social cognition

The purpose of the present study was to investigate the antecedents and consequences of individual social cognition in the form of a causal model. The research method was correlation and structural equations. The statistical population of the research was formed by all the students of Shahid and Isargar schools in Shiraz in the academic year of 1402-03, of which 278 people (124 girls and 154 boys) were selected by multi-stage cluster sampling method. became To collect data, Nejati et al.'s social cognition scale, Brown and Ryan's mindfulness scale, and Wang et al.'s passion for school were used. To check the validity of the scales, confirmatory factor analysis was used, and Cronbach's alpha coefficient was used for reliability, and the results indicated that the validity and reliability were favorable. Descriptive statistics, Pearson's correlation coefficient and structural equation test were also used to analyze the data. The findings showed that mindfulness has a significant effect on social cognition. Social cognition also had a significant effect on academic enthusiasm. Social cognition was also able to mediate between mental awareness and academic enthusiasm.

In general, it can be concluded that mind-awareness and academic enthusiasm are two of the main factors for investigating the antecedents and consequences of academic enthusiasm. Keywords: social cognition, mental awareness, academic enthusiasm. In general, it can be concluded that mind-awareness and academic enthusiasm are two of the main factors for investigating the antecedents and consequences of academic enthusiasm. Keywords: social cognition, mental awareness, academic enthusiasm. Keywords: social cognition, mental awareness, academic enthusiasm.

The objective of this study is to examine the role of social cognition in the formation of group identity in adolescents. This research is a qualitative study that utilized semi-structured interviews to collect data. Data were collected from 25 adolescents residing in Tehran, aged 15 to 18. Participants were selected purposefully from various social and cultural groups. Data analysis was performed using NVivo software based on thematic analysis. The results of this study indicate that social cognition plays a key role in the formation of adolescents' group identity. Various factors such as family, peer groups, media, and school significantly influence this process. Key concepts identified include a sense of belonging to the group, social interactions, and the acceptance of group norms. Furthermore, adolescents who were members of different social groups experienced a stronger group identity. This study emphasizes that social cognition plays a crucial role in the formation of group identity during adolescence. Social interactions and group experiences can help adolescents strengthen their social identity and experience a sense of belonging to various groups. Therefore, creating healthy and supportive social spaces for adolescents in different environments is essential.

The purpose of this study was to investigate the effectiveness of mindfulness-based education on social cognition and psychological disturbance of student. The method of the current research was quasi-experimental with two control and experimental groups with a pre-test and post-test design. The statistical population of the research was the 6th grade students of the elementary school of Agh Qola city. The participants were 40 second grade students who were selected by random sampling. They were divided into two control (n=20) and experimental (n=20) groups. All of them completed questionnaires of social cognition (Najati et al., 2017) and psychological disturbance (Lowinda, 1995(. The hypotheses were analyzed with covariance analysis model. The findings showed the effect of mindfulness-based training on self-knowledge (0.79), mind reading (0.84), understanding the educational environment (0.69), detection of educational threats (0.77), depression (0.71), Anxiety (0.74) and stress (0.70) were significant. According to the findings, it can be stated that the improvement of social cognition and psychological disturbance requires attention to mindfulness. The practical implications of the findings are discussed.

Cyberbullying has emerged as a significant issue in both theoretical and practical realms. The present study sought to investigate the efficacy of social cognition training on the empathy and moral indifference of adolescents who engage in cyberbullying.
 

The research design was a quasi-experimental, pre-test-post-test control group design. The statistical population consisted of all male students in the second year of middle school in Gorgan during the academic year 2023-2024. Thirty participants were randomly selected using cluster sampling and allocated to experimental (n = 15) and control (n = 15) groups. The experimental group received eight 60-minute sessions of social cognition skills training, while the control group did not receive any training during this period. The instruments used for data collection were Orgavo et al.'s Empathy Questionnaire (2017) to measure empathy, Caprara and Capana's Moral Indifference Questionnaire (2006) to assess moral indifference, and Antiad et al.'s Cyberbullying Questionnaire (2016) to determine cyberbullying behaviors.

The results showed that there was a significant difference between the experimental and control groups after social cognition training in terms of the effect on empathy and moral indifference variables in favor of the experimental group (p < 0.05).

