اضطراب اجتماعی

Cooperative learning means increasing the ability to guide and explore science, which can be linked to students' social skills, anxiety and mental readiness. However, since it affects these variables, it may be facilitating or moderating by some of the personality traits of teacher and students.  Therefore, investigating the relationships of these variables to determine the role of each is an inevitable necessity.

This study aimed to investigate the relationship between cooperative learning on social skills, mental skills development and reduction of social anxiety in students by mediating emotional intelligence in students.

The research method is descriptive-correlational. The statistical population of this study was all students of Meysan city. The sample consisted of 171 students in Meysan city who were selected by stratified random sampling. Data were collected using Karimi participatory teaching method questionnaire (2012), emotional intelligence from Goleman (2001), social skills from Gresham and Eliot (1990), mental skills from the Association of American Colleges and Universities (2007), and social anxiety from Lajerka (1999). Data were analyzed using Pearson correlation coefficient and path analysis in SPSS and Lisrel statistical software.

The findings indicate that the proposed model is fitted with the data. The results of path analysis showed that direct path coefficient of participatory learning and emotional intelligence to mental skill, social skill and social anxiety were significant(P≤0.05). Also, indirect path coefficient of participatory learning to mental skill, social skill and social anxiety through emotional intelligence is also significant (P≤0.05).

Based on these results, it can be said that by teaching cooperative learning to students, social and mental skills can be improved and reduce the level of social anxiety by doing participatory activities.

The objective of this study is to examine the impact of social interactions on cognitive processes and social anxiety in adolescents with social anxiety disorder. This is a qualitative study that used semi-structured interviews to collect data. Twenty-seven adolescents diagnosed with social anxiety disorder from Tehran were purposefully selected. Data were gathered through individual interviews with the participants and were analyzed using Nvivo software. The data analysis was carried out through open, axial, and selective coding. The results indicated that social interactions significantly impacted social anxiety and self-esteem in adolescents. Positive social interactions, such as social support and friendships, significantly increased self-esteem and reduced social anxiety. On the other hand, negative interactions, such as social rejection and negative evaluations by peers, exacerbated social anxiety. Furthermore, social interactions had positive effects on cognitive processes, enhancing cognitive skills such as analytical thinking and decision-making. This study shows that social interactions play a crucial role in managing social anxiety and improving cognitive processes in adolescents with social anxiety disorder. Therefore, providing opportunities for positive social interactions can help reduce social anxiety and improve cognitive skills in adolescents.

The present study was conducted with the aim of predicting the social health and social anxiety of female students based on the emotional atmosphere of the family. The present research method was descriptive-correlation. The statistical population consisted of all undergraduate female students of the Faculty of Humanities of Azad University of Boroujerd, and the sample group was 205 female students who were selected by multi-stage cluster sampling and studied using Hill Affair Blind Questionnaire (1964) Social Anxiety Watson & Weber (1969), and Keystone Social Health (2004). The statistical test of Pearson correlation and regression with the help of spss21 software showed that there is a significant positive relationship between social health and all its components, except for social participation and the emotional atmosphere of the family, a significant negative relationship was obtained between social anxiety and the emotional atmosphere of the family. The regression results showed that social anxiety and social health can be predicted with the help of the emotional atmosphere of the family. Therefore, it can be concluded that improving the quality of the emotional atmosphere of the family is important and significant in improving the social health index and reduce social anxiety.

