خودکارآمدی اجتماعی

The present study was conducted to comparing the effect of cognitive behavioral therapy and therapy based on acceptance and commitment on the social self-efficacy of single-parent boys in Bojnord city. The research method was semi-experimental with a pre-test and post-test design and follow-up with a control group, and the statistical population was all single-parent male students of the first secondary school in Bojnord city in the academic year of 2023-2024, of which 45 were selected by purposive sampling. 200 single parent students were selected. The research tool was the Smith and Betz Social Self-Efficacy Questionnaire (SES). The experimental groups underwent 8 sessions of 90 minutes separately under cognitive behavioral therapy and therapy based on acceptance and commitment, and the control group did not receive any intervention. All three groups completed the post-test again. And after one month, a follow-up period was also conducted. The data were analyzed with the analysis of variance of repeated measurements and the Bonferroni post hoc test and the results indicated the positive effectiveness of both cognitive behavioral therapy methods and treatment based on acceptance and commitment on social self-efficacy (P<0.001). Also, the effectiveness of treatment based on acceptance and commitment both in the post-test and in the follow-up period was more than cognitive behavioral therapy (P<0.05). Based on this, these two methods can be used to increase the social capabilities of single-parent boys and, while increasing social self-efficacy, prevent the occurrence of behavioral problems and social harms that threaten them.

The aim of this study was to determine the effectiveness of positive psychotherapy on social self-efficacy, affect control and mental vitality in delinquent adolescents. The research method was semi-experimental with pre-test-post-test design with follow-up and control group. The sample consisted of 30 juvenile delinquents aged 16 to 20 years in Neka Correctional Center who were selected by Purposeful sampling method and randomly assigned to experimental and control groups. The research instruments included Adolescents 'Social Self-Efficacy Questionnaire, Emotion Control Scale, and Adolescents' Mental Vitality Scale. Positive psychotherapy program was taught weekly to the experimental group in 8 two-hour sessions. At the end of the sessions, post-test and follow-up were performed 3 months later. The results of repeated measures analysis of variance showed that a positive psychotherapy program was effective on social self-efficacy, emotion control and mental vitality of delinquent adolescents and this effect continued until the follow-up stage. Overall, the results indicate that the positive psychotherapy program can be effective in increasing social self-efficacy, affects control and mental vitality of delinquent teenagers, and this program can be used to promote the reduction of delinquent behaviors in adolescents.

The aim of the present study was the modeling of social anxiety based on brain-behavioral systems, attachment to parents and peers, and social self-efficacy mediated by emotion control among adolescents. This research was descriptive correlational using a structural equation modeling method. The statistical population included all of Tehran's secondary school students during the year 2021. In order to select the sample, eighteen schools were initially selected through cluster sampling. Then, of these, 564 individuals entered the study by convenience sampling method and responded to the Scales of Behavioral Inhibition and Behavioral Activation Systems (BIS/BAS, Carver & White, 1994), Parent and Peer Attachment (IPPA, Armsden & Greenberg, 1987), Self-Efficacy for Social Situations (SESS, Gaudiano & Herbert, 2003), Emotion Control (ECQ, Roger & Najarian, 1989), and Social Phobia (SPIN, Connor et al., 2000). The results of this research indicated an acceptable fit of the proposed model with the collected data. According to the results, the behavioral inhibition system positively (P<0.01) and behavioral activation system (P<0.05), attachment to parents and peers, and social self-efficacy (P<0.01) negatively have a significant effect on social anxiety through emotional control mediation. So, according to the moderating role of emotion control, the advancement of emotional regulation skills can reduce the strength of the aetiological factors and help diminish the symptoms of adolescents' social anxiety.

In this investigation, the association between behavioral disorders with social self-efficacy and psychological well-being has been studied. The current study is of a descriptive kind and the employed approach is a correlative one. The sample used in this research includes 302 middle school students in Zabol city who have been selected using a random sampling method. After the selection and attribution of the sample, the questionnaires have been distributed and collected in one stage. Finally, the data have been analyzed through SPSS software, Pearson correlation test, and linear regression. The outcomes indicated that there’s a meaningful negative relationship between behavioral disorders and social self-efficacy. Regarding this negative relationship, it can be claimed that the fewer the behavioral disorders, the more social self-efficacy.