The findings demonstrate that social cognition training is a promising approach to increase empathy and reduce moral indifference among adolescents who engage in cyberbullying. Given the importance of these factors in preventing cyberbullying, researchers and educators must consider incorporating social cognition training as a practical tool in their efforts to address this issue.

The purpose of this study was to gain a coherent understanding of the importance of language, identify and categorize its components in the acquisition of children's theory of mind ability, and also to provide a conceptual model in this regard. The type of research was descriptive, the method of conducting it was qualitative and based on library citation research that was done using systematic review and meta-study (meta-synthesis) methods. The target population included all the researches and studies available in foreign and domestic databases that were conducted from 1990 to 2021 in the field of the relationship between language and theory of mind. By applying the theoretical and targeted sampling method and selecting a sample of related studies and researches, the required data were collected. The sampling process continued until theoretical saturation was achieved. 123 articles were screened Finally. The data was analyzed by content analysis method. In the open coding stage, 143 component codes were identified. Based on the concept of the identified codes and their classification in a similar component, in the axial coding stage, 5 main components and 2 secondary components were obtained. The findings indicated that the relationship between language and theory of mind can be theoretically explained based on 5 main linguistic components in the order of priority: pragmatics, semantics, syntax, vocabulary and phonology and 2 sub-linguistic components: meta-linguistic and whole. Presenting this conceptual model is a step towards achieving a comprehensive and new explanation of the importance of language in the development of the theory of mind and will lead to increasing and updating existing knowledge and benefiting from it at practical levels, including in research, educational and clinical aspects.

Obsessive -compulsive disorder can lead to emotional and physical distance between couples. Excessive control over emotions prevents self-stimulation in the relationship and disrupts intimacy, which is a major problem for patients with obsessive-compulsive disorder. the present study was conducted with the aim of predicting marital intimacy based on object Relations and social cognition in couples with obsessive-compulsive symptoms.The current research was a regression type in terms of the fundamental objective and in terms of collecting correlational data.The statistical population of the present study was couples with obsessive-compulsive symptoms .Screening among 500 couples according to the entry criteria was conducted and 136 people were selected in an available manner.Pearson's correlation test and stepwise regression were used to analyze the findings.The results of Pearson's test show that object Relations and its subscales have a positive and significant relationship with marital intimacy at the 0.01 level, and social cognition does not have a significant relationship with marital intimacy, object Relations, and its subscales.Social cognition in couples with obsessive-compulsive disorder should be further investigated.On the other hand, By improving the quality of object Relations and its subscales, an effective step can be taken to increase the marital intimacy of couples with obsessive-compulsive symptoms

The purpose of this research was to investigate the effectiveness of cognitive empowerment of mental states on the mind reading ability of substance dependent people. The current study was a quasi-experimental type with a pretest-posttest design with a control group. 30 drug addicts with the same conditions in terms of age, education, occupation, etc. were selected and randomly assigned to two experimental and control groups (15 people in each group). The participants responded to the eye reading test (Baron-Cohen test) in the pretest and posttest. The experimental group was subjected to the intervention of the cognitive empowerment program (Terme program) and the control group did not receive any intervention. The results of covariance analysis showed that cognitive empowerment (Terme program) is effective on the ability to read minds (theory of mind) in drug dependent people. In fact, the Terme program has improved the ability to read minds through the eyes in drug dependent people. Based on the results of the present research, it is possible to use the cognitive empowerment program (Terme program) in the ability to read minds through the eyes for drug dependent people.

Mental representations are one of the most advanced aspects of human cognition and can affect the mental experience of ownership of each person's body. Based on this, the present study, which is a two-stage mixed research, after inducing three levels of social-cognitive factors (equivalent to the individual, higher level, lower level), explained and predicted the mental ownership of the body. Is. The statistical population of the research included the students of Payam Noor University in Tehran, from which 61 women and 47 men were selected by convenience sampling. The research tools included the artificial hand error test of Cohen and Botvinik (1998), the subjective report questionnaire of the experience of owning an artificial hand by Longo et al. (2008) and the 12-block computer program of Tamir and Thornton's three-dimensional mental model for implicit and explicit association of social cognition representations. Data analysis with Pearson's correlation test showed that only the correlation of hand error scores and social cognition components at the third (lower) level was significant. Also, the standard multiple regression analysis showed that in explaining hand error at the third (lower) level, based on obvious association; Disgust only (Beta = -1.52), and based on implicit association; Friendship (Beta = 0.63), disgust (Beta = -0.55), and satisfaction (Beta = 0.26) were able to predict artificial hand error, respectively. The obtained results indicate that the identification of people with those who get a lower social status in the subjective evaluations of the person can occur less often.