With increasing access to the Internet as one of the most important means of communication and information, an increase in dysfunctional Internet use is observed among teenagers. The purpose of the present study is to investigate the mediating role of internet gaming disorder symptoms in the relationship between loneliness and social anxiety with mind wandering. The statistical database includes all students studying in the first and second secondary levels (teenagers aged 13 to 18) in Tehran in the academic year 1401-1402. The sample size was 252 people. In order to collect information, questionnaires containing 5 sections were compiled and demographic information was collected in the first section and research fields were collected in the second to fifth sections. The measurements of the research were done using the Online Gaming Addiction Inventory (2002), the Mind Wandering Questionnaire (MWQ), the Social Anxiety Inventory (SAIN) and the Loneliness Questionnaire (UCLA). SPSS25 and Smart PLS 3 software were used to check descriptive results and path analysis. The results of the path analysis showed that the symptoms of Internet gaming disorder play a mediating role in the social anxiety relationship and mind wandering. It also shows that internet gaming disorder symptoms do not play a mediating role in relation to loneliness and mind wandering. In this way, the relationship between loneliness and mind wandering was confirmed but the relationship between loneliness and internet gaming disorder were rejected. Programs to reduce social anxiety and loneliness can help reduce students' mind wandering.

The present study aimed to determine the mediating role of inferiority feeling and self-critical rumination in the relationship between body image shame and social anxiety in adolescent girls. The present descriptive-correlational study was of the structural equation modeling type. The statistical population of this study was high school students in Sowme'eh Sara city in 2024. The sample size in this study was 217 people who were selected by convenience sampling method and responded to the Inferiority Feeling Inventory (IFI; Khodaday and Bahrami, 2012), Self-Critical Rumination Scale (SCRS; Smart et al., 2016), Body Image Shame Scale (BISS; Duarte et al., 2014), and Social Phobia Inventory (SPI; Connor et al., 2000). Structural equation modeling was used to analyze the data. The results showed that the proposed model had a favorable fit. The results showed that body image shame, self-critical rumination, and inferiority feeling had a direct and significant effect on social anxiety; body image shame also had a direct and substantial impact on self-critical rumination and inferiority feeling (P<0.05). The results of the bootstrap test showed that inferiority feeling and self-critical rumination positively and significantly mediated the relationship between body image shame and social anxiety (P<0.05). In summary, it can be concluded that body image shame had a direct and mediated effect on social anxiety through self-critical rumination and inferiority feelings.

The aim of this study was to investigate the effectiveness of adolescent-centered mindfulness training on academic burnout and symptoms of social anxiety in female high school students. The study method was quasi-experimental, utilizing a pre-test-post-test design. The control group underwent a baseline assessment after the intervention, followed by a three-month follow-up. The statistical population comprises all female high school students who were enrolled in the 2019-2020 academic year and exhibited symptoms of social anxiety. Purposive sampling was employed to select 30 female students, who were subsequently randomly assigned to two experimental and control groups, each consisting of 15 individuals. The instruments of this study were researcher-made demographic questionnaire, Social Anxiety Questionnaire (SAQ) and f Maslach Burnout Inventory Student Survey (MBI-SS) and Adolescent-Centered Mindfulness Protocol (ACMP). The spss variance21 was analyzed using repeated measures. The results showed that adolescent-centered mindfulness training had a significant effect on reducing academic fatigue and symptoms of social anxiety in female high school students (p <0.001). Consequently, female high school students who engaged in mindfulness training sessions that were centered around adolescents experienced a decrease in their levels of social anxiety and academic burnout. Therefore, adolescent-centered mindfulness training has a significant effect onacademic burnout and students’ social anxiety symptoms.

The present study was conducted to investigate the effectiveness of play therapy with a problem-solving approach on learning anxiety and social anxiety of male students in the second year of elementary school in Torbat Jam.

The method of this study was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the study is all elementary school students in Torbat Jam, 3972 people, according to the list obtained, there are 33 schools in Torbat Jam city, and 30 students were randomly assigned to two experimental and control groups using a multi-stage cluster method. The data collection tools used were the Pekran Learning Anxiety Questionnaire, the Jarabek Social Anxiety Questionnaire, and the Goldfried and Davidson Cognitive Play Therapy Protocol for Problem-Solving Behavior (each session 45 minutes to one hour). The obtained data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (covariance analysis) using SPSS version 24 software.

The results showed that play therapy has a significant effect on learning anxiety (statistical power effect of 0.61 and significance of 0.003) and social anxiety (effect or difference of 0.75 and significance level of 0.003) of elementary school students.

