social problem solving

This study aimed to determine the effectiveness of skill training based on dialectical behavior therapy on social problem solving and attitudes towards delinquency of juvenile delinquents in Sari Correctional Center. The research method was a quasi-experimental design with a pre-test-post-test design and a control group. The statistical population included all juvenile delinquent boys residing in Sari Correctional Center in 2023, from which 30 were selected by purposive sampling and then randomly assigned to experimental and control groups of 15 people. The experimental group underwent twelve 60-minute sessions of skill training based on dialectical behavior therapy. The research instruments were the Social Problem Solving Questionnaire (SPSI, D'zurilla et al., 2002) and the Attitudes Towards Delinquent Behaviors Questionnaire (ADB, Fazli, 2010). The research data were analyzed using a multivariate analysis of the covariance test. The findings showed that by controlling for the pretest effect, there was a significant difference at the 0.01 level between the mean posttest scores of social problem-solving and attitudes toward delinquency in the experimental and control groups. The results of the study indicated that skill training based on dialectical behavior therapy is an appropriate approach for increasing social problem-solving and improving attitudes toward delinquency in juvenile delinquents in correctional facilities.

The aim of present study was investigating the impact of social problem solving training on reducing anger among adolescent students. This research was a quasi-experimental type with a pre-test-post-test design and follow-up with a control group. 30 teenage students were selected by purposive sampling method and randomly assigned to two experimental and control groups (15 people in the experimental group and 15 people in the control group). The social problem solving training program D’Zurilla and Nezu(2007) was implemented in 10 one-hour sessions on the experimental group. Then, the level of anger of the participants was measured in the pre-test-post-test-follow-up phases using with multidimensional student anger questionnaire (Smith, Furlong, Bates, Laughlin, 1998). The research data was analyzed through the method of mixed repeated measure. The results showed that the average scores of the participants in anger and its subscales in the post-test stage compared to the pre-test stage in the experience of anger, positive coping and hostile attitude had a significant difference, but there was no significant difference in the destructive coping subscale. Also, there was no significant change between the post-test and follow-up scores in all the anger subscales of the students in the experimental group, which indicated the significant persistence of the changes resulting from the social problem solving training in the follow-up phase. The findings of this research showed that social problem solving training has been effective in reducing the anger of adolescent students.

The purpose of this study was to compare the effectiveness of social-emotional cooperative learning and mindfulness training on improving social problem solving skills of students in Zanjan who were studying in the 96-95. The research method was a quasi-experimental design with a pre-test and post-test with an experimental group and control group and a one-month follow-up. The statistical population included all female students in the first grade of high school in the academic year 1395-96. 339 students were selected by multi-stage cluster sampling and completed a short form of social problem solving questionnaire and among them 45 subjects were selected and randomly assigned to the two experimental groups and one control group. The first experimental group received 12 sessions of social-emotional cooperative learning and Group II received 8 sessions of mindfulness training. The statistical method of Two-way Mixed Design (ANOVA) was used in order to analyze the data. The results indicate that implementation of social-emotional cooperative learning and mindfulness training increased the positive problem attitude scores and reduced the negative problem attitude, the avoidance style, and impulsivity-carelessness style scores but they did not significantly change in rational problem solving style. However, there was no significant difference between the two independent variables. The social-emotional cooperative learning compared with the control group, resulted in a significant decrease in mean, but mindfulness training did not affect it. The follow-up results indicate that their effect had remained over time.

This research aimed to investigate the effectiveness of the integrated model of acceptance and commitment and schema therapy on the feeling of loneliness and social problem-solving of people with Prolong Grief Disorder. This research was a semi-experimental type with a pre-test-post-test design and a control group. The statistical population of the research included all the people with Prolong Grief Disorder according to DSM 5-TR criteria and referred to the Acceptance and Commitment Psychological Clinic in Tehran in 2022. From the mentioned population, 20 people who met the criteria for entering the research were selected by purposeful sampling and randomly assigned to two groups of 10 people. The subjects of the experimental group were subjected to the integrated model of acceptance and commitment and schema therapy for 10 sessions of 120 minutes once a week. The control group did not receive any intervention. The research tools included the loneliness questionnaire of Russell & Cutrona (1980) and the social problem-solving questionnaire of D'zurilla & Nezu (1990). To analyze the data, multivariate covariance analysis was used. The findings showed that in the experimental group, the average scores of the post-test compared to the pre-test had changed (P<0.05). From these findings, we can conclude that this method can be an efficient way to work with people with Prolong Grief Disorder.

