نشریه نوآوری های اخیر در روان شناسی
پیاپی 1 (زمستان 1402)

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.

The purpose of this study was to investigate the role of parental behaviour in predicting academic self-esteem in truant students. A sample of 123 high school students (63 females and 60 males) from Mashhad was selected using a multistage random sampling method. They completed the Children's Reports of Parental Behaviour Inventory (CRPBI) and the Coopersmith Self-Esteem Inventory (CSEI). The study used partial least squares structural equation modelling (PLS-SEM) for data analysis. The results indicate that excessive involvement (β=-0.208) and continuous discipline (β=-0.226) negatively predict academic self-esteem, whereas orientation (β=0.286), affirmation and positive opinion expression (β=0.270) and participation in affairs  (β=0.239) positively predict academic self-esteem. The results suggest that parental behaviours indicating high control and low freedom may reduce academic self-esteem. In contrast to being sensitive to children's changes and progress, increasing academic self-esteem is associated with being involved in activities and having mild disciplinary patterns.

Physical appearance perfectionism, which refers to the desire for a flawless physical appearance, was the focus of the study. The study aimed to examine the psychometric properties of the Persian version of the Physical Appearance Perfectionism Scale (PAPS) in a sample of Iranian adult women. A convenience sample of 324 adult women completed the PAPS, Tehran's multidimensional perfectionism (TMPS), and social appearance anxiety (SAAS) scales. Validity and reliability were checked using exploratory and confirmatory factor analysis, Pearson correlation, and internal consistency. The results confirmed the 2-factor structure of this scale, with both worry about imperfection and hope for perfection subscales showing a significant positive correlation with the scores of the Tehran Multidimensional Perfectionism Questionnaire and Social Appearance Anxiety Questionnaire. The Cronbach's alpha coefficient for the subscales was 0.90 and 0.89, respectively, and 0.90 for the total score. These findings suggest that the Physical Appearance Perfectionism Scale (PAPS) demonstrates good validity and reliability in Iranian adult women.

The present study aimed to investigate the mediating role of teaching self-efficacy in the relationship between perceived school stress and job burnout. In a correlational study, 300 teachers from Bojnord were selected using a multistage random sampling method. Data were collected using the Teachers' Stress Prevalence, Source and Symptoms Scale (TSS), the Teacher Self-Efficacy Scale (TSES) and the Maslach Burnout Inventory-Educators Survey (MBI-ES). The data were analysed using structural equation modelling (SEM). Results showed that perceived school stress had the most direct effect on emotional exhaustion (β=0.28). Teaching self-efficacy also had the largest direct effect on reduced personal accomplishment (β=-0.20). The indirect effects of perceived school stress on the dimensions of job burnout with the mediating role of teaching self-efficacy were positive and significant. It seems that the stress of the school environment has an impact on teachers' teaching effectiveness and thus leads to their burnout. Based on this, it is necessary to focus more on reducing the sources of stress in the school environment.

The present study aimed to investigate the gender invariance of the relationship between online social capital and intensity of social network use. A sample of 117 Iranian Facebook users (62 females and 55 males) was selected using convenience sampling method and completed the Internet Social Capital Scales (ISCS). Data were analyzed using partial least squares multi-group analysis (PLS-MGA). There was a positive and significant relationship between bonding, bridging and total online social capital and intensity of social network use (P<0.01). For the whole sample and for men, bridging had a greater effect on the intensity of social network use. For women, however, bridging had a stronger effect. The path coefficients are not significantly different between the groups (P<0.05). It seems that online social capital and intensity of social network use have a mutual relationship, and users with higher online social capital use social networks more, and there is no gender difference in this area.

The purpose of this study was to determine the effect of group psychotherapy using the Transactional Analysis approach on the attachment styles of adolescent boys. The design was semi-experimental with a pre-test and a post-test with a control group. The statistical population was male secondary school students in Mashhad. The sample consisted of 30 volunteers who were randomly divided into two groups, one experimental and one control, with 15 volunteers for each of them. Both groups completed the Revised Adult Attachment Scale (RAAS). The experimental group participated in nine 90-minute sessions of transactional analysis group psychotherapy. Multivariate covariance analysis showed that group psychotherapy using a transactional analysis approach had a significant effect on secure attachment (partial Eta2=0.70) and avoidant attachment (partial Eta2=0.50). However, there was no significant difference between the two groups for ambivalent attachment (P<0.05). It appears that group psychotherapy using a transactional analysis approach is effective on the attachment styles of adolescent boys, increasing their secure attachment and decreasing their avoidant attachment.

The present study aimed to determine the role of internet addiction in predicting students' academic self-efficacy and academic engagement during the Covid-19 pandemic. Thus, a sample of 150 students in University of Birjand was selected using convenience sampling method and completed the Internet Addiction Test (IAT), Academic Self-Efficacy Scale (CASES) and Academic Engagement Scale (AES). To analyze the data, structural equation modeling with partial least square approach (PLS-SEM) was employed. Results indicated that the path coefficients related to the role of internet addiction in predicting academic self-efficacy and academic engagement were (β=-0.57) and (β=-0.64). The results indicate that internet addiction can account for 33% of the changes in academic self-efficacy and 41% of the changes in academic engagement. According to the findings, it seems that a significant part of the students' self-efficacy beliefs and their active involvement in academic subjects are weakened under the influence of internet addiction. Therefore, implementing effective interventions to manage the use of the Internet among students is highly important.