaj's (2007) academic cheating questionnaires, Jones' irrational beliefs (1968), Tanji et al.'s self-control (2004),, and Beck's anxiety (1988).

The results showed a significant correlation between all variables (P<0.05). Also, helplessness against change (0.0316), expectation of approval from others (0.0444), and self-control (0.0327) explained the variance of the tendency to cheat in the exam indirectly and with the mediation of anxiety.

The results show that irrational beliefs and self-control affect the tendency to cheat with the mediation of anxiety. According to the obtained indices and coefficients, it can be concluded that the proposed model for developing the causal model of academic cheating tendency is suitable and the data has a good fit with the research model.

Today, virtual space as a new phenomenon has a wide impact on the dimensions of people's lives in the family and has caused many changes among them. Since the family is the fundamental foundation of society and the main focus of maintaining social norms and values, therefore, a meta-analysis was conducted to investigate the effect of the amount and type of virtual space use on the family's identity and values.

To this end, 46 related types of research between 2011 and 2021 (19 research on the type of use, 27 types of research on the amount of use) that met the necessary criteria to enter the meta-analysis were selected, and they were analyzed using the comparative (correlation) method of meta-analysis software.

The research findings showed that the type of use of virtual space, in general, does not have a significant effect on the values and identity of the family, while the amount of use of virtual space according to the interpretive table of Cohen's size can moderately (0/313) affect the identity and Family values are practical and reduce it. (P <0/05).

Based on this, it can be said that more than the type of use of virtual space affects the values and identity of the family, the amount of its use leads to the decline of the identity and values of the family to a moderate extent.

This research was conducted to predict marital satisfaction based on extraversion, marital empathy, and marital forgiveness in married women.

A descriptive-correlation method of regression type was utilized in the current research. Using a multi-stage cluster random sampling method, a total of 840 married women residing in Lorestan province were selected. Data were collected using the Enrich Marital Satisfaction Scale, the NEO-FFI Questionnaire, the Marital Empathy Scale, and the Marital Forgiveness Scale as standard questionnaires. The collected data were checked and analyzed by SPSS software.

The coefficient of determination obtained from the multiple linear regression test was equal to 0.378, which shows that the model explains 37.8% of the changes in marital satisfaction. According to standard coefficients, extraversion, empathy, and forgiveness were significant predictors of marital satisfaction. From the findings, it can be concluded that extraversion, empathy, and forgiveness have a positive and favorable effect on marital satisfaction, such that one unit increase in extraversion, empathy, and forgiveness leads to an increase of 0.121, 0.255, and 0.421 units in marital satisfaction, respectively. The most important variable affecting marital satisfaction was forgiveness, followed by empathy, and extraversion.

To strengthen the satisfaction of couples, especially women, it is suggested to organize educational programs that prioritize increasing knowledge of extraversion personality trait and strengthening positive traits such as empathy and forgiveness.

Attention to the emotional and social abilities of adolescents, especially for people with high-risk behaviors has always been the focus of researchers. This study aimed to investigate the effectiveness of (observer, discoverer, and values advisor) model training on socio-emotional competence and social problem-solving of adolescents with high-risk behaviors.

This was a quasi-experimental research with a pre-test and post-test with an experimental group and a control group. The statistical population includes all male secondary school students in Dezful who were studying in the academic year 2020-2021 and were selected by a multi-stage random sampling method based on the completion of the high-risk behavior questionnaire (Zadeh Mohammadi, Ahmadabadi, Heydari 2010) from which 40 people were randomly assigned in two groups. Before the intervention, as a pre-test, both groups were assessed with socio-emotional competence (Zou et al. 2012) and social problem solving (Dzurila et al. 2002) questionnaires. The experimental group was exposed to the model training for eight sessions. Then, in the post-test stage, both groups answered the research questionnaires. The data were analyzed using multivariate and univariate analysis of covariance.

The results showed that there is a significant difference between the two groups; the control (without intervention) and the experimental (observer, explorer, consultant model) in terms of the effect on the variables of socio-emotional competence and social problem-solving.

Considering the effectiveness of the observer, explorer, and values advisor model on the promotion of socio-emotional competence and social problem-solving of adolescents with high-risk behavior, it is worthy that this model be considered as one of the new and practical tools by researchers and educational institutions.

Students can be one of the biggest social assets of any country, so paying attention to their all-round growth is considered one of the important duties of an educational system. The purpose of the present research was to investigate the effectiveness of the training package of quality of life in school on the help-seeking and academic satisfaction of students.

the research design was quasi-experimental with pre-test-post-test control group. The statistical population of the research includes; all the female students from the second year of elementary schools in Khorram Abad.  The sampling method was a multi-stage cluster, where the target sample was randomly allocated in two experimental (20 people) and control (20 people) groups. The data were collected using Ryan and Pintrich's academic help-seeking (1997), Sheikhul-Islami and Ahmadi's academic satisfaction questionnaires (2012). The experimental group was trained by the quality of life package at school for 12 sessions, and they did not receive a training certificate; after completing the training course, both groups were given a post-test. The data were analyzed using multivariate and univariate analysis of covariance.

The results obtained from the analysis showed that there is a significant difference (P<0.001) between the post-test grades of help-seeking and academic satisfaction of the students in the experimental group.

Therefore, it can be concluded that the application of the educational package of the quality of life in school leads to an increase in the amount of help-seeking and academic satisfaction of students.