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

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

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

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

In today's world, the acceleration of changes and developments at the social level is observed due to the creation of new knowledge and information requiring training in all kinds of life skills (1, 2). For this reason, trying to strengthen all kinds of thinking skills for today's humans can bring significant results in individual and social fields. Meanwhile, problem-solving is the highest form of thinking, one of the cognitive skills that can be used as an effective intellectual tool due to human empowerment in creating new and effective solutions in dealing with various problems and challenges of life (4).
Based on this, the concept of social problem-solving has found a valuable place in recent studies. Social problem-solving is one of the strategies of adaptation to the environment through which people try to find effective and adaptive responses to their situations in life (9). The social problem-solving model of D’Zurilla et al. (2002), revised by D’Zurilla and Nezu (12), is one of the most comprehensive. In this perspective, social problem-solving is a dynamic, multifaceted process. It encompasses two primary, independent elements: one's attitude towards the problem and the skills employed to solve it (known as the problem-solving style). In another model, social and interpersonal problem-solving skills include four components of cognitive skills: defining the problem and its regulation, determining the goal, providing alternative solutions and implementing the solution and checking, and the problem-solving performance of people is based on the result of this process (19). From what comes from the definitions and concepts related to social problem-solving, it is believed that this structure has a culture-dependent nature. Based on the concept of the process of the problem from Foucault's point of view, it is cultural, spatial, temporal, and fluid (13).
Examining these definitions shows that among the theories and definitions of social problem solving, there is no specific definition from the native point of view that can refer to the components of this fundamental skill based on the context of Iranian-Islamic culture. This even thoughconcepts such as collective wisdom, consultation, and problem-solving have always had a valuable place in Iranian culture (‎15). In the meantime, the field of literature, as a valuable field in Iranian culture, can provide an effective space for researchers to identify and explore the dimensions of psychological and sociological concepts and structures in today's life based on exploration in this field. Unquestionably, stories are one of the most essential tools for moral and social education. Social and moral communication and dialogue take place in the story, and put children and teenagers in a specific intellectual framework. Therefore, this platform has a great capacity to teach ethics, social relations, and a specific lifestyle (16).
Based on numerous types of research in the educational literature, the stories of Kalileh and Demneh book is recognized as works of interest in the field of children and adolescents. Kalileh and Demneh book is famous and prestigious not only in Iran but also in the history of world literature due to its unique story-educational feature (19). Drawing from a variety of research studies, storytelling based on generalizations and using stories in education has effectively improved social skills, critical openness, questioning, and reasoning skills (20, 21). According to what was said about the existing gap in the lack of definition of the dimensions of the social problem-solving structure in the local culture, and according to the effects of social problem-solving on the individual and interpersonal levels, social problem-solving skills need new components and contents to cause personal and social growth and prevention of psychological and social damage. Therefore, the current research was carried out  to answer the question, what are the components of the problem-solving solving model in Kalileh and Demneh? Is the designed model valid?

The current research was in the field of basic research in terms of its goal, and in terms of the data collection method, it was qualitative based on Grounded theory. The statistical population included the full text of the one-volume edition of Kalileh and Damneh by Mojtaba Minoui (the book of Kalileh and Damneh has 15 chapters, the stories of which are told in an allegorical form). In line with the research objectives, the story was identified as the primary unit of analysis. Kalileh and Demneh's storieswas reviewed several times, and a general perception was made of them. Then, the resulting codes were divided into semantic units after careful reading several times, and these semantic units were put together according to the concept, and the core codes were categorized. Finally, the combination of axial codes led to the main components and classes of social problem-solving. This model was given to five experts and researchers in the field of cognitive sciences and life skills to check the validity of the social problem-solving model extracted from Kalila and Demneh. All experts considered the presence of each component of social problem-solving as necessary. The codes extracted from the text of the stories were given to one of the experts in the field of life skills and familiar with the book of Kalileh and Demneh to ensure the reliability of the coding. Besides, the degree of consensus about the codes between the researcher and the evaluator was calculated based on the Kappa coefficient (0.95). Statistical analysis was performed in Maxqda 2020 software.

