دانشجویان

The aim of this study was to examine the effectiveness of cognitive-behavioral procrastination treatment on coping self-efficacy and intolerance of uncertainty in procrastinating students.

Methods and Materials:

 This semi-experimental study employed a pretest-posttest control group design. The statistical population included undergraduate psychology students at Islamic Azad University, Sari Branch, during the 2023–2024 academic year. After initial screening using the Procrastination Questionnaire, 30 eligible students were randomly assigned to experimental and control groups. The experimental group received ten sessions of cognitive-behavioral therapy focused on procrastination. Data were collected using the Coping Self-Efficacy Scale and the Intolerance of Uncertainty Scale. Data analysis was performed using univariate and multivariate ANCOVA in SPSS-27.

ANCOVA results revealed a significant difference between the groups in intolerance of uncertainty (F=11.865, p=0.014, η²=0.364). Significant differences were also found in the coping self-efficacy components, including stopping unpleasant thoughts and feelings (F=12.257, p=0.002, η²=0.315), problem-focused coping (F=10.015, p=0.003, η²=0.287), and seeking social support (F=9.844, p=0.004, η²=0.263).

Cognitive-behavioral procrastination treatment significantly reduced intolerance of uncertainty and improved components of coping self-efficacy in procrastinating students.

The present research was conducted with the aim of evaluating and testing the structural model of dark personality traits of students based on childhood trauma and the mediating role of early maladaptive schemas. In terms of purpose, this study was applied and in terms of the method of doing it, it was a descriptive correlation of the type of structural equations. The research community consisted of all male and female students of Mohaghegh Ardabili University in the academic year of 1402-1403, and 305 of them were selected as available. Data collection tools for questionnaires of dark personality traits (SD3); were early maladaptive schemas (SQ-SF) and childhood trauma (CTQ). To describe the findings, mean and standard deviation were used, and Pearson's correlation tests and structural equation models were used to infer information using SPSS-27 and AMOS-24 software. The results of this research showed that the conceptual model of the research has a favorable fit (χ2/df=2.9, RMSEA=0.08, SRMR=0.06, GFI=0.93, AGFI=0.91, CFI=0.93) and that childhood trauma affects the occurrence of dark personality traits both directly (β; 0.20; p<0.01) and indirectly through the mediating role of early maladaptive schemas (β; 0.31; p<0.01). These results can be used to design interventions aimed at preventing the occurrence of harmful consequences of dark personality traits.

This research was conducted with the aim of determining the relationship between psychological distress and self-compassion with emotional failure in male and female students of Tehran Islamic Azad University. The research design was correlation. The statistical population included all the students of the Faculty of Psychology of Tehran Islamic Azad University in the academic year 1401-1402 and among them 160 people were selected purposefully and based on the entry criteria. The data collection tools included Ross' love trauma list, Kessler's Psychological Distress Questionnaire and Nef's Self-Compassion Questionnaire. Pearson's correlation coefficient and step-by-step regression analysis and SPSS-26 software were used to analyze the data. The findings showed that psychological distress has a positive and significant relationship with emotional failure. Self-compassion also had a negative and significant relationship with emotional failure. In total, 19% of the variance of emotional failure was explained by psychological distress and self-compassion (p<0.05). Therefore, these psychological variables can be used to protect students against emotional problems, and it is suggested that university counseling centers take advantage of these results

Therefore, the present study was conducted with the aim of determining the relationship between self-esteem and secure style with fear of marriage in students mediated by psychological hardiness.

The present study was descriptive-correlational. The statistical population was all male and female students of Islamic Azad University, Sardasht Branch, 670 of whom were selected through purposive sampling. Rosenberg's self-esteem questionnaire , Hazan and Shaver's attachment styles, Ahvaz psychological hardiness, and Richard's fear of marriage were used to collect data. Data analysis was also performed using Spearman's correlation tests and structural equation modeling in SPSS and AMOS version 24 software.