The present study was conducted to investigate childhood injuries and social cognition with smartphone addiction with the mediating role of early maladaptive schemas in college students. The research was conducted by the correlational method of structural equation modeling, and the statistical population of this research included all students of Imam Khomeini International University (RA) in the academic year of 2022-2023, 240 of them using multi-stage cluster sampling method as The sample was considered, of which 19 questionnaires were excluded from the statistical analysis due to incompleteness And finally, 221 people were included in the study. The research tools were the CTQ Childhood Trauma Questionnaire, Cohen's Eye Mind Reading Questionnaire, SAS Smartphone Addiction Questionnaire, and the short form of Young's Early Maladaptive Schemas Questionnaire. Structural Equation Modeling was used to analyze the data. Based on the results of Sobel's statistic, the effect of childhood trauma and social cognition due to early maladaptive schemas on smartphone addiction was significant at (p<0.05) level, and The coefficient of determination of smartphone addiction variable in the modified model is 0.46, which shows that exogenous and mediating variables can predict 46% of changes in smartphone addiction. Based on the findings of the research, childhood traumas, and social cognition can play an influential role in the occurrence of smartphone addiction.

The aim of the present study was to determine the effectiveness of the social cognition program based on the theory of mind on social competence, cognitive processing and stereotyped behaviors in children with autism spectrum. The design of the research was a semi-experimental pre-test, post-test with a control group. The statistical population of this research was all boys aged 8-14 with autism spectrum disorder who were members of Tabriz Khairieh Autism Institute in 2022. The study sample consisted of 22 people who were selected by purposeful sampling method and were replaced in two experimental and control groups (11 people each) and were trained for 10 sessions. Autism social skills profile (Bellini and Hopf, 2007), cognitive system evaluation by Nagleri and Das (1997) and stereotypic behaviors subscale (Garz-2, 2000) were used to collect data. Data analysis was done with the statistical method of multivariate covariance analysis and SPSS.21 software. The results of the research showed that the social cognition program based on the theory of mind has an effect on social competence, cognitive processing and stereotyped behaviors in children with autism spectrum (P<0.05). In fact, the social cognition program based on the theory of mind increases social competence and cognitive processing and reduces stereotyped behaviors in children with autism spectrum. The results of this study support the applicability and effectiveness of the social cognition program based on the theory of mind to increase cognitive processing and improve social competence and reduce stereotyped behaviors in children with autism spectrum disorder.

Attention Deficit/Hyperactivity Disorder (ADHD) is the most common childhood neurodevelopmental disorder associated with chronic attention deficit and hyperactivity symptoms. Its prevalence has been reported up to 8.9. Children with this disorder are at high risk and suffer from problems and defects in social skills, interpersonal problems, and conduct disorder. This disorder's adverse disorder are not only visible in the education process, but also cause irreparable personal and social damage to the child's relationships with others. Social cognition is the central core of social relations and the socialization of people, and empathy is one of its most essential aspects. Considering social cognition deficits such as empathy that exist in ADHD, timely rehabilitation interventions such as mindfulness and transcranial electrical stimulation seem necessary. The present study aims to compare the effectiveness of transcranial direct current stimulation and mindfulness on empathy in children with ADHD.

The current research was conducted as a multi-group experimental design with pre-test and post-test with control and follow-up. The population consisted of students with ADHD referred to rehabilitation and psychology clinics. Forty-five children aged 7-12 years with the initial diagnosis of ADHD by a psychiatrist, who were given a clinical interview and Conners assessment for more assurance, were simple randomly assigned to two experimental groups and one control group:15 students in the mindfulness experiment group with 15 training sessions, 15 students in the transcranial direct  current stimulation group 12 sessions every other day, by two narrow bands that are closed around the participant's head and the anode with the current intensity (1 milliampere). The duration (10 minutes) was fixed on the right dorsolateral prefrontal cortex, and the cathode electrode was placed on the left arm, and 15 students were included in the control group. The effectiveness of mindfulness intervention and transcranial direct current stimulation on empathy was investigated. The 55-question Empathy Questionnaire of Ayung et al.'s 2009 was used.

