جستجوی مقالات مرتبط با کلیدواژه « Perceived Social support » در نشریات گروه « روانشناسی »

The purpose of this study was to determine the fit of the conceptual model of organizational happiness based on perceived organizational and social support with the mediating role of teachers' quality of work life with the data.

The method of the present research design is correlational and is part of applied research. The statistical population consisted of 640 elementary school teachers of Dehlran city, 240 of whom were selected based on Morgan's table by available sampling method. The instrument used are Watson's organizational happiness (1985); Perceived organizational support Eisenberger et al. (1986); Perceived social support was by Zimmet et al. (1988) and quality of work life by Walton (1973) questionnaires.

The results of data analysis using the structural equation modeling showed that the fit indices of the proposed model were confirmed.The results showed that perceived social support have a positive and significant effect on organizational happiness. The effect of organizational support on the quality of work life was significant. Also, the effect of quality of work life on organizational happiness was positive and significant. The indirect effects of perceived organizational and social support on organizational happiness with the mediating role of quality of work life were positive and significant.

According to the obtained results, it is suggested that the education authorities, by increasing organizational and social support and raising the level of well-being and quality of work life of teachers, should strive for their organizational happiness so that teachers can also help the organization in obtaining better results.

Critical thinking, as an art of analyzing and evaluating thought, leads to the improvement and enhancement of individual thinking through assessment. The present study aimed to investigate the impact of perceived social support and life changes on critical thinking with the mediating role of moral foundations. 

Methods and Materials:

 In a predictive correlational design, 404 young individuals (both male and female) about to get married were selected through convenience sampling and using Klein's sample size formula (formula 1 to 20). The research instruments included standard questionnaires of Perceived Social Support - Family Scale (PSS-FA), Young Adults Family Inventory of Life Events and Changes (YA-FILES), Critical Thinking Disposition Inventory (CTDI), and Moral Foundations Questionnaire (MFQ-30). Data analysis was conducted using SPSS19 and Smart-PLS software. 

Results indicated that 19.4% of the variations in critical thinking were explained by the variables of social support and life changes (P < 0.001). Additionally, results related to the mediating role of moral foundations showed that social support and life changes, through moral foundations, have no indirect effect on critical thinking, with values of 0.005 (0.661) and -0.008 (0.676) respectively (P > 0.05). 

Based on the research findings, it can be concluded that perceived social support and family life changes affect moral foundations and critical thinking. Therefore, paying attention to these mechanisms can be useful in developing effective preventive and therapeutic interventions for adolescents about to get married.

Social networking is virtual areas where individuals can create their virtual profiles and make friends with common interests. With the integration of social media into individuals’ everyday lives, it has the potential to affect many parts of human behavior. The purpose of the present study was to investigate mediating role of perceived social support in the relationship between social competences with virtual social networks addiction in students. This was descriptive-correlation research. The statistical population was female students in Karaj in year 2023. A sample of 400 students were selected with convenience method. Data collection tools include the social networking addiction scale of Griffiths, social competence questionnaire of Gómez-Ortiz, et al. and social support scale of Zimet, et al. Data were analyzed using Pearson correlation and structural equations modeling. The results showed significant direct effect of social competence and social support on virtual social networks addiction. Also, the results showed that perceived social support had a mediating role in relationship between social competences with virtual social networks addiction. Based on the results of this research, it is suggested that the relationship between these variables should be taken into consideration in interventions to social networks addiction.

The aim of this study was to examine the impact of life meaning workshops on resilience, negative affect, and perceived social support among students.

Methods and Materials:

 This study was conducted as a randomized controlled trial. Thirty students were randomly assigned to an experimental group (n=15) and a control group (n=15). The experimental group participated in eight sessions of life meaning workshops, while the control group only completed the assessments. The tools used included the Connor-Davidson Resilience Scale (CD-RISC), the Positive and Negative Affect Schedule (PANAS), and the Multidimensional Scale of Perceived Social Support (MSPSS). Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests.

The results showed that the experimental group had a significant increase in resilience (pre-test: M = 32.45, SD = 5.23; post-test: M = 40.67, SD = 4.89; p < 0.001), a significant decrease in negative affect (pre-test: M = 25.78, SD = 4.56; post-test: M = 18.34, SD = 3.87; p < 0.001), and a significant increase in perceived social support (pre-test: M = 52.12, SD = 7.56; post-test: M = 62.45, SD = 6.78; p < 0.001).