Self-esteem had an inverse and significant effect on fear of marriage (β=-0.330, P<0.001). Safe style also had a significant and inverse effect on fear of marriage (β=-0.210, P<0.001). Psychological hardiness also had a significant effect on fear of marriage (β=-0.20, P<0.001). The indirect effect of self-esteem on fear of marriage through psychological hardiness was also significant (β=-0.054, P<0.001). At the same time, the indirect effect of safe style on fear of marriage through psychological hardiness was also significant (β=-0.062, P<0.001).

Self-esteem, safe style, and psychological hardiness had a significant inverse effect on fear of marriage, which emphasizes their reducing role in this phenomenon. Specifically, it was found that self-esteem and a secure style reduced fear of marriage not only directly.

The present study was conducted to investigate the structural model of the relationship between mindfulness and loneliness with the mediating role of psychological distress among students with emotional breakdown experiences. The present research method was the descriptive-correlation type of structural equation modeling. The statistical population of this research were all female students of Rasht Azad University in the academic year 2022-2023; among them, 314 students were selected as samples by purposive sampling method. Research questionnaires included: the loneliness scale (LS) (Asher et al., 1984), The mindfulness Questionnaire (FFMQ) (Baer et al., 2006), and the psychological distress scale (K10) (Kessler et al., 2002). The data was analyzed by structural equation analysis method. The findings showed that the model had a good fit. The estimating of the direct effect of mindfulness on loneliness was negative and meaningful; the direct effect of mindfulness on psychological distress was negative and significant; and the direct impact of psychological distress on loneliness was positive and significant (P<0.05). Also, the indirect impact of psychological distress in the relationship between mindfulness and loneliness was negative and significant (P<0.05). From the above findings, it can be concluded that the mediating role of psychological distress in the relationship between mindfulness and loneliness in students with emotional breakdown experiences was confirmed.

The present study aimed to examine the mediating role of psychological capital in the relationship between academic support and well-being. A correlational research design with a structural equation modeling approach was employed. The population comprised students enrolled at the Cultural Revolution University in Kohgiluyeh and Boyer-Ahmad Province in the academic year 2023-2024. A convenience sample of 266 students was selected. The research instruments included the Academic Support Scale (ASS) by Sands and Plunkett (2005), the Psychological Capital Questionnaire (PCQ) by Luthans et al. (2007), and the Academic Well-being Questionnaire (AWBQ) by Pietarinen et al. (2014). Structural equation modeling was used to analyze the data. The results indicated a good fit for the research model. The findings revealed significant direct effects of academic support on academic well-being (p = .01), academic support on psychological capital (p = .02), and psychological capital on academic well-being (p = .005). Additionally, the results indicated a significant indirect effect of academic support on academic well-being mediated by psychological capital (p = .01). These results suggest that academic support, by influencing psychological capital, can lead to students' happiness, satisfaction, and ultimately, academic well-being in their academic and educational activities.

Universities play a critical role in fostering optimal academic performance and addressing the evolving challenges faced by students. This study aimed to investigate changes in social skills, academic motivation, and grit among first-year to third-year university students.  This comparative study included a statistical population of all undergraduate students at Bu-Ali Sina University during the second semester of the 1402-1403 academic year. A sample of 310 bachelor students was selected using stratified random sampling, with approximately one-third representing first-year, second-year, and third-year students, respectively. Data were collected using the Social Skills Scale (Gresham & Elliott, 1999), the Academic Motivation Scale (Harter, 1981), and the Grit Scale-Short Form (Duckworth et al., 2007). Data analysis was conducted using multivariate analysis of variance (MANOVA).  The results revealed significant differences among first-year, second-year, and third-year students in terms of social skills and academic motivation (P < 0.01). Specifically, third-year students exhibited higher levels of social skills and academic motivation compared to first- and second-year students, while first-year students scored lower than both second- and third-year students. However, no significant differences were observed among the three groups regarding grit (P = 0.322).  The findings suggest that social skills and academic motivation tend to improve as students progress through their university years, while grit remains relatively stable. To support student development, university counseling centers and student associations should implement targeted programs to enhance academic motivation, improve social skills, and foster resilience, particularly among incoming first-year students.