According to Table 1, the groups were almost homogeneous in gender and age variables. The results of the chi-square test also showed that the difference between the two groups in terms of gender and age was insignificant (P>0.05). The results of repeated measures analysis of variance to compare three groups in empathy in the three stages of pre-test and post-test and follow-up based on Greenhouse-Geisser correction are reported in Table 2.
Table 1. Demographic characteristics of the participants by group
Variables
TDCS
Mindfulness
Control
P-Value

Gender
Boy
11 (3.18)
8 (3.13)
11 (3.18)
0.57

Girl
4 (7.6)
7 (7.11)
4 (7.6)

Age
7 to 9 years
8 (3.13)
7 (7.11)
8 (3.13)
0.98

10 to 12 years
7 (7.11)
8 (3.13)
7 (7.11)
According to the results of Table 2, the difference between the scores of the empathy component (P<0.001) was significant in the three stages of the research. Furthermore, the mean empathy scores in both experimental and control groups were significant (P<0.001). The results showed that nearly 21% of the individual differences in empathy are related to the differences between the three groups. In addition, the interaction between research stages and group membership was also significant in the empathy variable (P<0.001). In other words, the difference between empathy scores in the three stages of the research in three groups was significant. According to the results obtained in the table above, the difference between the pre-test, post-test, and follow-up stages was significant. Therefore, the results of pairwise comparisons of the averages of the three stages of the research using the Bonferroni test are reported in Table 3.
Table 2. The results of Mixed ANOVA to investigate the difference between groups in empathy in pre-test, post-test, and follow-up
Variable
Time
Time*Group
Group

F(2, 84)
P
η2
F(2, 84)
P
η2
F(1, 43)
P
η2

Empathy
32.84
<0.001
44
20.38
<0.001
0.49
5.51
0.008
0.21

The results of this study indicate that two interventions (Table 3), mindfulness and transcranial direct current stimulation, are able to improve empathy in children with ADHD. However, transcranial direct electrical stimulation was more effective than mindfulness intervention in improving them. Similarly, the change in empathy scores continued in the follow-up phase compared to the pre-test phase and was significantly different, indicating the stable effect of these two treatments.
Table 3. The results of the post-hoc Bonferroni test to compare three groups of empathy
Group
Stage
I-J
P

Control
Pre-test-post-test
0.4
0.635

Pre-test-follow-up
0.867
0.058

Post-test-follow-up
0.467
0.268


Mindfulness
Pre-test-post-test
-2.067
0.002


Pre-test-follow-up
-2
0.002


Post-test-follow-up
0.067
1


TDCS
Pre-test-post-test
-7.467
0.001


Pre-test-follow-up
-6
1.024


Post-test-follow-up
1.467
0.71

In general, based on the results of this study and previous studies, it can be said that mindfulness intervention and transcranial direct electrical stimulation can be used as a complementary solution along with other intervention programs to improve social cognition functions such as empathy in children with ADHD. Nevertheless, therapists and researchers should remember that the success of these interventions can vary depending on the context. Therefore, it is recommended that the therapists who use these interventions pay enough attention to choosing the right place for the electrodes appropriately and in line with the treatment goals.
Ethical Considerations
Compliance with ethical guidelines
In implementing the research, ethical considerations were followed according to the instructions of the Faculty of Medical Ethics Committee, the Code of Ethics of the Research Institute of Cognitive Sciences No.13. IR.UT.ICSS.REC.1399.010 was received. Informed consent was obtained from the parents of all students before starting the study. Besides, the participants were coded, and the principle of confidentiality was respected.
Funding
This article is taken from the PhD dissertation of Neda Rafiei Tari, Department of Cognitive Psychology, Faculty of Cognitive Psychology, Shahid Beheshti University, Tehran, Iran. The university provided all the financial resources for this research.
Authors’ contributions
All authors contributed equally to preparing all parts of the research.
Acknowledgments
The authors would like to thank all students with ADHD and their parents for cooperating in the study. They would also like to thank and acknowledge the efforts of the teachers, clinicians, and specialists who helped during this study.
Conflict of interest
The authors declared no conflict of interest.

