فصلنامه پژوهش های روان شناسی اجتماعی
پیاپی 43 (پاییز 1400)

The conflicts between tradition and specifically ethnic traditions and modernization enhance some obstacles derived from domestic violence and its consequence is directed towards wives and children. Regarding this matter, the purpose of the research was to design an instructional package for coping with spousal domestic violence and to investigate its effectiveness of instruction on spousal violence and children’s academic enthusiam.

The research method is semi-experimental of the pre-test and post-test kind with two experimental groups plus two control groups. Among the 53 women who experienced violence and referred to one of the counselling centers in the city of Rafsanjan, using convenience sampling method, 30 of them were selected. Using the simple random sampling method, they were placed into two experimental and control groups, with 15 subjects in each group; as the pre-test and the post-test, they completed the domestic violence against women questionnaire and their children completed the academic engagement questionnaire. For the intervention, for 10 sessions, only the experimental women group was exposed to the researcher made instructional package of coping with spousal violence. The data were analyzed using the Analysis of Covariance (ANCOVA).

Findings show that the instruction of coping with domestic violence has a significant effect on males’ violence and on enhancing children’s academic enthusiam.

It is concluded that the instructional package has the capability of being used as an instructional protocole and it can be beneficial as a tool in order to reduce males’ domestic violence and promoting children’s academic enthusiam.

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).

We need social skills to succeed in interpersonal relationships. Positive emotions and self-satisfaction are the results of success in these relationships. This study aimed to Compare the Effectiveness of Brain-Based Learning and Creative Thinking in Improving Students' Social Skills of ninth grade high school male students in Bonab city.

The type of quasi-experimental research was pre-test -post-test and the statistical population of this study was ninth-grade male students in the academic year 1399-1400 in Bonab city. Among these students, 45 were selected by cluster random sampling. Students were randomly divided into three groups of 15 in two experimental groups and one control group. The number of training sessions was 15 sessions of 45 minutes for each experimental group. Data were collected using the Keramati Social Skills Development Questionnaire (2007). The obtained data were analyzed by analysis of covariance and SPSS-26 software.

Findings obtained from analysis of covariance showed that training classes are effective in increasing the social skills of experimental groups. Also Creative thinking 39.2% and brain-based education 37.9%   explained the variance of social skills scores.

Based on the findings of this study, it can be concluded that the training of brain-based learning and creative thinking has a significant effect (p<0.05) on social skills and has promoted it in experimental groups. Also, the effect of creative thinking in promoting social skills has been more than brain-based learning.

This study was conducted to determine the effectiveness of social communication skills training on metacognitive beliefs and fear of positive and negative evaluation of junior high school students.

The research method was quasi-experimental with a pretest-posttest design with a control group. The study population consisted of male high school students in Aran and Bidgol that 30 male students were selected by purposive sampling method and randomly assigned to two groups of 15 experimental and control and answered to metacognitive belief Wells and Katright-Hutton (2004) questionnaires, Weeks (2010) Fear of Positive Evaluation Questionnaire, and Leary (1983) Fear of Negative Evaluation Questionnaire. The control group waited and the social communication skills group training for the experimental group was performed in 8 one-hour sessions. At the end of the intervention, both groups were re-evaluated with research questionnaires. Data were analyzed using the analysis of covariance.

The results showed that social-communication skills training was effective in reducing metacognitive beliefs (p <0.05), reducing fear of negative evaluation (p <0.05), and reducing fear of positive evaluation (p <0.05). 

The results of the study confirmed the effectiveness of the use of group communication social skills training on reducing metacognitive beliefs and fear of positive and negative evaluation of students.

This study aimed at modeling sexual assertiveness in married women based on behavioral systems with the mediating role of social exchange styles.

This study was conducted using a correlational design. The statistical population was all married female students of Islamic Azad University, Karaj Branch. A total of 300 students were selected using purposive sampling. The participants completed the Hulbert Sexual Assertiveness Questionnaire (1992), the Carver and White's BIS/BAS scales (1994), and the Leybman's Social Exchange Styles Questionnaire (2011). Data were analyzed based on structural equations.