This study aimed to validate the multi-dimensional scale for anti-social behavior in a higher education setting (ASB) for a sample of Iranian university students. This descriptive-evaluative study translated and validated the Persian version of (ASB) in a sample of Iranian students. 270 students of Islamic Azad University, Rasht branch participated in this study using the convenience sampling method in 2023. To examine the test-retest reliability of ASB, 50 participants were randomly selected to fill out this scale twice at an interval of two weeks. The multi-dimensional scale for Anti-Social Behavior in a higher education setting (ASB), the Dirty Dozen Scale (DD, Jonason & Webster, 2010), and the Short form of the self-compassion Scale (SCS, Raes et al., 2011) were used in this study. According to the results of exploratory factor analysis (EFA), 2 factors were identified separately, which explain 66.30% of the total variance. The results of criterion validity showed that ASB had a positive relationship with dark personality traits and a negative relationship with self-compassion (P<0.05); which respectively shows the convergent and divergent validity of this tool. According to Cronbach's alpha, results showed the favorable test-retest reliability (0.77) and internal consistency (0.89) of ASB.  Since ASB exhibited acceptable validity and reliability in a sample of Iranian students, it is recommended to be used for measuring the anti-social behavior of Iranian university students.

Students of any country are considered as the intellectual and spiritual assets of that country, and therefore examining the specific issues of students and ensuring their physical and mental health is one of the most important goals of educational planners. Therefore, the purpose of this research was to investigate the relationship between emotional intelligence and perfectionism and mental health of undergraduate students. 

Research method:

 240 students (140 girls and 100 boys) were selected from among the students who were studying in the academic year 1402-1401 using stratified random sampling method. The research tools included three questionnaires of emotional intelligence, perfectionism and mental health, which were distributed among the sample and the necessary information was collected and analyzed. In the inferential statistics section, Pearson's correlation coefficient, multivariate regression analysis, multivariate variance analysis and independent t-test were used.

The findings showed that there is a positive relationship between the emotional intelligence dimension of general mood and mental health. No relationship was found between dimensions of perfectionism and mental health. There is a negative relationship between all dimensions of emotional intelligence and all dimensions of perfectionism. Emotional intelligence predicts 2% of the variance of mental health. Also, no difference was found between boys and girls in terms of emotional intelligence, perfectionism and mental health.

Therefore, it is suggested to create conditions for the education of students to improve their self-awareness while familiarizing themselves with the principles of increasing mental health and coping with anxiety and stress.

 The advent of the Internet and social media has increased online engagement, particularly among adolescents and young adults. This trend has brought cyberbullying to the forefront as a critical issue affecting mental and social well-being. This study aims to predict cyberbullying among university students by examining the roles of media literacy and online self-disclosure.

Methods and Materials:

 This descriptive correlational research involved students from the University of Birjand during the 1400-1401 academic year, totaling 12,000 individuals. A sample of 398 students was selected through convenience sampling. Data were gathered using the cyberbullying and victimization scales (Lam & Lee, 2011), the online self-disclosure scale (Valkenburg & Peter, 2007), and the media literacy questionnaire (Falsafi, 2015). Data analysis was conducted using SPSS-V26, employing Pearson correlation and regression analysis.

 The results indicated a significant inverse correlation between media message comprehension and intentional selection with cyberbullying. Conversely, a significant positive correlation was found between in-depth self-disclosure and cyber victimization. Regression analysis revealed that, except for media message analysis, the components of online self-disclosure and media literacy were significant predictors of cyberbullying (P<0.01).

 Therefore, training in media literacy skills and self-disclosure management by psychology and communication science specialists plays a crucial role in preventing cyberbullying.