The results indicate that life meaning workshops can significantly increase resilience, decrease negative affect, and enhance perceived social support among students. These findings suggest that life meaning workshops can be an effective intervention for improving mental health and quality of life in students.

The aim of this study was to investigate the mediating role of academic self-efficacy in the relationship between identity styles and perceived social support with academic commitment. The research method was a descriptive correlational study using path analysis. The statistical population of this research included undergraduate students of Tabriz university during the academic year of 2021-2022. For this purpose, 300 students were selected using available sampling method. Data were collected using academic commitment scale (Human-Vogel and Rabe, 2015), berzonsky identity style inventory(Berzonsky,1992), perceived social support scale (Zimet et al.,1988) Academic self-efficacy Questionnaire (Owen and froman, 1988). The results showed that the research model fit well with the data collected. The results indicated that informative and normative identity styles can directly predict higher academic commitment and academic self-efficacy while Diffuse-avoidant style can directly and negatively predict academic commitment and academic self-efficacy Findings also showed that academic self-efficacy and perceived social support from family, friends and Significant others can directly and positively predict academic commitment. Besides, the research hypothesis regarding the mediating role of academic self-efficacy in the relationship between identity styles and perceived social support with academic commitment was confirmed. Overall, the findings suggest that identity styles and perceived social support play an important role in predicting academic commitment

Background and

Considering the growing rate of suicide of people, especially teenagers, and the conflicting results that exist about the nature of suicide, its causes, and its relationship with other disorders, risk factors, and protective factors; By identifying the risk factors of suicide in teenagers, preventive measures can be taken to prevent the occurrence of suicide, in this regard, the present study was conducted with the aim of predicting suicidal thoughts based on the difficulty of emotion regulation and perceived social support in middle school students of Kerman.

The descriptive research method was correlation type. The statistical population was all high school students of Jazmurian city in the academic year 1402-1403, and 150 people were selected using available sampling method. The tools included Fleming's Perceived Social Support Scale, Beck's Suicidal Thoughts Questionnaire, and Difficulty in Emotion Regulation Scale. Data analysis was done with correlation test and step by step regression.

The findings showed that there is a significant positive relationship between the difficulty of emotion regulation and dimensions of suicidal thoughts, and a significant negative relationship between perceived social support and suicidal thoughts (p<0.01). Stepwise regression analysis showed that these two components predicted suicidal thoughts in students with 91% (R=0.910). Also, 96% of the variance of suicidal thoughts was explained based on perceived social support, and the support of friends and family showed the highest amount of prediction. Emotion regulation difficulty predicted 89% of the variance of suicidal thoughts. Discussion and

The general results showed that the difficulty of emotional regulation and perceived social support play a significant role in predicting suicidal thoughts in high school students.

The aim of this study was modeling of the mediating role of perceived social support in relationship between work-family conflict with job burnout in satellite employees of the oil industry start-up and exploitation company. The current research was a descriptive research and structural equations type. The statistical population of the satellite employees of the oil industry start-up and exploitation company (OICO) in the spring of 2023 was 4500 people. 500 people were selected based on Cochran formula and with convenience sampling. To collect data Maslach burnout inventory (MBI) of Maslach, Jackson, Leiter, Schaufeli & Schwab (1986), work-family conflict questionnaire (WFCQ) of Carlson, Kacmar & Williams (2000) and multidimensional perceived social support scale (MSPSS) of Zimet, Dahlem, Zimet & Farley (1988) were used. Data were analyzed using structural equations with SPSS version 28 and AMOS software. The findings of this research indicated that the work-family conflict (p<0.05, β =.59) has a significant direct effect on job burnout. Finally, perceived social support (p<0.05, β = -.19) has a significant direct effect on job burnout and was able significant mediating role in the relationship between work-family conflict and job burnout. Also, proposed model had an acceptable fitness to the data (RMSEA=0/018 p<0/05) and analyses also revealed that %52 of variance of job burnout was explained. It can be concluded that due to the significant mediating role of perceived social support, it is possible to prevent burnout in satellite employees by using family-oriented interventions.