Results showed that behavioral inhibition has a significant negative effect on sexual assertiveness (p<0.01). In addition, in the analysis of indirect effects, the behavioral activation system had a positive effect on sexual assertiveness through fairness (p<0.01), tracking (p<0.01), and individualism (p<0.05) and the behavioral inhibition system hurt sexual assertiveness of women through overinvestment, benefit-seeking, fairness and Individualism (p<0.05).

Behavioral activation and inhibition can point to the different functions of social exchange styles in sexual assertiveness in women. Therefore examining the mediating role of social exchange Styles provides more detailed information about the impact of this variable on different dimensions of sexual relations in women.

Interpersonal disorder is a major challenge in marriage and group activity. This study aimed to compare emotional and social loneliness and psychological Maltreatment in single girls with and without symptoms of interpersonal relationships.

The present study was comparative in terms of fundamental purpose and descriptive method. The statistical population included all students of Sanandaj universities in the academic year 2019. First, by the available sampling method, 300 people were selected. In the next stage, based on the cut-off point of the Interpersonal Problems Questionnaire (Barkham et al., 1962), 114 people in the group without symptoms of interpersonal problems and. 186 people in the group with symptoms of interpersonal relationships were replaced. The instruments used in this study were the Interpersonal Problems Questionnaire (Barkham et al,1996), the Social and Emotional Loneliness (Ditommaso et al,2004), and assisted maltreatment inventory (Coates & Messman-Moore,2014). The obtained data were analyzed using a one-way analysis of variance test by observing the assumptions of normal distribution and homogeneity of variance.

The results showed that the mean of emotional and social loneliness, interpersonal problems, and their dimensions were significantly different between the two groups with and without symptoms of interpersonal disorders (p <0.05).

Findings emphasize the importance of paying attention to feelings of loneliness and psychological maltreatment in single girls with symptoms of impaired interpersonal relationships. Therefore, counselors and psychotherapists are expected to take steps to alleviate the feeling of emotional-social loneliness and psychological maltreatment of single girls with symptoms of interpersonal disorders.

Prosociality has been linked with a variety of positive psychosocial indices. The purpose of this study was to investigate the role of temperament and character dimensions and perceived social support in the prosociality of college students.

The present research was a descriptive correlational study. The statistical population of the study consisted of all students of Payame Noor University of Rasht city in the academic year of 2019-2020. 220 students were selected by using a random sampling method. Data were analyzed by correlation coefficient and regression analysis. The participants completed the items of Prosocial Personality Scale (Penner, 2002), Temperament and Character Inventory (Adan, Serra-Grabulosa, Caci, &  Natale, 2009) and Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet & Farley, 1988).

Results showed that prosociality has a significant positive correlation with reward dependence, self-directiveness, co-operativeness, self-transcendence and perceived social support and it has a significant negative correlation with harm avoidance and novelty seeking (p<0.01).  Also, stepwise regression analysis showed that co-operativeness 0.33, perceived social support 0.11 and self-directiveness 0.02 significantly predict variance of prosociality in college students (p<0.01).

Considering the role of temperament and character dimensions and perceived social support on Prosociality in College Students, the results of this study have important implications for these individuals.

prosocial- behaviors are purposeful actions that are defined for the well-being of others, regardless of one's motivation, So this study aimed to design a social competence intervention program on the social behavior of gifted students.

The present study is quasi-experimental with pre-test-post-test design and follow-up with a control group. The statistical population includes all gifted low-achieving students in 2019. From the whole population, 28 students were randomly selected and randomly assigned to two experimental (14) and control (14) groups. Then, the experimental group was trained in 10 consecutive sessions of the social adequacy intervention program. To comply with the research ethics after the end of the research, a training program was implemented for the control group. A community-based personality questionnaire (saffarinia,2012) was used to collect data.

The results of multivariate analysis of covariance and repeated measurements showed that the social competence intervention program significantly (α = 0.05) increased the prosocial behavior of the experimental group.