Analyzing the Kalileh and Demneh’s  stories to discover the components of social problem-solving showed that thinking and decision-making, interpersonal interaction, behavioral methods in dealing with the problem, attitude to the problem, consultation, and emotions. Assotionally, its management have been identified as the main components in the social-problem solving. The component of thinking and decision-making includes evaluating the situation/person, taking responsibility, thinking from multiple angles, thinking about the consequences, and making quick judgments; the interpersonal interaction component includes effective communication, empathy, and active listening; the component of behavioral methods in dealing with the problem, including the logical method, the impulsive and aggressive method, and the avoidant-passive method; the attitude component to the problem includes two positive attitudes and negative attitudes; the component of consulting includes the dimensions of consulting with wise and knowledgeable people, not consulting with ignorant and deceitful people and asking for help, and the component of emotions and its management includes the dimensions of aggressiveness management, assertiveness, stress, and anxiety management, tolerance of uncertainty and failure, and maintaining peace.

Social problem-solving skill is at the highest cognitive level and is one of the most valuable educational goals. Therefore, social problem-solving can be defined as a multidimensional cognitive and emotional ability in a collective context, done with internal thinking and seeking help to choose the most effective solution based on emotional self-control. Despite the importance of the concept of social problem-solving, one of the limitations of the current research is the needs for similar domestic and foreign research related to the research topic. It is suggested that the multidimensional definition of social problem-solving from the perspective of Kalileh and Demneh's stories can be used by researchers as a basis for designing new measurement tools and also for designing social problem-solving skill training packages.
Ethical Considerations
Compliance with ethical guidelines
The researchers did not use any clinical examination on humans and animals. All ethical principles have been observed.
Authors' contributions
The first author wrote the draft paper. After reviewing and applying some corrections by other authors, the final version was compiled under the responsibility of the second author.
Funding
This research has been done at the authors’ personal expense.
Acknowledgments
This article is part of a PhD dissertation with the ethics code IR.ATU.REC.1401.064 at Allameh Tabataba’i University. The authors appreciate all experts and professors for their advice.
Conflicts of interest
The authors declare that there is no conflict of interest.

The purpose of this study to determine the effectiveness of social problem-solving training on reducing aggression among adolescent students in Tabriz city.

In order to achieve these goals and hypotheses, 4 eligible subjects with signs of aggression in a single-subject pilot project with multiple bases were trained during 10 sessions of social problem-solving training. The population of the study consisted of 4 high school students from girls’ public schools in District 2 in Tabriz in the academic year of 2017-2018. Participants were also re-evaluated 1 month later to assess the stability of the training. The data were collected using Buss and Perry aggression questionnaire. In order to assess the research hypotheses, the method of visual analysis of charts, the percentage of recovery, and effect size have been used.

Findings after the plan training and the follow-up period, according to the percentage of recovery and the size of the effect, show that the mentioned method has a relatively good effect in reducing the level of aggression.

Based on this, it can be concluded that teaching social problem solving skills can significantly reduce the level of aggression in students.

The present study was conducted to determine the relationship between core anti-social beliefs, social anxiety and academic excitement, considering the mediating role of experiential avoidance and social problem-solving in 15-18 years-old students. The research method is applied in terms of purpose and descriptive correlation in terms of the type of data and research method. The statistical population includes 3000 male high school students in the second round of the 2nd education district in the academic year of 2022 in Isfahan City. Among these, 341 people were selected as a sample using the cluster sampling method and using Morgan's table. To collect data from questionnaires of antisocial core beliefs (Apshe and De-Meo, 2012), adolescent social anxiety (Paklek, 2004), academic excitement (Pekrun et al., 2002), experimental avoidance of acceptance and action (Bond et al., 2011) and the ability to solve social problems (Drizila et al., 2011) were used. The collected data were analyzed using SPSS-24 and AMOS-26 software. The results showed that experiential avoidance plays a mediating role in the relationship between the mentioned variables and all the effects are significant at the 0.05 level and can be generalized except for the direct effect of antisocial core beliefs on social problem-solving at the 0.01 level.

