نشریه شناخت اجتماعی
پیاپی 25 (بهار و تابستان 1403)

The present study was conducted with the aim of combining the researches conducted in the field of determining the effectiveness of educational and therapeutic psychological interventions on the cognitive flexibility of Iranian children and adolescents with the meta-analysis method. The statistical population of the present analysis is the available researches related to the effectiveness of educational and therapeutic psychological interventions on the flexibility of children and adolescents, which were published between 2013 and 2023. Based on the defined entry and exit criteria for primary studies and sensitivity analysis, 61 effect sizes from 43 primary studies were analyzed by CMA software version 2. The findings showed that the summary effect size of the random model was equal to 1.964, which is statistically significant and indicates the positive effect of educational and therapeutic psychological interventions on cognitive flexibility. Also, the results showed that there is a significant difference between the types of intervention, research tools, and the age and gender of the subjects. As a result, considering the desired effectiveness of providing educational and therapeutic interventions in order to improve the cognitive flexibility of children and adolescents, it is suggested that it should be considered more and more by those involved in the education of children and adolescents in order to benefit from its potential benefits throughout life.

The purpose of this study was the efficacy of acceptance and commitment therapy (ACT) on anxiety sensitivity and cognitive fusion in university students with body dysmorphic disorder. This study was a semi-experimental study with a pretest and post-test. The statistical population of this study included university students of Payame Noor University of Amlash in academic year 2023-2024. Subjects were first screened using the inclusion and exclusion criteria. therefore, 40 university students with body dysmorphic disorder were selected by available sampling method and randomly divided into experimental and control groups (20 persons in each group). All of the sample groups completed anxiety sensitivity (Floyd et al, 2005) and Cognitive Fusion Scales (Gillanders et al, 2010). The ACT group in 8 sessions based on Hayes et al (1999) model while the control group did not receive any treatment. For data analysis, multivariate analysis of covariance was used. Results showed that there were significant differences between two groups on anxiety sensitivity and cognitive fusion (P <0.01). ACT as a third wave treatment, can be an effective intervention to reduce the anxiety sensitivity and cognitive fusion in university students with body dysmorphic disorder.

the aim of the present study was to investigate the structural model of Predicting social cognition based on False beliefs, personal perception and motivational bias with the Mediation of Theory of Mind. Research method was descriptive ,correlational and structural equation modeling.The statistical population included all high school students of Ilam city in the academic year 2020-2021, which Among them 380 people were selected by Cluster sampling method. The instruments was include Nejati et al.'s Social Cognition scale (2017), Baron-Cohen et al.'s Theory of Mind Questionnaire (2001), Pentridge et al.'s Motivational Bias Questionnaire (2002), Shostrom's Personal Perception Questionnaire (1992), and Catlin and Epstein's False Beliefs Questionnaire (2003). Reliability and validity of the questionnaires were verified by first and second rank confirmatory factor analysis with LISREL software and CR and AVE values. Analysis of data was performed by using Structural Equation Modeling (SEM) in two parts, the measurement model and structural section. The results showed that the conceptual model developed had a good fit with the data. The results of the structural equation analysis indicated the significance of the coefficients of the direct path between the variables of false beliefs, personal perception and motivational bias with social cognition in the final model. Also, theory of mind has a direct, positive and significant effect on social cognition. Finally, false beliefs, personal perception and motivational bias has a negative and significant indirect effect through the mediating variable of Theory of Mind on social cognition. Therefore, applying strategies to reduce false beliefs, personal perception and motivational bias and increasing theory of mind can lead to increasing social cognition in students

The purpose of the present study was to investigate the relationship between traumatic childhood experiences and executive functions with the mediating role of emotional processing. This research was a type of correlation study and structural equation model. The statistical population of the study consisted of all the students of Tehran city, from which 270 people from Al-Zahra University (S) were selected using available sampling. To collect data, the childhood trauma questionnaire (Bernstein et al., 2003), the executive skills questionnaire (Street et al., 2019), and the emotional processing scale (Baker et al., 2007) were used. The collected data were analyzed using Pearson's correlation test and structural equation modeling with the help of Amos24 and SPSS22 software. The findings of this research indicated that the relationship between traumatic childhood experiences and executive functions is significant. Also, the model of the mediating role of emotional processing in the relationship between traumatic childhood experiences and executive functions had a favorable fit. Bootstrap results also indicated the impact of traumatic childhood experiences on executive functions through the mediating role of emotional processing. As a result, it can be said that the emotional processing variable has a significant mediating role in the relationship between childhood traumatic experiences and executive functions. Therefore, it is necessary to act through information and awareness in the field of negative cognitive consequences of traumatic childhood experiences to prevent or intervene early in this field.

present study was conducted with the aim of testing and modeling the relapse of addiction in relation to dark personality traits with the mediating role of burden perception and neutral sense of belonging in women.