Education is a significant social and educational foundation for any country, with the role of school principals being crucial in the advancement of social systems. Schools serve as hubs of feedback that echo throughout the entire social structure. Consequently, when principals effectively execute their roles, it can lead to overall societal reform (2). Managers require a variety of traits to enhance their decision-making and relationship-building capabilities. One such vital attribute is social knowledge (5). This concept encompasses a broad spectrum of behaviors aimed at comprehending the emotions, mental states, and psychological processes inherent in social interactions. It includes areas like emotion processing, social understanding, and the theory of mind (6). Social cognition is also self-knowledge, knowing other people (inferring their mental states from their tone, facial and body expressions, empathy, understanding the meaning of their behavior and social signs), social adaptation, and applying rules and knowledge related to social affairs in order to interact with each other. It includes the type of self and the management of one's emotions in interpersonal relationships (7). On the other hand, having psychological capital enables people to cope better with stressful situations,  be less stressed, to have high strength against problems,  have a clear view of themselves, and be less affected by daily events (10). Psychological capital is defined as a person's understanding of himself, having a goal to reach a position, and being stable in the face of problems (11). Therefore, the presence of interventions that help improve school principals' cognitive status can play an essential role in their personal and professional lives. One of these interventions that has recently attracted the attention of researchers is the treatment based on acceptance and commitment, which is one of the new psychological treatments. It is considered that integrating the interventions of acceptance and commitment, and mindfulness helps people achieve a lively, purposeful, and meaningful life (17). This therapeutic approach is a model based on scientific principles for enriching and empowering human life, which helps humans to achieve satisfaction in facing the challenges of life (18). The lack of emotional, psychological, and social skills and abilities makes managers vulnerable in the face of issues and problems and exposes them to all kinds of mental, social, and behavioral disorders.
On the other hand, professional development, promotion, and empowerment of school principals to improve their social awareness and psychological capital is an inevitable necessity. In addition, the results of this research can help experts, officials, and educational planners design appropriate and coherent programs to improve development and empowerment. The administrators of the country's schools should help perform these programs. Therefore, the present study was conducted with the aim of determining the effectiveness of acceptance and commitment therapy in the social cognition and psychological capital of managers. Additionally, this study aims to seek to answer the question of whether the therapy of acceptance and commitment is effective in the social cognition and psychological capital of managers.

The present study was  semi-experimental with a pre-test-post-test design with a control group and a follow-up phase. The research population included all principals of schools in Yasuj in the academic year 2021-2022. From the target population, thirty eligible people were selected by the available sampling method. They were placed in two experimental (15 people) and control groups (15 people) and were evaluated by Nejati et al.'s social cognition scale (2017) and Loutans et al.'s psychological capital (2007). Then, the experimental group participated in acceptance and commitment-based therapy during eight sessions of 90-minutes, two sessions a week, but the control group did not receive any training during this time. SPSS version 22 software and analysis of variance test with repeated measurements were used for data analysis.

The results revealed that the scores of social cognition and psychological capital in the experimental group increased significantly in the post-test phase. Accordingly, these effects remained significant in the follow-up phase (P<0.001). Therefore, the results showed that acceptance and commitment therapy had a significant effect on improving school principals’ social cognition and psychological capital.

Based on the obtained results,  acceptance and commitment-based therapy can be considered as a suitable method to increase school administrators’ and staff’s social recognition and psychological capital. Therefore, it is recommended that therapists and clinical psychologists use the treatment method based on acceptance and commitment along with other methods to improve psychological characteristics, specifically improving the social cognition and psychological capital of clients. The results of the research can help specialists, officials, and educational planners of the country in designing suitable and coherent programs to improve the development and empowerment of school principals’ psychological state (social cognition and psychological capital).
Ethical considerations
Compliance with ethical guidelines
The present study is the result of an independent research work, and the ethical considerations of the research included obtaining informed consent, stating the principle of confidentiality, confidentiality of personal information, freedom of the subjects to participate in the research, and informing them of the results of the research.
Authors' contributions
The first author was responsible for the initial writing of the article, the second author participated in the implementation of the intervention and data collection, the third author participated in data entry in the software, and the fourth author participated as the responsible author and in the role of a statistical analyst.
Funding
The authors carried out the present study at  personal expense.
Acknowledgments
The authors would like to express our gratitude to all the principals of schools in the five districts of Yasuj who have helped implement this research.
Conflict of interest
There is no conflict of interest among the authors.