This study aimed to investigate Senior high school student's experience of social self-efficacy. This study was a qualitative study and was performed with a phenomenological approach. The research population includes all female secondary school students of Ahvaz city in 2019, who were in total number of people. For the research sample, first, a class of 30 students was randomly selected from all five secondary schools of the second period for girls, and a questionnaire was distributed among them. Based on this, the questionnaire was distributed among 150 students and finally 25 female students were selected purposefully. The social self-efficacy questionnaire of adolescents (Connelly, 1989) and interviews were used to determine the research sampl. A questionnaire was used to identify the students who had the highest social self-efficacy than the rest, and then the final sample size was obtained determined through semi-structured interviews. The findings of this study included six main themes (self-expression, performance in social status, participation in social groups, friendship and intimacy, helping, mutual respect) and 19 sub themes. According to the findings of this study, it seems that the best way to increase social self-efficacy in adolescent girls is to create an adequate understanding of social self-efficacy by parents, school officials, and community policymakers. Culture-building, family awareness and elimination of sexual discrimination in the community can help to increase the social self-efficacy of adolescent girls.

The aim of this study was to investigate the effectiveness of self-compassion training on self-criticism and social self-efficacy of female students with test anxiety. This study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the study included all students with high school exam anxiety in Noshahr who referred to the centers and clinics of Noshahr in the academic year 1401-1400. The research sample consists of 30 students (15 experiments and 15 controls) of students with test anxiety who are selected using the available sampling method and are randomly divided into experimental and control groups. The experimental group underwent compassion treatment for 8 sessions and the control group waited for treatment during this period. Data collection method was assessed based on Spielberger (1980) Test Anxiety Scale, Louise Self-Criticism Scale and Connelly (1989) Social Self-Efficacy Questionnaire. Analysis of information obtained from the questionnaire was performed using SPSS 23 software in the inferential section (analysis of covariance). Findings showed that self-compassion is effective on self-criticism and social self-efficacy of female students with test anxiety, meaning that self-compassion leads to improved self-criticism and social self-efficacy of female students with test anxiety.

Numerous studies have shown that self-efficacy and perfectionism are associated with academic procrastination; But research that has developed a model for predicting academic procrastination based on social self-efficacy and perfectionism: the mediating role of the achievement emotions has been overlooked.

The aim ot this study was to develop a predictive model of Academic procrastination modeling based on social self-efficacy and perfectionism: The mediating role of achievement emotions

The present study was descriptive and of correlation and structural equations. The statistical population was all Twelfth grade male students in Mashhad in the academic year 2020-21. Out of 1200 people, A total of 290 individuals were selected by multi-stage cluster sampling. The research instruments included the Solomon and Rothblum (1984) Academic Procrastination Questionnaire, the Packran et al. (2007) Emotions Progress Questionnaire, the Kobori Perfectionists (2006) and Self- Efficacy dimensions Questionnaire of Muris. Data were analyzed using Pearson correlation test and path analysis in SPSS-22 & AMOS-24.

The results showed that there was a negative and significant relationship between social self-efficacy, individual standards and positive achievement emotions with academic procrastination (P<0.05). There was also a positive relationship between excessive worry about mistakes and negative progress emotions with academic procrastination (P<0.05). The results of the path analysis indicated that the model fits appropriately, and that social self-efficacy, both directly and achievement emotions (positive & negative); and excessive worry about mistakes, could indirectly academic procrastination through achievement emotions (positive & negative).

social self-efficacy and perfectionism along with other factors, such as achievement emotions play a key role in academic procrastination and the need to pay attention to these factors is essential in prevention programs.

The aim of this study was to evaluate the effectiveness of social intelligence training on social self-efficacy, coronary anxiety and perfectionism of junior high school students. The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population of the present study consisted of all male high school students in Semnan. The sampling method was multi-stage cluster; The research sample consisted of 30 subjects who were selected by multi-stage cluster sampling method and were randomly divided into experimental (n = 15) and control (n = 15) groups. The research instruments were Colonial Adolescent Social Self-Efficacy Scale (1989), Alipour Virus Corona Anxiety Scale (1398) and Tehran Besharat Multidimensional Perfectionism Scale (2007).Analysis of covariance using SPSS software was used for statistical analysis of data. The results showed that social intelligence training has an effect on social self-efficacy, corona anxiety and perfectionism of junior high school students (P <0.01).