According to the findings of this study, play therapy based on the problem-solving approach has a positive effect on reducing learning anxiety and social anxiety in elementary school boys. Also, play therapy with a problem-solving approach is a useful strategy for reducing anxiety in male students.

This research was conducted to investigate the effect of assertiveness training on social anxiety and shyness in Shahid School students in Ahvaz. The research was experimental with a pre-test-post-test design and a control group. The research tools included the Social Anxiety Scale (Lejersa & Lopez, 1998) and the Shyness Scale (Stanford, 1990). The statistical population of the research was all male students of Shahid schools in the academic year 1402-1403. To investigate the effect of assertiveness skills, 30 students were randomly assigned to two experimental and control groups (each group with 15 people). Before starting the training, a pre-test of social anxiety and shyness was taken from both groups. Then, assertiveness skills were taught to the experimental group, but the control group received no training. After the training period, a post-test was taken from both groups. The data were analyzed using multivariate analysis of covariance. The results showed that after removing the effect of pre-test scores as a covariate, the main effect of the independent variable on social anxiety and shyness was significant. Therefore, assertiveness training can be used in conjunction with other methods to reduce social anxiety and shyness.

This study aimed to investigate the effectiveness of solution-focused therapy in enhancing self-efficacy and reducing social anxiety among adolescents with low vision. The research employed a quasi-experimental design with a pre-test, post-test, and follow-up assessment, including a control group.

The statistical population comprised all adolescents with low vision in Yasouj City. A total of 20 participants were selected from Shaghaygh School using a convenience sampling method and were randomly assigned to either the experimental group (n = 10) or the control group (n = 10). The experimental group participated in eight sessions of solution-focused therapy, while the control group received no intervention. Participants were assessed using Smith and Betz’s Social Self-Efficacy Scale and the Liebowitz Social Anxiety Scale at three time points: pre-test, post-test, and follow-up. Data were analyzed using mixed variance analysis in SPSS software (version 26).

The findings indicated that, compared to the control group, the experimental group demonstrated significantly higher self-efficacy and lower social anxiety in both the post-test and follow-up phases (P = 0.001). However, no significant difference was observed between the post-test and follow-up stages (P > 0.05).

The results suggest that solution-focused therapy effectively enhances self-efficacy and reduces social anxiety in adolescents with low vision. Therefore, integrating solution-focused therapy into intervention programs may play a crucial role in improving psychological well-being in this population.

Effective approaches to addressing mental health challenges in adolescents require a comprehensive understanding of the factors that contribute to their optimal development, well-being, and resilience. This study aimed to examine the mediating role of emotion regulation in the relationship between social competence and social anxiety in adolescents.
 
This correlational study included 449 adolescents (251 girls and 198 boys) aged 14 to 17 years, selected through a multistage sampling method. Participants completed the Social Anxiety Scale for Adolescents (Puklek, 2004), the Social Competence Questionnaire (Zhou & Ee, 2012), and the Emotion Regulation Questionnaire (Gross & John, 2003). Structural equation modeling was used to test the causal model of relative mediation.
 
The findings indicated that the proposed model demonstrated a good fit with the data. All path coefficients between the latent variables were statistically significant, explaining 50% of the variance in social anxiety through social competence and emotion regulation.
 
Overall, the results suggest that social competence, as a multidimensional construct encompassing cognitive, emotional, motivational, and behavioral aspects, serves as a protective factor against internalizing problems such as social anxiety in adolescents.