The purpose of this research is to determine the best model for predicting the balance between work and life of employees based on perceived social support and occupational preference with the mediating role of spiritual intelligence.
The research method is a correlation theory of the prediction type and the statistical population of employees in the central headquarters (in Tehran) and the strategic purchasing department of treatment management (all over the country) of the social security organization in the year 1400. Data collection is by stratified random sampling, which was determined based on Klein's formula, with a minimum number of 200 samples. The electronic questionnaire was designed using press line and visited by more than 600 people, and 213 people completed the questionnaire, which includes the spiritual intelligence questionnaires of Abdullah Zadeh et al. (2017), perceived social support by Zimet et al. (2009) and Amabile et al.'s (1994) occupational preference.
T values show the validity of the relationship between the constructs and the confirmation of the relationships between the research variables at the 95% confidence level. The value of Q2 for all variables is higher than 0.25; Therefore, the structural model has a high predictive power. The value of GOF is equal to 0.2775; Therefore, the overall fit level of the model is good.
Social support variable and occupational preference have a significant impact on the work-life balance of employees. Perceived social support has a higher impact. The variable of spiritual intelligence does not have a significant effect on the work-life balance of employees.

The aim of this study was to examine the relationship between self-compassion and alexithymia in predicting perceived social support. A convenience sample of 181 adults (138 females and 52 males) from Mashhad completed validated measures including the Multidimensional Scale of Perceived Social Support (MSPSS), the Self-Compassion Scale - Short Form (SCS-SF), and the Toronto Alexithymia Scale (FTAS). Data were analysed using Pearson's correlation coefficient and stepwise regression. The results showed that perceived social support was positively correlated with self-compassion and negatively correlated with alexithymia. In addition, self-compassion was found to have a negative and significant relationship with alexithymia. A stepwise regression model with self-compassion and alexithymia as predictors explained 6.5% of the variance in perceived social support. The results indicate that an increase in self-compassion and a decrease in alexithymia lead to an increase in perceived social support. Self-compassion has a greater impact on the prediction of perceived social support. Therefore, individuals who have higher levels of self-compassion and emotional expression tend to perceive higher levels of social support.

  One of the most challenging issues that can happen to people in their lifetime today is the experience of love failure, which is mainly associated with various negative consequences. The aim of the current research was to identify the factors that affect love failure. For this purpose, the systematic review method was used. In this section, the community included all domestic and international written sources (printed/electronic) on the experience of love failure, which could be retrieved and accessed through domestic and foreign databases. After determining the inclusion criteria (published from 2000 to now; studies that were published in a reputable journal and had full text; experimental and review studies) and screening and evaluation of articles, 37 studies were selected. With the systematic review of the background of the research and based on the systematic review, personality characteristics, attachment style and maladaptive schemas as three important individual factors, parenting patterns as an important family factor and perceived social support as an important factor. social influence on the experience of love failure were identified. Based on the results of this research, it is necessary to pay attention to the identified individual, family and social variables in the design of interventions and programs that are designed for the prevention or treatment of emotional failure. The effect and role of each of these variables on emotional failure was discussed.

The aim of the current research is to predict perceived learning based on perceived social support and sense of belonging to school in students.

This research is practical in terms of its purpose and descriptive of the correlational type based on the method of data collection. The statistical population of this research was made up of all female students of the first and second secondary schools in Shiraz. The sample of this research was 375 female students of Shiraz city, who were selected from secondary schools of this city due to the spread of Corona at the time of conducting the research. To collect data, the school belongingness questionnaire by Berry, Betty and Watt, the Perceived Social Support Scale by Zimmet et al. and the Perceived Learning Scale by Richmond et al. were used. The collected data were analyzed using Pearson's correlation coefficient and multiple regression.

The results of Pearson's correlation coefficient showed that there is a positive and significant relationship between perceived social support and feeling of belonging to school with perceived learning (P<0.001). The multivariate regression showed that 88% of the variance of the students' perceived learning was explained by the perceived social support variables and the sense of belonging to the school.

According to the obtained results, it can be said that perceived social support and feeling of belonging to the school are among the extra-personal and intra-personal factors that affect perceived learning, and special attention should be paid to these structures in the educational system.