The present study was descriptive-survey of applied type. The statistical population included 200 women with addiction relapse, who were selected by the available sampling method and considering the entry and exit criteria. The tools used to collect the Addiction Relapse Questionnaire (2000), the Interpersonal Needs Questionnaire to investigate neutral belongingness and the Perceived Burdensomenessby Kimberly et al (2012) and the Dark Triad Questionnaire (Jonason & Webster, 2010) were used. To analyze the data, structural equations were used using spss v.22 and pls software. The findings indicated that the effect of narcissistic personality on addiction relapse is 0.29, the effect of Machiavellian personality on addiction relapse is 0.19, the effect of psychotic personality on addiction relapse is 0.68, the effect of perceived burden on addiction relapse is 0.49, the effect of feeling The neutral relationship on addiction relapse was reported as 0.53. Also, the mediating role of perceived burdensomeness and sense of neutral belonging in the relationship between dark personality and addiction relapse was confirmed. Considering the complexity of addiction relapse in women, it is necessary to focus on improving the interpersonal relationships of people with dark personality. Improving interpersonal relationships is effective in preventing the feeling of rejection and emotional and social deprivation, which leads to the reduction of the feeling of being burdened and the feeling of neutral belonging. Also, increasing the awareness of the people around them about the importance of their support for people who have relapsed addiction can be effective in reducing their return to addiction

Social dominance orientation (SDO) characterizes an individual's inclination to accept social hierarchies and seek superiority over specific groups. Within the context of decision-making, SDO plays a pivotal role, particularly when navigating complex and uncertain situations. This research aimed to examine the neural and behavioral patterns associated with decision-making under uncertainty in individuals with different levels of social dominance orientation. Researchers studied the brain activity of 30 students. Participants received positive and negative feedback under conditions of anticipation and uncertainty, while their brain activity was recorded using electroencephalography (EEG). Specifically, features related to the N2 component (amplitude and latency) were examined. The findings revealed individuals with higher SDO exhibited faster reaction times during decision-making, especially when confronted with uncertain outcomes. As social dominance orientation increased, participants became more adept at swiftly processing information and making choices. Moreover, the high SDO group displayed a larger N2 amplitude compared to the low SDO group. This amplitude difference was particularly pronounced when participants received negative feedback. Interestingly, the effect was context-dependent: When individuals with high SDO anticipated certain outcomes (positive or negative), their N2 amplitude increased significantly upon receiving negative feedback. Conversely, individuals with low SDO showed a larger N2 amplitude specifically when faced with unexpected negative feedback in uncertain situations. However, the comparison of N2 latency between the group with high SDO and the group with low SDO did not yield statistically significant differences. These findings suggest that decision-making speed under uncertainty could be considered a potential biological marker for individual tendencies toward social dominance. This discovery, in addition to confirming the relationship between social dominance orientation and decision-making processes, could have applications in various fields, including the design of AI-based decision-making systems and the development of strategies for managing social behavior.

The aim of this study was to investigate the effect of emotional experience induction on working memory performance with regard to students' positive and negative metacognitive beliefs. The present study is an semiexperimental study of pretest-posttest type with a control group. The statistical population of the study was students of Kharazmi University. 80 subjects were screened using the Wells (1997) standard metacognitive questionnaire into 4 groups of positive high, positive low, negative high, and negative low metacognitive beliefs. ANOVA with repeated measures was used to analyze the data. According to the research findings, in the group with high characteristics of positive metacognitive beliefs, working memory performance increased significantly after positive emotional induction, but no change in memory performance was observed after negative emotional induction. In the group with low characteristics of positive metacognitive beliefs, working memory performance increased significantly after positive emotional induction and decreased significantly after negative emotional induction. In the group with high characteristics of negative metacognitive beliefs, working memory performance did not change after positive emotional induction but decreased significantly after negative emotional induction. In the group with low characteristics of negative metacognitive beliefs, working memory performance increased significantly after positive emotional induction and decreased significantly after negative emotional induction. According to the results of the study, memory performance in students with positive metacognitive beliefs is more influenced by positive emotional experiences, and in students with negative metacognitive beliefs, it is dependent on the induction of negative emotions.

The current research was conducted with the aim of determining the effect of teaching entrepreneurship concepts on creative thinking and metacognition of primary school children. This research was semi-experimental with a pre-test-post-test design with a control group. Using Welch and McDowall's (2002) creative thinking questionnaires and Baku et al.'s (2009) children's metacognition assessment, 30 third grade students enrolled in the 4th district of Tehran in the academic year of 2014-2015. They were randomly selected and replaced voluntarily in two experimental and control groups (15 people in each group). The experimental group received 10 sessions (3 sessions per week) of the entrepreneurship concept training program as a group, and the control group did not receive any trial in this field. After the implementation of the intervention, the creative thinking and metacognition of the children of both groups were measured again. Multivariate analysis of covariance (MANCOVA) was used to analyze the data. F calculated for the main hypothesis and sub-hypotheses in relation to the studied variables showed a significant difference in both groups. This research, in convergence with the results of similar researches, expresses the fact that the teaching of entrepreneurship concepts has an effective role on the creative thinking and metacognition of students' children. Keywords: concepts of entrepreneurship, creative thinking, children's metacognition