social cognition checklist- parent form has been designed assess mind reading skill across childhood. The aim of this study was development and investigate the psychometric characteristics of social cognition check list (SASHA).

the research design was descriptive correlational research based on psychometric analysis. The social cognition checklist consists of 44 statement was carried out on 492 children aged 3 t0 12 years old through random multi- stage cluster sampling in Tehran. for analysis of data, the confirmatory factor analysis was used.

the results of confirmatory factor analysis confirmed the three factors of the checklist. The results of the correlation coefficient provided evidence of the convergent validity of the social cognition checklist with theory of mind quotient. The reliability of the checklist was measured by Cronbach’s alpha coefficient and the correlation of the subscales with the total score of the checklist. Cronbach’s alpha for subscale precursor theory of mind (0/81), elementary theory of mind (0/98), advanced theory of mind (0/97) and total score was (0/98).

generally, social cognition checklist can be used as practical tool for diagnosis, screening, research and other areas of interventions. 

The aim of this study was to investigate the mediating role of social cognition in the relationship between intelligence believes and academic burnout.

The study was descriptive and correlational research. The statistical population of the study consisted of all students of Shahed and Ishargar schools in Shiraz in the academic year of 1398-99, from which 205 people (118 girls and 87 boys) were selected by multi-stage cluster sampling. Data were gathered by social cognition questionnaire, academic burnout questionnaire and intelligence believe questionnaire. The methods used for analyzing was Pearson correlation and path analysis.

The results of the correlation matrix showed that there is a significant correlation between all variables of this study, which includes of social cognition, academic burnout and intelligence believe in the p <.0/01. The following analysis revealed the significant mediating role of social cognition in the relationship between intelligence believe and academic burnout.

In general, it can be concluded that the social cognition and intelligence believe are two of the most important factors for investigating the academic burnout.

The aim of present study is determining the fit of the obsessive beliefs model based on social perception, theory of mind or mentalization, and empathy with the mediation of emotional regulation in a non-clinical population. The sample consisted of 400 adults aged 25 to 50 in Tehran selected by using the convenience sampling method. Data collection tools included OBQ Obsessive Beliefs Questionnaire, the Emotion Recognition Task (ERT), Baron and Cohen’s (2001) Reading the Mind in the Eyes Test, Baron-Cohen and Wheelwright's Empathy Quotient Scale (2004), and Kraaij and Garnefski's Cognitive Emotion Regulation Questionnaire (2019). According to the results, the exogenous variables of social perception and empathy along with the mediator variable "positive emotion regulation strategies and negative emotion regulation strategies" had a significant effect on the criterion variable i.e. obsessive beliefs. Thus, social perception, empathy and positive emotion regulation strategies were able to predict obsessive beliefs. Among the path coefficients between research variables, the coefficients of the exogenous variable of mentalization on the criterion variable (obsessive beliefs) and negative emotional regulation strategies (as a mediating variable) had no significant effect. These findings have many practical implications both for prevention and providing more comprehensive and better treatments for obsessions.

Self-injury is a mechanism that adolescents use to protect their fragile self in coping with the pressures of adolescence. Several studies have indicated that social cognition is involved in a variety of behavioral problems and mental disorders. Also, studies have shown the mediating role of distress tolerance in adolescents' tendency to self-injury behaviors. However, no study has been conducted to examine simultaneously the mediating role of distress tolerance in the relationship between social cognition and adolescents’ self-injury behaviors.

the present study aimed to model the structural relationships of social cognition with self-injury behaviors mediated by adolescent distress tolerance.

The research method was correlational, structural equations modeling type. The statistical population of the study included all adolescents aged 14-16 years who were studying in public schools in Karaj in the academic year of 2020-2021. Among them, 247 were selected using a convenience sampling method and through virtual networks and were evaluated using Social Cognition Questionnaires (Nejati et al., 2018), Inventory of Statements about Self-injury (ISAS) (Klonsky & Glenn, 2009), and the Distress Tolerance Scale (Simons, & Gaher, 2005). Structural equation method and SPSS23 and Smart PLS3 software were used to analyze the data.