The present study examines the mediating role of cognitive emotion regulation strategies and social self-efficacy in the relationship between attachment styles and social anxiety in female high school students. The statistical population includes all female high school students in Ilam, i.e., 3822 individuals who were studying in the academic year 2020-2021. Among these students, 360 students were selected by multistage cluster sampling method. The method of the study is descriptive-correlative and its purpose is basic. The path analysis method and SPSS-24 and Amos-24 software were used to analyze the research data. The instruments used in this study are: Social Anxiety Scale for Adolescents (SAS-A), Adult Attachment Questionnaire (AAQ), Cognitive Emotion Regulation Questionnaire- Short form (CERQ-S) and Self-Efficacy for Social Situations (SESS). The path analysis results showed that cognitive emotion regulation strategies and social self-efficacy mediated the relationship between attachment styles and social anxiety. On the other hand, the results showed that the variables of the model were able to explain 0.38 of the variance of social anxiety in the present study. The results of the present study suggest that attachment style can predict the level of social anxiety by influencing cognitive emotion regulation strategies and social self-efficacy.

Weakness of social self-efficacy or difficulty in social relationship puts gifted students at risk of psychological damage and lack of emotional and social development. Numerous studies have compared the self-efficacy of gifted and normal students, but research that helps improve the social self-efficacy of gifted students has been overlooked.

The purpose of this study was the effectiveness of motivational intervention based on Dweck’s mind set on social self-efficacy in gifted students.

The project’s plan was a pseudo-experimental study with a pretest-posttest design and a control group. The statistical population consisted the students(female) in the gifted schools in Isfahan who were selected 30 students through purposive sampling and were placed randomly into experimental and control groups. The experimental group received 8 sessions (50 minutes) as intervention group. The research instrument was the Connolly (1989) social self-efficacy scale. Data were analyzed using MANCOVA and SPSS 23.

Findings showed that the motivational intervention based on Dweck’s mind set significantly influenced on increasing gifted student’s social self-efficacy in terms of components of social assertiveness, performance in social situations, participation in social groups, aspects of friendship and intimacy and helping or receiving help (p≤0/05).

Moreover, based on findings of this study motivational intervention based on Dweck’s mind set presents valuable results to improving social self-efficacy and social performance in gifted.

The aim of this study was to evaluate the effectiveness of emotional intelligence training mediated by social self-efficacy on social anxiety and perfectionism of sixth grade elementary school female students. This research was conducted by quasi-experimental method. The statistical population was all female students in the sixth grade of elementary school in Kashan in the 97-98 academic year. Among 120 students of one of the girls' primary schools in Kashan, which was selected by available sampling; The 20 people with the highest and the 20 people with the lowest level of social self-efficacy were selected and were finally randomly assigned to the experimental and control groups. The experimental group underwent emotional intelligence training for 8 sessions. Data collection tools were questionnaires of social anxiety (Connor, 2000), perfectionism (Hill et al., 2004) and social self-efficacy (Conley, 1989). The results of multivariate analysis of covariance showed that emotional intelligence training reduces social anxiety and uncompromising perfectionism and increases adaptive perfectionism in students. Social self-efficacy also has a mediating role in this regard (P <0.05). The results of this study showed that by considering social self-efficacy, emotional intelligence training can be used as an effective intervention to improve social anxiety and perfectionism of elementary students.

Social anxiety is one of the factors that disrupts the process of social development in individuals. Numerous studies have confirmed the relationship between early maladaptive schemas and social anxiety, but the key question is whether cognitive emotion regulation strategies and social self-efficacy can play a mediating role in the relationship between early maladaptive schemas and social anxiety?

The purpose of this study was to investigate the mediating role of cognitive emotion regulation strategies and social self -efficacy in the relationship between early maladaptive schemas and social anxiety in adolescent girls.