Social anxiety is characterized by the fear of being observed and judged by another person in a social situation. Purpose of this study was to determine the structural relationships of behavioral inhibition and early maladaptive schemas with social anxiety through the mediation of social-evaluative situations, safety behaviors, emotion regulation, social thoughts and beliefs, self-beliefs to social anxiety. The research method is a descriptive-correlational study. The statistical society included all female students in Ahvaz Jundishapur University of Medical Sciences. Participants were 483 female students selected by available sampling method. The tools include Social Phobia Inventory(SPIN), Young Schema Questionnaire-Short Form (YSQ-3), Older Adult Social-Evaluative Situations Questionnaire (OASES), Social Phobia Safety Behaviors Scale(SPSBS), Emotion Regulation Questionnaire(ERQ), Mini- Social Thoughts and Beliefs Scale(Mini-STABS), Self-Beliefs Related to Social Anxiety Scale(SBSA), Behavioral Inhibition Systems (BIS). The data was analyzed by Pearson correlation and structural equation modeling. Fit indicators showed that the hypothetical research model has a good fit with the data (CFI=0.96, NFI=0.96, and RMSEA=0.07). Structural relations analysis showed Except emotion regulation, other variables had effect Standard coefficients with social anxiety. Considering the role of factors in the research model, it can be used in the design of SAD treatment in female medical students

The present study sought to examine the mediating role of social anxiety in the relationship between family functioning and loneliness among senior high school girls in Babolsar. The research was applied in nature and employed a descriptive-correlational method using structural equation modeling. The statistical population was comprised of all senior high school girls with an average age of 16 in public schools in Babolsar during the 2019-2020 academic year. A total of 252 students were selected through two-stage cluster random sampling based on Krejcie and Morgan's table. They completed the Family Assessment Device Questionnaire (Epstein et al., 1983), the Social Anxiety Scale (Connor et al., 2000), and the Loneliness Scale (Asher et al., 1984). Data analysis was conducted using structural equation modeling with SPSS26 and SmartPLS2 software. The findings indicated that the proposed model had a good fit and that family dysfunction had a direct effect on social anxiety and loneliness. Additionally, social anxiety had a direct effect on loneliness. Moreover, family functioning influenced loneliness through the mediation of social anxiety. According to the results, family dysfunction leads to increased social anxiety and loneliness. Therefore, it is essential for specialists to pay attention to predictive variables and their impact on family relationships.

In today's world, the increasing dependence on mobile phones has led to negative effects on individuals’ daily lives, resulting in mental, physical, and social harm. This study aims to predict mobile phone addiction based on feelings of loneliness and social anxiety among female high school students.

This study employed a descriptive-correlational design and utilized regression analysis. The population consisted of all female high school students attending Exceptional Talents High in Mashhad during the 2023 academic year (N=1500). From this population, 336 students were selected through multi-stage cluster random sampling. Data collection involved the use of standardized questionnaires, including the Mobile Phone Addiction Scale (Leung, 2008), the Loneliness Scale (DiTommaso, 2004), and the Social Anxiety Scale (Puklek & Viddec, 2008). The data were then analyzed using multiple regression and path analysis techniques.

The correlation coefficients showed a significant positive relationship between dimensions of loneliness, social anxiety, and components of mobile phone addiction. The regression results indicated that, among the dimensions of loneliness, family loneliness had stronger predictive power for mobile phone addiction. Similarly, among the dimensions of social anxiety, the behavioral aspect showed a stronger predictive capability. Additionally, emotional loneliness was found to have a stronger predictive power for social anxiety among the dimensions of loneliness (p < 0.05). Path analysis further demonstrated that loneliness influenced mobile phone addiction both directly and indirectly, as did social anxiety.

Loneliness and social anxiety are significant factors in mobile phone addiction, highlighting the necessity for community awareness about technology and its proper usage.

The Internet, as an advanced technology, has several negative effects, one of which is Internet addiction. This addiction is influenced by various factors. Therefore, the aim of the present study is to investigate the roles of loneliness, social anxiety, and sensation seeking in predicting Internet addiction among students.

This research is descriptive and correlational in nature. A total of 269 male and female students from Neishabor University were selected using a multi-stage random sampling method. The participants completed several questionnaires, including Young's Internet Addiction Questionnaire (1998), Russell's Loneliness Scale (1980), the Social Anxiety Scale developed by Metic and Clark (1989), and Zuckerman's Sensation-Seeking Scale (1978).