The direct and negative effects of social cognition on self-injury behaviors were significant (P< 0.05), but the indirect effect of social cognition on self-injury behaviors was not significant. The direct and negative effects of DISTRESS tolerance on self-injury behaviors were significant
(P< 0.01).

According to the results, it can be concluded that distress tolerance and social cognition are important factors affecting adolescents' self-injury behaviors, so these factors should be considered in prevention and treatment programs.

Social cognition deals with the process of recognizing, processing, and using social data to regulate interpersonal performance and socially effective behavior. From the point of view of social psychology, it is very important in social and effective relationships. The present research was conducted with the aim of predicting social cognition based on self-differentiation and cognitive flexibility in students.

The present research was conducted with the aim of predicting social cognition based on self-differentiation and cognitive flexibility in students. The study was conducted in the academic year 1401-1400. A sample of 221 students was selected using the multi-stage cluster sampling method.  The research data were collected using Nejati, Kemari, and Jafari's social cognition (2017), self-differentiation (Drake, 2011), and Dennis and Vandrwal’s cognitive flexibility questionnaire (2010). The SPSS version 24 was used for the regression and Multivariate analyses.

The results showed that self-differentiation and cognitive flexibility reliably predict social cognition. The results of the standardized regression coefficient also showed that the differentiation components have a greater predictive share (44.6%) in social cognition.

The results of the present research show the importance of the role of self-differentiation and psychological flexibility in students, which can be effective in designing counseling programs.

Studies showed that the extreme use of the Internet that is prevalent among adolescents today affects their depression, social anxiety, and academic performance, communication with parents, self-esteem, and efficiency. Internet use expectancies and coping strategies also affect the relationship between the underlying factors and Internet addiction.

In this regard, this study examined the model of predicting Internet addiction in high school students.

This was a descriptive-correlational study and its population was all male and female high school students in Gorgan city. Research instruments included the Young Internet addiction test (2013), the Rosenberg Self-Esteem Scale (1965), the Schwartz Self-Efficacy Scale (1995), inventory for chronic stress (Schultz, 2004), brief cope (Carver,1997) and Wegmanns Internet use expectancies.

The findings showed that the aspects of psychological pathology have no significant effect on Internet addiction (P> 0. 1). But personality aspects and social cognitions have a negative effect on Internet addiction (P<0.01). Also, the effect of Internet usage expectations on the relationship between pathology and Internet addiction (P<0.913); between personality aspects and internet addiction (P<0.917), and on the relationship between social aspects and internet addiction (P<0.951) is not significant. Additionally, coping strategies have a positive and significant effect on the relationship between pathology and Internet addiction (P<0.000) and have a negative and significant effect on the relationship between personality and Internet addiction (P<0.000).

It seems that controlling mood and anxiety symptoms, teaching strategies to increase self-efficacy, self-esteem, perceived social support and coping skills, and changing Internet use expectations are helpful in preventing the development and maintenance of Internet addiction.

The purpose of this study was to examine the effectiveness of the collaborative interpersonal conflicts resolution skills training program on social goal setting, conflict resolution style and adjustment among girls of middle school.

In this Quesi-experimental research with pretest-posttest nonequivalent-group design and follow up stage, 50 female students 17-year-old at Roudbar of Quilan governmental middle schools, in the experimental group and control group, before and after the training, responded to the Social Achievement Goals (Ryan and Shim, 2008), the Thomas-Kilmann Conflict Instrument (Thomas-Kilmann, 1974) and Adjustment inventory for School Students (Sinha & Singh, 1993). The experimental group received 7 collaborative interpersonal conflicts resolution skills training sessions (1 hour a session).

The results of multivariate covariance analysis, in the short term and long term, indicated that interpersonal skills training program was effective in increasing social development goal, adaptive conflict resolution styles and different dimentions of adjustment. The results also showed that it was effective in decreasing non-adaptive social goal settings (including social demonstration-approach goal and social demonstration-avoid goal) and non-adaptive conflict resolution styles (including forcing, avoiding and accommodation).

Generally, the results show that following steps are recommended for collaborative conflict management such as find appropriate time and place to discuss the conflict, understand the other’s views with a non-judgmental attitude and be sensitive to each other’s needs and perceptions, develop goals which are basically compatible and work towards a win-win outcome.