This study aimed to determine the moderating role of defense mechanisms in the relationship between loneliness and internet addiction among university students. The study method was correlation and the statistical population included all students studying at Khayyam University (approximately 7000 people). A number of 200 students were selected by convenience sampling method and completed the Internet Addiction Questionnaire, Loneliness, and Defense Style Questionnaire. The results of the Pearson correlation coefficient show a positive and significant relationship between loneliness and internet addiction, a negative and significant relationship between mature defense style and internet addiction and there is a positive and significant relationship between immature defense style and internet addiction. Also, a positive and significant relationship exists between immature defense style and loneliness. Finally, the results of the hierarchical regression analysis of the proposed model show that defense mechanisms significantly moderate the relationship between loneliness and internet addiction. This research shows that the relationship between loneliness and internet addiction is not linear and simple, and other variables such as defense mechanisms play a role in this relationship.
 Keywords: Internet addiction, loneliness, defense mechanisms, university students.

The aim of current research was to investigating structural relationships of addiction to mobile phone-based social networks in students, as influenced by early maladaptive schemas mediated by alexithymia. In terms of purpose, this research was applied research, while in terms of method, it was correlational studies. The statistical population of this survey comprised all individuals between the ages of 18 and 30 who resided in Tehran and Isfahan in 2021. The available sampling method was employed to select a sample of 524 individuals, which included 381 girls and 143 boys. Mobile Social Network Addiction (SNA), Toronto Alexithymia (TAS_20), and the Young Schema Questionnaire-Short Form3 (YSQ-S3) were completed by the participants. The research data was analyzed using structural equation modeling and the R-4.2 and SPSS-26 software. Based on research findings, variable of maladaptive schemas was able to predict the tendency to addiction to social networks in a positive and significant manner. However, there was no significant relationship between Alexithymia and the propensity to develop an addiction to social media. Results showed that Alexithymia does not play a mediating role in predicting tendency to addiction to social networks based on maladaptive schemas. It is recommended that psychologists and counselors consider the role of early maladaptive schemas in the prevention, control, and treatment of addiction to social networks in light of the results obtained.

This study aimed to investigate the effectiveness of group cognitive behavioral therapy on the symptoms of Attention Deficit/Hyperactivity Disorder and the Executive Functions in university students with ADHD. The method was semi-experimental, involving a control group, a pre-test, a post-test, and a one-month follow-up. The statistical population encompasses all students at universities in Isfahan in 2021 who exhibit symptoms of ADHD. Randomly assigned to experimental and control groups, ten males and ten females were selected following the screening. The following research tools were employed: the Barkley Adult ADHD Rating Scale (BAARS-IV), Barkley deficit in Executive Functions Scale (BDEFS), Autistic Spectrum Quotient (ASQ), Mood Disorder Questionnaire (MDQ), Minnesota Multiphasic Personality Inventory (MMPI), Cattell Culture Fair Intelligence Test (CCFIT), and Diagnostic Interview for ADHD (DIVA). The data were processed using repeated measures analysis of variance. The results indicated that group cognitive behavioral therapy significantly reduced the symptoms of all ADHD subscales, with the exception of hyperactivity, and all executive functions subscales. The results of the Bonferroni test indicated the effectiveness of the treatment in the post-test phase for all subscales (except hyperactivity) and the follow-up phase except attention deficit and hyperactivity. It could be concluded that the dimensions of ADHD variable except for hyperactivity and executive functions variable in students with ADHD show significant improvement under the influence of cognitive behavioral therapy. This treatment procedure can be employed by therapists to enhance the health and capabilities of students who are affected.

