نشریه شناخت اجتماعی
پیاپی 24 (پاییز و زمستان 1402)

Family is the smallest social unit, its stability or instability affects family members and society. The purpose of this research was to compare the perception of parenting style, early maladaptive schemas and spiritual intelligence in girls with and without divorced parents in Gorgan city. This study was a causal-comparative descriptive research. The socio-statistics were all female students of the second year of secondary school in Gorgan in the academic year 2022-2023. 150 students (75 students with divorced parents and 75 other students) were selected by purposive sampling method. The research tools were Baumrind's (1972) parenting perception questionnaires, Yang's (1998) early maladaptive schemas, and King's spiritual intelligence (2008). To analyze the data, the statistical method of multivariate variance analysis and SPSS version 24 software were used. The results showed that there is a significant difference between girls with and without divorced parents in terms of perception of parenting style, primary incompatible schemas and spiritual intelligence (P<0.05). Based on the findings of the research, it can be concluded that students with divorced parents in the schemas of cut and rejection, impaired limits and listening to excessive noise; They had permissive and authoritarian parenting style and less spiritual intelligence than other students, and attention to their correction should be taken into consideration by psychotherapy specialists.

This study aimed to predict criminal behavior based on cognitive biases, emotion dysregulation, and social support. The research method was descriptive-correlation. People formed the statistical research community cared for and supported as criminals in the Tehran Reform and Education Center in 2023. The available sampling method selected one hundred twenty people as research samples. Measurement tools included the criminal behavior checklist of Sharifinia (2010), the social support questionnaire of Vaux et al. (1986), the emotion regulation difficulty questionnaire of Gratz & Roemer (2004), the Davos cognitive bias Assessment Scale of van Der Gaag et al. (2013), which the sample people completed. the Pearson correlation coefficient and multiple regression analysis were used in SPSS-24 software for data analysis. The study's findings showed that cognitive biases and emotion dysregulation have a significant positive relationship with criminal behavior, and social support has a significant negative relationship with criminal behavior. The linear regression model showed that cognitive biases, emotion dysregulation, and social support can predict 78.9, 12.8, and 12.6 percent of the variance in criminal behavior, respectively. In addition, the research findings showed that the combination of research variables explains 71.9% of the variance in criminal behavior (P< 0.05). Given that irrational thoughts, emotional dysregulation, and lack of social support play a significant role in the formation and occurrence of criminal behavior, psychological interventions and the implementation of deterrent laws at the community level can prevent criminal behavior and improve the psychological health of adolescents.

The present study investigates the mediating role of Social Competence in the relationship between parenting styles and academically inhibiting behaviors of secondary school students. This descriptive-correlational study was conducted using the structural equation method. Its statistical population included all secondary school students in public schools in Tehran in 2022-2023. Accordingly, 407 people were included in the study by multi-stage cluster sampling method and measured using Parenting Styles Questionnaire (Baumrind, 1973), Social Competence Questionnaire (Felner et al.,1990), Academic Cheating Scale (Farnese et al., 2011), academic procrastination Questionnaire (Savari, 2013), and aggression Questionnaire (Williams et al., 1996). Data were analyzed by structural equation method in SPSS-23 and AMOS-24 software. Data analysis revealed that the structural model indices had a good fit. The direct and negative effect of authoritarian parenting patterns on social competence was significant with a standard coefficient of -0.18 and the direct and negative effect of authoritative parenting patterns on social competence was significant with a standard coefficient of 0.25. Also, the direct and positive effect of permissive parenting patterns with a standard coefficient of 0.17 and the direct and negative effect of authoritative parenting patterns and social competence with standard coefficients of -0.21 and -0.34, respectively, were significant on academic inhibiting behaviors. Additionally, the effect of permissive, authoritarian, and authoritative parenting patterns on academic inhibiting behaviors with the mediating role of social competence was significant with standardized coefficients of -0.18, 0.13, and 0.24, respectively (P < 0.01). The results of these relationships can predict academic inhibiting behaviors in the form of a model. These results have practical implications for preventive measures against the increase of academically inhibiting behaviors and reducing their negative consequences.

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.

Recently, due to factors such as the unfavorable economic situation, global changes in work and the increase in the level of education, the concern and problem of human resource management of organizations is that a large number of employees have an education level, skills and capabilities beyond what is necessary for the successful implementation of the job. are collisions. The purpose of the current research was to determined the relationship between perceived overqualification with job satisfaction and job boredom, and determine the moderating role of work meaningfulness, member-leader exchange and team cohesion in the relationship between perceived overqualification with job satisfaction and job boredom. The research design was cross-sectional. The statistical Sample included 180 participants that were selected by sample random sampling from a company in Tehran. The instruments included questioners of job satisfaction (Agho et al.., 1992), perceived over qualification (Maynard et al. 2006), job boredom (Vodanovich & Kass, 1990), cohesion work (Carless & De Paola, 2000), work meaningfulness (Steger et al., 2012) and member-leader exchange (Graen & Uhl-Bien, 1995). In this research, data analysis was done by correlation and regression methods using the SPSS software. In addition, work meaningfulness, member-leader exchange, and team cohesion team cohesion moderated the relationship between perceived overqualification with job satisfaction, and job boredom. The inherent limitation of the present study is the cross-sectional research design, which does not provide the possibility of causal inference from the results. Although the proposed hypotheses are designed based on strong theories in the field of super-competence, the existence of reverse causality is not far from the mind. In addition, the use of only questionnaires can be another limitation of this research. It is suggested that this research be carried out in other organizations to determine the generalizability of the results.