Based on the findings, the social competence intervention program can be used as an effective educational strategy to improve the prosocial behaviors of low-achieving gifted students.

Rapid cross-cultural social changes in recent decades highlight the necessity of considering the role of psychosocial factors in the eating attitudes and behaviors of the new generation. This study aimed to predict disordered eating attitudes based on social comparison, interpersonal sensitivity and cognitive flexibility in female students.

This was descriptive research conducted in the framework of correlation studies. The statistical population consisted of all female undergraduate students of Islamic Azad University, Tehran Science and Research Branch in the academic year 98-99 (9944 people), out of whom 200 ones were selected through multistage random sampling method. They completed Eating Attitude Test (Gamer et al, 1982), Iowa-Netherlands Comparison Orientation Measure (Gibbons & Buunk, 1999), Interpersonal Sensitivity Measure (Boyce & Parker, 1989), and Cognitive flexibility Inventory (Dennis & Vander Wal, 2010). Data were analyzed using Pearson correlation coefficient and stepwise regression analysis.

Findings showed that social comparison (p<0/01, β=0/432) and interpersonal sensitivity (p<0/01, β=0/305) were positively and significantly, and cognitive flexibility (p<0/05, β=-0/143) was negatively and significantly capable of predicting disordered eating attitudes in the students.

With the rising emphasis on fitness in a Western advertisement, the vulnerability of young people to eating disorders has increased. Results of the present study indicate factors such as social comparison, interpersonal sensitivity, and cognitive flexibility effectively influence students' disordered eating attitudes and their psychological and physical health. Since medical therapies alone have temporary effects, further attention to psychosocial factors is recommended in the prevention and treatment of eating disorders.

The aim of this research was to investigate the relationship of cognitive and behavioral dimensions of social anxiety and internet abusive use by mediating gender roles.

the research method was a descriptive correlational. The Statistical population was composed of all boy students in second semester 2020-2021, living in Damghan City, of which 250 individuals participated in the study through online recall. The research tool included Social Anxiety Scale (Puklek & Videc, 2008), the Gender Roles Scale (Boldizar, 1999) and internet abusive use Scale (Calvo-frances, 2016). Fitness of the proposed model was estimated through structural equation modeling (SEM) and using Lisrel software package. The mediating relationship in the proposed pattern was tested using the bootstrap procedure.

The results of structural equation modeling indicating fitness of model and showed that the behavioral dimension of social anxiety mediated by the gender role of masculinity has an indirect effect on the internet abusive use (p<0.05).

The findings of the present study provide a useful framework for identifying the influential components in the field of socio-cultural psychology in the internet abusive use. The results of these findings emphasize the need to pay attention to the gender role of masculinity in reducing social anxiety and internet abusive use in students.

According to research findings, universal vaccination is the way to fight the Covid-19 epidemic. However, many people in the community are reluctant to get vaccinated. The present study was designed to make and validate the vaccine attitude scale and its relationship with health anxiety.

The present study was a descriptive correlational study design performed on 320 Tehran residents through online calling. Data were analyzed using Cronbach's alpha and exploratory factor analysis using 24Spss-software.

The results of exploratory factor analysis indicated the existence of 5 factors as Social responsibility, Confidence, Constraints, Calculation and Risk-taking, which explain 60.9% of the total variance. Also, the reliability coefficient of the questionnaire using Cronbach's alpha indicates the optimal reliability for all reasons (α = 0.871), social responsibility factors (α = 0.832), Confidence factor (α = 0.697), Constraints factor (α =861/86), the profit and loss factor (α = 0.687) and the risk factor (α = 0.593). Standard scores were calculated, and the range of factor scores and the whole questionnaire was divided into medium, weak and strong domains based on standard scores.

The present study showed that the tools required for adequacy design are necessary and can be used in future researches, and this control is sufficient to measure this structure in Iranian samples of reliability and validity.The present study showed that the designed tool is adequate and can be used in future research and this scale has sufficient reliability and validity to measure this structure in Iranian samples.