The aim of the present study was to determine the prevalence of psychological problems of mothers of ADHD children in the COVID-19 outbreak: the role of social support, social problem-solving and resilience. 136 mothers participated in the study by convenience sampling method and completed the Depression, Anxiety and Stress, Multidimensional Perceived Social Support Scale, Revised Social Problem-Solving Inventory (Short Form) and resilience scale (Short Form) were used to collect the data. Descriptive results showed that 41.91% of mothers had moderate to very severe depression, 58.82% had moderate to very severe anxiety, and 49.27% had moderate to very severe stress. There is a significant negative relationship between social support, positive social problem-solving styles (positive orientation and logical style) and resilience with psychological problems and a negative relationship between negative social problem-solving styles with psychological problems. The stepwise regression results confirmed the significant role of negative social problem-solving styles, positive social problem-solving styles, resilience and social support in predicting the psychological problems of mothers of ADHD children in the Covid-19 outbreak, respectively. Based on the results, strengthening the social support and paying attention to psychological strategies based on positive social problem solving and resilience to reduce the psychological problems of mothers with ADHD children is recommended.

The aim of this study was to present a structural model for predicting the tendency to drug abuse in married satellite personnel of Iran's West Oil and Gas Production Company (WOGPC) based on social problem solving and job satisfaction.

The method of the present study was correlation and the statistical population was all married satellite male personnel of the Iran's West Oil and Gas Production Company in 2018. Through Cochran's formula, 384 samples were selected by stratified sampling method who responded to the Social Problem Solving Inventory–Revised (SPSI-R) by Siu and Shek (2005), and Job satisfaction scale of Dante et al. (1996). Structural equation model and IBMAMOS 24 software were used to fit the model.

The results indicated that solving social problems is related to drug use. There was also a direct relationship between job satisfaction and drug abuse. Other results showed that social problem solving and job satisfaction can predict the tendency of drug abuse among married satellite male personnel.

According to the obtained results, it can be concluded that the status and method of job satisfaction and social problem solving of married satellite male personnel is directly related to the tendency towards drug abuse. Thus, providing cognitive training and effective organizational solutions in promoting job satisfaction and strengthening their social problem solving is of great importance.

 This study examined the mediating effect of self-balance on the structural relationship between cognitive ability and social problem solving with attention.

Research method was descriptive and correlational. Subjects were 308 participants (188 female and 114 male) selected by available sampling among aircrew of Iran Air company. To collect data, the following questionnaires were used:Nejati’s Cognitive Abilities Questionnaire, Hardin’s Integrated Self-Discrepancy Index (ISDI) and Social Problem Solving Inventory-revised short-form by D’Zurilla, and Nezu.

The results revealed that all the subscales of cognitive ability are correlated negatively with the components of adaptive problem solving and are positively related with the non-adaptive problem solving, with the significant level of 0.01. Also the four sub scales of Self-Discrepancy were related positively with adaptive problem solving and negatively with the non-adaptive problem solving and are correlated significantly on the level of 0.01.

Due to the increasing evolution and complexity of the cognitive processes of the human brain, further studies are needed to enhance the relationships among personality, problem solving and cognitive abilities. Therefore effective programs are suggested for cognitive enhancement of employees in critical jobs like aircrew. 

The aim of this study was Investigating the effect of risk perception, self-efficacy and social problem solving on helpful behaviors according to the mediating role of social intelligence. The design of the present study was a descriptive correlational study and the statistical population of the study included all helping people in the flood of 1398 in Khuzestan. In order to determine the sample size, Cochran's formula based on undefined population was used and 387 people were selected by cluster sampling. Based on this, the city of Khuzestan was divided into 5 geographical regions including north, south, east, west and center. Then, a flooded area was randomly selected from each area, and in each area, two flood camps were selected and referred to it, and non-damaged subjects were randomly referred to these centers for assistance,were selected. Data collection tools included the Derakhshande Nia and Nouri Aid Behavior Questionnaire (1384), Bintin Risk Perception (1993), Scherer Self-Efficacy (1982), Dezorella et al.'s (2002) Social Problem Solving, and Termiso social intelligence (2001). In order to test the research hypotheses, the statistical method of path analysis was used with the help of SPSS and AMOS software version 22. The results of indirect coefficients in path analysis showed that social intelligence cannot play a mediating role in the relationship between the three variables of risk perception, self-efficacy and social problem solving with helping behaviors (p> 0.05) and only direct coefficients Perception of risk, self-efficacy and social problem solving were confirmed by helping behaviors (P <0.05).