This multilevel analysis research aims to investigate the relationship negative achievement emotions, perception of teachers’ diagnostic skills, challenging level of the class and quality of teacher’s teaching with math performance in ninth-grade students.

The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth-grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 male and 500 female) was selected by multistage random sampling method. Pekran et al.'s achievement emotions questionnaire (2005), Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000) and students' grades of the first semester of math lessons were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method.

The results of the multilevel analysis showed that variables of level 1 (negative achievement emotions) and level 2 (average negative achievement emotions of class) negatively and significantly, and variables of level 2 (perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) positively and significantly, were predicting math performance of students. The interactions of level 2 variables with the slope of the relationship between negative achievement emotions and math performance were significant.

In sum, the results of the multilevel analysis in this research showed that students' math performance is related to the reduction of their negative achievement emotions and average negative achievement emotions of class, and the increase of the perception of teachers’ diagnostic skills, challenging level of class and the quality of the teacher’s teaching.

This study aimed to investigate the effectiveness of problem-solving and patience instruction on the academic self-efficacy of school students. It is a quasi-experimental study with a post-test design and a control group. Accidental sampling was used to select participants. Three schools were accidentally selected among Abarkouh City, then the sixth-grade students of these schools were assigned to the three groups of 30 individuals; problem-solving and patience instructions groups as well as a control group. The Morgan-Jinks Student Efficacy Scale was applied for data collection. In this study, patience and problem-solving instructions were conducted in the experimental groups. The obtained data were analyzed by variate analysis of variance (ANOVA). The results showed that instruction in patience and problem-solving has an impact on the academic self-efficacy of students. Additionally, the instruction of patient has more effect on context components of self- efficacy than instruction of problem-solving. According to these results, it can be stated that problem-solving and patience instruction helps students to think about their problems. Also, they learned to deal with issues and difficulties in a way that won’t become anxious, and they can maintain their mental health in the face of possible failures, tensions and crises. In conclusion, they can improve their academic performance with self-efficacy.

The present study employs structural equation modeling to assess the fit of a structural model encompassing obsessive beliefs grounded in executive functions, with emotion regulation as a mediating factor within a non-clinical population. The sample comprises 400 adults aged 20 to 50 in Tehran, selected from the general population via the available sampling method. The data collection instruments encompassed the Obsessive Beliefs Questionnaire (OBQ), the Executive Functioning Questionnaire -Adult Version (BRIEF-A), the Cognitive Emotion Regulation Questionnaire (CERQ), and the Behavioral Emotion Regulation Questionnaire (BERQ). The analysis of structural model fit indices revealed that they all fell within an acceptable range, thus affirming the suitability of the research's structural model. According to this model, executive functions exhibited significant effects on adaptive emotion regulation and maladaptive emotion regulation with standard coefficients of -0.45 and 0.76, respectively. Furthermore, adaptive emotion regulation with a standard coefficient of -0.10 and maladaptive emotion regulation with a standard coefficient of 0.63 were significantly impacted obsessive beliefs. To evaluate mediating relationships, the bootstrap test results were examined. It was found that the effect of executive functions on obsessive beliefs, mediated by maladaptive emotion regulation, was significant with standard coefficient of 0.478 at the p < 0.01 level. However, the effect of executive functions on obsessive beliefs, mediated by adaptive emotion regulation, was not significant with a standard coefficient of 0.045 at the p < 0.05 level. The findings of the study hold practical implications for the prevention of obsessive belief development and the alleviation of obsession-related suffering.

Memory and concentration are two main components of cognitive functions that play a significant role in the human learning process. The purpose of this research is to compare the effectiveness of two therapeutic methods of mindfulness training and transcranial electrical stimulation along with N-Back memory strengthening exercise in improving the memory function and concentration of students.

The current research method is applied and the method of data collection is semi-experimental with a pre-test-post-test research design. In order to investigate the objectives of the research, 30 subjects were selected by available sampling method and randomly divided into two groups of 15 people. All participants performed Wechsler clinical memory test and TOVA test. Then one group underwent a mindfulness test and the other group participated in transcranial electrical stimulation sessions along with N-Back memory strengthening exercise. At the end, both groups were re-evaluated.

The results of this research showed that both intervention methods, namely mindfulness training and transcranial electrical stimulation along with N-Back memory strengthening exercise, improve memory and concentration. Both methods had an effect on improving attention performance. In terms of memory components, the two groups differed only in the visual memory component. Based on the results, transcranial electrical stimulation combined with N-Back memory training was more effective than mindfulness training.

According to the results, it seems that both methods are effective in improving attention, but biological treatments perform better. It will be when biological foundations and specific cognitive processes are considered.

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.

The purpose of this study was to determine the role of family functioning and loneliness in predicting the tendency to become addicted to Internet among high school girls with working parents.

The statistical population included all high school female students in the academic year of 1400-1401 in Hersin city with working parents, from which 162 people were selected based on the Karjesi-Morgan table by random cluster sampling. Internet addiction questionnaires by Young (1996), Russell, Pilova, and Ferguson (1978) and family functioning questionnaires by Epstein, Baldwin, and Bishab (1950) were used to collect data.

Descriptive statistics and Pearson correlation statistics and multiple regression analysis were used to analyze the data. The obtained results showed that there is a significant negative relationship between family functioning and the tendency to become addicted to Internet. Also, there is a significant positive relationship between the feeling of loneliness and the tendency to be addicted to Internet (p<0.01). Regression analysis showed that family function 0.314 and feeling alone 0.348 significantly predicted the variance of addiction to Internet (p<0.01).

The findings of this research showed that the variables of family functioning and loneliness have a decisive role in the tendency to become addicted to Internet.