To analyze the data, we employed Pearson correlation methods and stepwise regression analysis. The results from the Pearson correlation indicated a significant relationship between loneliness and Internet addiction. Additionally, social anxiety was found to have a direct and significant relationship with Internet addiction. Furthermore, all components of sensation-seeking also showed a direct and significant relationship with Internet addiction. The regression analysis results revealed that the loneliness variable accounted for 8% of the variance in Internet addiction. In the second step, social anxiety explained an additional 9% of the variance. In total, the three variables together accounted for 11% of the variance in Internet addiction.

According to the research findings, loneliness, social anxiety, and thrill-seeking all play a significant role in predicting students' social health. It is recommended that suitable and effective counseling services be provided for students. Additionally, it is essential to identify the causes of loneliness among students and to prevent complications such as internet addiction by implementing appropriate solutions to mitigate this issue.

The purpose of this study was to determine the mediating role of body shame in the relationship between body compassion and social anxiety. This descriptive-correlational research was of structural equation modeling type. The statistical population of this research was the students of Islamic Azad University, Lahijan branch in 2022; In this study, 280 students were selected using available methods. To collect data from the Body Compassion Scale (BCS; Altman et al., 2020), The social anxiety questionnaire for adults (SAQ-A30, Caballo et al., 2010), and the Body Image Shame Scale (BISS, Duarte et al., 2014) was used. Data analysis was done using the structural equation method. The results showed that the presented model had a good fit. The results of the coefficients of direct effects showed that physical compassion had a negative direct and significant effect on social anxiety; body shame had a positive direct effect on social anxiety; Also, body compassion had a negative direct effect on body shame (P<0.05). The results of the bootstrap test showed that body shame had a mediating role between body compassion and social anxiety (P<0.05). The results of this study showed that physical compassion had an effective role in reducing social anxiety; Also, this relationship was mediated by body shame. It can be said that compassion led to the improvement of social anxiety by reducing body shame.

Psychological theories established a relationship between social anxiety and critical parenting. The aim of the present study was to investigate the prediction of social anxiety based on critical parenting, self-compassion, awareness and self-acceptance.

The participants are 262 students from different educational levels, and the questionnaire related to this research was presented to the participants online, which included critical parenting, social anxiety, self-compassion, awareness, and self-acceptance put an assessment.

The results indicated that this hypothesis is rejected and the fit of the model was not acceptable. Based on this, we removed the relationship between critical parenting and social anxiety, and the rest of the relationships were evaluated, but it had no effect on the improvement of fit. Therefore, we used the hierarchical regression method. We entered the predictor and criterion variables and the amount of changes was significant and 35% of the criterion variable (social anxiety) was explained by the predictor variables (critical parenting, self-compassion, awareness, and self-acceptance) and beta in the variable of self-acceptance and Awareness plays a significant role in this regard.

Considering the importance of social dimensions in students' lives and in order to reduce their social anxiety, it is suggested that educational workshops be held for students to strengthen their compassion, awareness and self-acceptance.

The aim of the present study was to investigate the effectiveness of schema therapy on social anxiety, fear of negative evaluation, and shame of body interpretation in girls with body dysmorphic disorder. The research method is semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included adolescent girls suffering from body deformity disorder in the city of Qom in the period of 2023, using the non-random sampling method, 30 adolescent girls were randomly selected into two experimental groups (15 people) and Witnesses (15 people) were replaced. The experimental group received 10 sessions of group therapy schema, 1 session per week and each session for 2 hours, as a therapeutic intervention. To collect data, Lajerka's Adolescent Social Anxiety Questionnaire (1999), Lori's (1983) Fear of Negative Evaluation Questionnaire, and Durat et al.'s (2014) Body Shame Questionnaire were used. Data analysis was done using SPSS software and covariance analysis. The results of the research showed that schema therapy training was effective on social anxiety (0.35), fear of negative evaluation (0.53), and shame from body interpretation (0.30) in girls with body dysmorphic disorder. According to the findings of this research, schema therapy can be used as a therapeutic strategy to reduce social anxiety, fear of negative evaluation, and shame from body interpretation in girls with body dysmorphic disorder.