This research was conducted with the aim of investigating the effect of sleep deprivation on memory function in the morning sleep type of girls students in the dormitory of Kermanshah City. The current research is a semi-experimental type with a pre-test-post-test design and a control group. The current research population includes all female students of the dormitory in the academic year of 2019. The initial research sample consisted of 200 female dormitory students who were selected through available sampling. The research tools include the Wechsler Memory Scale (WMS;Wechsler; 1939) and the Morning-Evening Questionnaire (MEQ; Horn; & Östberg, 1976).  The covariance analysis of the data showed that there is a significant difference in the memory performance variable between the experimental and control groups (P<0.01). Considering that the average of the experimental group compared to the control group had an effect on the dependent variable; sleep deprivation has an effect on memory functions in the morning sleep type. The results showed that sleep deprivation causes impairment in memory functions and weak memory function; so it can be concluded that sleep deprivation has led to a decrease in memory function.

The present study aimed to investigate the relationship between Mathematical Self-Efficacy and Academic Motivation with emphasis on the role of gender in students. The research method was descriptive correlation. The statistical population included all undergraduate students of Islamic Azad Universities of Tehran province in the academic year 1398-1399. 300 participants were selected as a sample by multi-stage cluster random sampling method. Instruments included self-made Mathematical Self-efficacy Questionnaire and Academic Motivation Scale (AMS) (Vallerand et.al, 1992). The results showed that all four components of The self-made Questionnaire were positively correlated with the Intrinsic and Extrinsic Motivation components in Vallerand Questionnaire and negatively correlated with Amotivation at the %1 level. The results of fisher test showed that gender significantly moderated the relationship between the components of Mathematical Self-Efficacy and Mathematical Self-Efficacy Stress and Extrinsic Academic Motivation. The type of academic discipline significantly modulated the link between the components of Mathematical Stress, General Mathematical Self-Efficacy, and Mathematical Anxiety with Extrinsic Academic Motivation

This study examined the prediction of addiction tendency based on differentiation of self, self-construal, and coping styles. The primary aim was to identify the psychological factors significantly predicting addiction tendency and to analyze the relationships among these variables. The statistical population included all undergraduate students at Payame Noor University of Qom in 2021. Using simple random sampling, 285 students from various faculties were selected as the sample. Data were collected using standardized questionnaires, including the Addiction Tendency Scale, Differentiation of Self Inventory, Self-Construal Scale, and Coping Styles Inventory. Pearson correlation and multiple regression analysis were applied to analyze the data.The results indicated that differentiation of self, self-construal, and coping styles significantly predicted addiction tendency. Among these variables, coping styles had the highest predictive coefficient (β = 0.50), followed by differentiation of self (β = 0.45) and self-construal (β = 0.32). The findings revealed that individuals with lower differentiation of self and less effective coping styles are more likely to exhibit addiction tendencies.This study highlights the crucial role of psychological factors in understanding addiction tendencies and has significant implications for designing preventive and therapeutic interventions. The findings can serve as a scientific basis for promoting mental health and reducing high-risk behaviors, including addiction.

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.

This study aimed to determine the mediating role of body image shame in the relationship between the experience of childhood emotional abuse and internet gaming disorder in students. This was a descriptive-correlational study using the structural equation modeling method. The statistical population of this research was the students of Islamic Azad University, Khomeini Shahr Branch in 2023. In this study, 260 people participated in the accessible method. Data collection using the Childhood Trauma Questionnaire (CTQ; Bernstein et al., 2003), the Body Image Shame Scale (BISS; Duarte et al., 2014), and the short form of the Nine-Item Internet Gaming Disorder Scale -Short Form (IGDS9-SF; Pontes & Griffiths, 2015) was done. Data analysis was done using structural equation modeling and the bootstrapping method. The results showed that the proposed model of the mediating role of body image shame in the relationship between the experience of emotional abuse in childhood and internet gaming disorder had a good fit. The results of the structural equation model analysis showed that the experience of emotional abuse in childhood had a direct and significant effect on internet gaming disorder and body image shame (P<0.05). Another result showed that body image shame has a direct and significant effect on internet gaming disorder (P<0.05). The results of the bootstrap test showed that body image shame had a mediating role between the experience of emotional abuse in childhood and internet gaming disorder (P<0.05). The results of this study indicated that the experience of emotional abuse in childhood has a direct effect on internet gaming disorder in students through damage to body image.