The purpose of this study was to develop and validate a training package on motivational strategies, and to compare the effectiveness of motivational strategies training and emotion regulation training on the social development of female high school students. In the development phase of the training package, appropriate content objectives were first prepared, and after receiving expert feedback, the training package was finalized. The Content Validity Index (CVI) and Content Validity Ratio (CVR) for all objectives in this training package were high. Therefore, the motivational strategies training package was developed in 8 ninety-minute sessions. In the effectiveness evaluation section, a quasi-experimental pre-test-post-test design with a control group and follow-up was used. The statistical population of this study included all female students studying in high school in Foladshahr in the academic year 1402-1403. The data collection tool was the Weissman Social Development Questionnaire. For data analysis, repeated measures ANOVA was used to examine the significant difference in means between the groups. The results showed that the mean scores of the social development variable were significantly different between the experimental and control groups (F=223.57, P=0.000, effect size=0.732), indicating a significant difference between the two groups. Additionally, there was a significant difference between the mean scores of the variables in the experimental and control groups (P<0.05), indicating that the effectiveness of both motivational strategies training and emotion regulation training on social development and its components was confirmed. The motivational strategies training method was significantly more effective than the emotion regulation method in promoting social development, and the sustainability of the training effect was confirmed.

This research was conducted with the aim of quantitatively combining researches in the field of relationship between social growth indicators and academic achievement using meta-analysis method. Also, determining the role of variables such as types of social growth indicators, dependent variable, place of research, the gender and age of subjects on this relationship was another goal of this meta-analysis. According to the entry criteria, 42 primary studies were analyzed. After removing an outlier effect size based on the results of the funnel plot, the summery effect size between these two variables was equal to 0.33. Also, heterogeneity analysis showed the possible role of moderating variables on the relationship between these two constructs. Social capital and social support had a larger effect size than other indicators in the relationship between social growth indicators on academic achievement. In relation to the dependent variable, using the GPA of literature and math courses as the dependent variable had a greater effect than using the overall academic GPA as the dependent variable. It was also found that the effect size of research implementation in school is not much different from research implementation in university. In relation to gender, it was also found that the effect size of the relationship between social growth indicators and academic achievement is slightly higher in men than in women. Also, the effect sizes of the relationship between the two mentioned variables increase with the age of the examinees.

Dishonesty is a pervasive behavior that occurs in various contexts. Therefore, the purpose of this research is to measure the rate and motivations of dishonesty in aggregate and compare it in both genders.

The current research conducted using one-shot study design. The statistical population consists of all undergraduate students of University of Guilan. The present study includes 189 students who were selected by purposeful sampling and based on the inclusion and exclusion criteria and were divided into two groups: men (92 people) and women (97 people). The Dice-rolling method was used to measure the rate and motivations of dishonesty. The resulting data were analyzed by binomial test. The Independent t test and the Chi-square test of independence was used to compare the rate and motivations of dishonesty in both genders respectively.

The results indicate that a significant proportion of men (z=4.78, df=91, p< 0.001), women (z=1.71, df=96, p<0.05), and the total participants (z=4.66, df=188, p<0.001) engaged in dishonest behavior with economical motivation. The honest-image motivation was observed in men (z =1.15, df=91, p<0.045), while a conservative approach to dishonest behavior was observed in women (z=1.71, df=96, p<0.05). Furthermore, no significant difference was found between men and women in the rate of dishonest behavior (t=1.15,df=187, p<0.175) or in the economical motivation (χ²=2.805, df=1, p<0.093).

Based on the findings, maximizing personal gain is a motivator for dishonest behavior. Additionally, maintaining an honest self-image is more prominent in men, while a conservative approach is more evident in women

The aim of the current research is to answer the question whether functions related to emotion such as risky decision-making and theory of mind change in all people under the influence of sadness and happiness induction, or according to different levels of emotional processing. People react differently after experiencing these emotions. In order to investigate this question, 60 volunteers, in the age range of 18-40 years old, were included using available sampling method. After evaluating the mood with the Beck Depression Questionnaire and measuring emotional processing by the Baker scale, they were randomly placed in one of the groups of induction of happiness, induction of sadness and control. In order to induce emotional states, the methods of playing short films and mental imagery were used. Then the Iowa software test and the eye reading mind test were performed. The results obtained using univariate analysis of variance (ANOVA) showed that in this research, the induction of none of the emotions of happiness and sadness had no significant effect on the amount of theory of mind and risky decision making of participants with different levels of emotional processing. From these findings, it can be concluded that being exposed to emotions of happiness and sadness with moderate to relatively high intensity in the short term (less than an hour), cannot significantly alter the level of functions of theory of mind and risky decision making in the direction of improvement or dysfunction in individuals with different emotional processing levels.