The present study was conducted with the aim of investigating the relationship between perceived social support and academic well-being of female students of the second year of high school in Mahabad city with the mediating role of self-compassion and pleasure-seeking. The research method is descriptive and correlation type. The statistical population was the total female students of the second period of high school in Mahabad city, whose number was 3621. 348 students (After removing 35 incomplete questionnaires) were selected by multi-stage cluster sampling method. The research instruments were zimet et al.'s Perceived Social Support Scale (1988), Tuominen-Soinie etal.'s Academic Well-Being (2012), Neff's Self-Compassion scale (2003), and Snaith_Hamilton's anhedonia Scale (1995). Data were analyzed with spss 26 and pls 3 software. The results showed that there is a positive relationship (0.01) between pleasure seeking and academic well-being between perceived social support and academic well-being; Perceived social support and hedonism; self-compassion and academic well-being; and there is a positive relationship between perceived social support and self-compassion (0.05). Self-compassion plays a mediating role between perceived social support and academic well-being; Hedonism also plays a mediating role in the relationship between perceived social support and academic well-being.

body dysmorphic disorder is characterized by preoccupation with body deformity and impaired mental image of the body, which also has a high prevalence rate. The purpose of this study is to investigate the relationship between perceived social support and general self-efficacy in people with symptoms of body deformity disorder. The research method is descriptive and correlational. The statistical population is all the students of Shahid Madani University of Azerbaijan, from among whom 254 people were selected through available sampling. The research tools include the Dysmorphic Concern Questionnaire of Oosthuizen (1998), the multidimensional perceived social support scale of Zammit (1988) and the general self-efficacy questionnaire of Jerusalem (2000). SPSS software version 26 was used for data analysis. Data analysis was done using correlation coefficient and regression analysis.The results showed that there is a negative and significant relationship between the symptoms of body dysmorphic disorder with perception social support and general self-efficacy. According to the findings of this study, it can be concluded that perceived social support and general self-efficacy as predictive variables can predict the symptoms of body deformity disorder.

The purpose of this research is to predict academic motivation based on perceived social support and mental health of parents in children with attention deficit hyperactivity disorder. The statistical population of this research included all 10-12-year-old children with attention deficit-hyperactivity disorder and their mothers who visited rehabilitation centers in Tehran in 2018. A total of 90 people (90 children and 90 mothers) were selected by convenience sampling. The measurement tool in this research was Zimmet et al.'s (1998), Goldberg's mental health (1979) and Harter's (1981) academic motivation questionnaires, which have acceptable validity and reliability. In order to analyze the data, inferential statistics of Pearson's correlation coefficient and multiple regression were used using SPSS-23 software. The results showed that between academic motivation and perceived social support; And there is a relationship between academic motivation and mental health of parents in children with attention deficit hyperactivity disorder. Also, the results of statistical analysis indicated that perceived social support and mental health of parents predicts academic motivation in children with attention deficit hyperactivity disorder.

The purpose of this research is to investigate the effect of social support on academic satisfaction, emphasizing the mediating role of academic vitality.

Quantitative research method based on the type of data collection was descriptive and correlational. The research population included all students of the Faculty of Humanities and Literature of Kurdistan University in the academic year of 2021-2022. A sample of 315 people was selected using Morgan table and available sampling method. In order to collect data, three questionnaires of perceived social support, academic satisfaction and academic vitality were used. Correlation tests and structural equation modeling were used in SPSS and Amos software in the inferential statistics section.

The results showed that the significance coefficient value of the first research hypothesis was 99.979, which confirmed that social support directly affects academic satisfaction. The value of the significance coefficient for the second hypothesis of the research was 18.464, which confirmed that social support directly affects academic vitality. Also, the significance coefficient value for the third hypothesis was 41.797 and confirmed that academic vitality also has a positive and significant effect on academic satisfaction. Therefore, according to the confirmation of all three hypotheses, the fourth hypothesis of the research, that is the mediation of academic vitality in the relationship between social support and academic satisfaction, was confirmed. By confirming the mediating role of academic vitality, it was found that social support has an indirect, positive and significant effect of 0.897 on academic satisfaction.

According to the results obtained from the present study, it can be concluded that academic vitality plays a mediating role in the relationship between social support and academic satisfaction. A person who receives social support has more academic vitality, which is effective in increasing academic satisfaction.