Everyone including university students faces many interpersonal problems and challenges in life, and the important thing is how to solve them, which seems coping styles with stressful factor to be related to it. As a result, the aim of this research was predicting social problem solving based on coping styles with stressful factors in university students. The present study was cross-sectional from type of correlation. The research population was all undergraduate students of Islamic Azad University of Saveh branch in 2019-2020 academic years. The sample size was calculated according to Cochran's formula 220 people who were selected by multi-stage cluster sampling method. The research tools were the social problem solving revised inventory (D’Zurilla & et al, 2002) and coping styles with stressful factors questionnaire (Endler & Parker, 1990). Data were analyzed by Pearson correlation coefficient and multiple regression with enter model methods in SPSS version 22 software in the significan level of 0.05. The results of Pearson correlation coefficients showed that problem-oriented style had a positive and significant relationship with adaptive problem solving and emotion-oriented and avoidance-oriented styles had a negative and significant relationship with adaptive problem solving and problem-oriented style had a negative and significant relationship with non-adaptive problem solving and emotion-oriented and avoidance-oriented styles had a positive and significant relationship with non-adaptive problem solving (P<0.05). Also, the results of multiple regression with enter model showed that coping styles with stressful factor could explain 68% of the changes in adaptive problem solving and 22% of the changes in non-adaptive problem solving (P<0.05). According to the results of the present study, university psychologists and counselors to increase adaptive problem solving and decrease non-adaptive problem solving in students can provide the background for improving coping styles with stressful factor.

Many studies have examined the effectiveness of problem solving on social problem solving among different samples, but no study that has examined interpersonal problem solving on social problem solving of women prisoners has not been conducted in Iran.

The aim of this study was to investigate the effectiveness of interpersonal problem solving on the social problem of women prisoners.

The research design was a pretest-post test design with a control group. The statistical population of this study includes all young female offenders imprisoned in Kermanshah central prison that they were serving their sentences in 2019. In this study 30 young women were imprisoned by the available sampling meted were selected and randomly divided into two experimental (15n) and control (15n) groups. Then 10 two-hour sessions were held every week for two interpersonal problem -solving workshops for the experimental group. After completing the post -test training problem it was implemented in both experimental and control groups. To gather information from the social problem solving questionnaires of Desorila et al (2004). Then the research data were analyzed by multivariate analysis of covariance.

Results According to the participants, in two stages of pre-test-post-test showed that compared to the control group in the experimental group, between pre-test-post-test scores in all subscales of social problem solving including positive orientation, negative orientation, logical style and impulsivity style / carelessness and avoidance style was a difference.

Therefore, interpersonal problem-solving training can be used as a corrective and preventive intervention program to increase the social problem-solving of young women prisoners

Social competence refers to an individual's ability to do things related to his or her personal independence and social responsibilities, leading to normal social growth and the establishment of positive and constructive relationships. Emotional-social skills training plays an important role in feeling more socially competent and efficient in the day-to-day responsibilities and life challenges of single-parent girls. Research has shown that social problem-solving training increases social competence in adolescence and adulthood.

The aim of this study was to compare the effectiveness of Social-Emotional skills training and social problem-solving training on social competence of single-parent female students in the second year of Sarab high school.

The present study is a quasi-experimental study with a pretest-posttest design with a control group. The statistics of the present study include all female high school students who were studying in the academic year 2019-2020. The research sample of 45 students was selected by multi-stage cluster sampling method and randomly assigned to two experimental groups and one control group. The sample individuals completed the social competency questionnaire of Felner, Lease & Phillips (1990) first as a pre-test stage and after 12 sessions of Social-Emotional skills training (Sadri Damirchi et al, 2009) and 10 sessions problem-solving training (Montazer et al, 2020) of 90-minute as a group for a group. Experiments were re-evaluated in the post-test phase of all three groups. Data analysis was performed by univariate analysis of covariance using SPSS-24 software.

The results of this study showed that social-emotional skills training and social problem solving increased the social competence of effective single-parent female students (p <0.05). On the other hand, there was no significant difference in the effectiveness of social-emotional skills training and social problem solving in the social competency variable (P <0.05).