The present study was a descriptive correlational study and structural equation modeling. The statistical population included all female high school students in Ilam who were 3822 individuals studying in the 2020-2021 academic year. among these students 360 students were selected by multi-stage cluster sampling method and completed the Anxiety Scale for Adolescents (La Greca & Lopez, 1998), Early Maladaptive Schemas Questionnaire- Short form (Yong,1998), Cognitive Emotion Regulation Strategies Questionnaire- Short form (Granefski & KrajjT, 2006) and Self- efficacy for Social Situations (Gaudiano & Herbert, 2003). For data analysis, path analysis method and SPSS24 and Amos24 software were used.

All direct effects of study variables were significant (p<0/01) but direct effect of impaired limited schema on social anxiety was not significant (p>0/05). Also the indirect effects of early maladaptive schemas on social anxiety through cognitive emotion regulation strategies (adaptive and maladaptive) and social anxiety were significant (p<0/05) and the research model had a good fit.

Early maladaptive schemas can predict levels of social anxiety by influencing cognitive emotion regulation strategies and social self-efficacy. This study highlights the need to pay more attention to adolescent mental health through comprehensive planning to empower them and timely intervention.

The purpose of this research was to examine the effects of Families and Schools Together Program (FAST) on social, general and parenting self-efficacy of first graders’ parents in Tabriz. This quasi-experimental study had a pretest-posttest control group design. The statistical population of the study consisted of the parents of all first graders enrolled in public schools in Tabriz in 2018-19 school year. For the purpose of sampling, purposive sampling method was utilized and 40 families were selected. These families were assigned to an experimental (20 families) and a control group (20 families). During the study, the experimental group took part in the Families and Schools Together Program for eight 2.5-hour sessions and the control group did not receive any intervention. The analysis of covariance showed that the experimental group’s social, general and parenting self-efficacy increased dramatically (p<0.05). Hence, it can be concluded that participating in Families and Schools Together Program has the potential to increase social, general and parenting self-efficacy.

he purpose of this study was to predict social anxiety based on social support and social self-efficacy in physically-motorized disabled teens in Shiraz. Results showed that among the components of self-efficacy, self-efficacy for cognitive control (r = 0.41) and self-efficacy for control Emotional (r = -0.26) with a significant negative relationship with fear of negative evaluation. In addition, there was a significant relationship between social support components, emotional support / information (r = -0.24), and the support of kindness (r = -0.24) with general avoidance and distress. Among the components of social self-efficacy, self-efficacy for cognitive control (r = 0.32) and self-efficacy for emotional control (r = -0.36) is significantly correlated with avoidance and general grief. Also, there are no significant relationships between social support components with avoidance and distress in new situations. Also, among the components of self-efficacy, self-efficacy for cognitive control (r = 0.26) is significantly related to avoidance and grief in new situations. Regression results showed that among the components of social self-efficacy, only self-efficacy for cognitive control was significantly lowered by fear of negative evaluation (p <-0.401) and avoidance and general grief (p = 0.27) and anxiety and Predicts grief in new situations (p <0.01). Regarding the negative relationship between social support components and social anxiety, it is suggested that therapists and mental health professionals should pay more attention to the role of this variable in treatment interventions.

The objective of the present study was evaluating the relationship between Parent and Peer Attachment of teenagers and social self-efficiency as well life satisfaction. This study was descriptive, correlative type. The target includes all by second-grade High school of Zahedan Township within academic year of 2014-15. The sample volume is 373 persons, who are selected based on the multi-stages cluster sampling. Parent and Peer Attachment Questionnaire (Armsden & Greenberg, 1987), Teenager Social Self-efficiency Questionnaire (Kenoly, 1989) and student life satisfaction (Huebner et al., 1994) are used to collect data. Data are analyzed using Pearson correlation coefficient and step-by-step Regression. The results of Pearson Correlation showed there is a significant relationship between the aspects of attachment to father, attachment to mother and attachment to friends in respect to social self-efficiency and life satisfaction. The results of step-by-step Regression showed relationship with friend has the most share of predicting for social self-efficiency, while the least one is allocated for relationship with parents. The result step-by-step Regression for life satisfaction showed relationship with friend has the most share of predicting for trust to friends, while the least one is allocated for relationship with parents.