Teaching adolescents’ socio-emotional skills and social problem-solving skills leads to the formation of social interactions between him and the outside world, the management of emotions, and thus the increase and improvement of a person's social competence. For this purpose, it is necessary for specialists and family psychologists to provide training in this field to students and their parents.

This study aimed to examine the role of psychological capital on solving social problems through mediation role of intellectual preferences. The methodology was descriptive-correlational, and the sample size was based on Cochran's formula, 384 people according to the number of the population. The subjects were selected by multi-stage cluster sampling approach within each cluster by simple random sampling method. The social problem-solving inventory, psychological capital questionnaire, and intellectual preferences questionnaire were used in this study to collect data. According to the results, psychological capital can directly explains changes in social problem-solving. Also, psychological capital indirectly affects the variable of ability to solve social problems through the mediating variable of intellectual preferences which has the highest impact in this model. On the other hand, the results demonstrated that the selected model fits the data. Therefore, psychological capital as a desirable psychological capacity and using intellectual preferences, affect the ability to find solutions and facilitates it.

Present study aimed to determine the effectiveness of providing color stimuli on social problem solving and academic achievement of students. This study was semi-experimental with pre-test and post-test design of multi-group with control group. The research population was female third grade elementary school students in Birjand city in the academic year of 2018-19. From among the members of the community, 154 people were selected by available sampling method and randomly replaced in seven equal groups of 22 people. Each of the seven groups was subjected to one of the color stimuli of red, yellow, green, blue, pink, light blue (six experimental groups) and white (one control group). To measure social problem solving was used from the questionnaire social problem solving (D’Zurilla & et al, 2002) and to measure academic achievement was used from the first and second semester average of students. Data were analyzed by multivariate analysis of covariance method and Scheffe post hoc test in SPSS-23 software. The findings showed that there was a significant difference between the experimental and control groups in terms of both variables of social problem solving and academic achievement (p < 0/001). In the other words, in social problem solving variable, the effect of green, blue and pink color stimuli was more than red, yellow, light blue and white colors and there was no significant difference between other groups. Also, in academic achievement variable, the effect of yellow, blue, pink and light blue color stimuli was more than red and white colors and there was no significant difference between other groups. According to the findings, the use of color stimuli to improve social problem solving and academic achievement is recommended to teachers. Therefore, the use of color stimuli to improve social problem solving and academic achievement is necessary.

The aim of this study was to predict social anxiety based on social problem solving styles and personality traits in women . athletes. The research method was descriptive-correlationalThe statistical population of the present study included all female athletes in the health stations of District 22 of Tehran, from which 320 people were selected by cluster sampling.To collect information, Conver's standard social phobia questionnaire, social problem solving questionnaire and five-factor personality questionnaire were used.Data analysis was performed using multiple regression analysis in a stepwise manner using SPSS software version 24.The results showed that the personality traits of neuroticism, extroversion and adaptability are able to predict the social anxiety of women athletes.Also, social problem solving styles, negative problem orientation and avoidance style are able to predict the social anxiety of wAs a result, social problem-solving styles and personality traits can predict social anxiety in women athletes.omen athletes.

Numerous studies have examined paranoid, schizotypal, social anxiety, and social problem-solving traits, but research that examines the relationship between paranoid and schizotypal traits with social anxiety and social problem-solving among students has been neglected.

The purpose of this study was to investigate the relationship between paranoid and schizotypal traits with social anxiety and social problem solving among students.

The research method was correlation. In this study 387 students of Payam Noor University of Tabriz were selected by stratified random sampling. Research questionnaires included the Paranoid Scales of Green et al. (2008); Schizotypy Claridge and Brooks (1984); Druzila et al. (2002) problem solving ability; Data were analyzed using Pearson correlation test and multiple regression.

The results showed a significant negative relationship between schizotypal traits with logical problem solving and paranoid traits with positive orientation and logical problem solving (P< 0/01). Also, paranoid and schizotypal traits had a significant positive relationship with negative orientation, arousal style, avoidant style and social anxiety components (P< 0/01). Concurrent regression results showed that predictors of social anxiety and social problem solving predict 46% and 17% variance of paranoid and schizotypal traits, respectively.

Paranoid and schizotypal traits can predict social anxiety.