نشریه شناخت اجتماعی
پیاپی 26 (پاییز و زمستان 1403)

This study aimed to present a structural model of mental vitality based on interest stability-effort perseverance, locus of control and cognitive appraisals, and the mediating role of friends social support in Shahrekord high school students. The research was Structural Equation Modeling (SEM)descriptive-correlational and Structural Equation Modeling (SEM) The statistical population was all high school students in Shahrekord in the academic year2024-2025, from which 230 people were selected using multi-stage cluster sampling. The research tools included Ryan &Frederick’s Mental vitality scale (MVS) 1997, Duckworth& Quinn’s The Short Grit Scale (Grit-S) 2009, Rotter’s Locus of Control Scale (RLCS)1966, Pentrich &DeGroot’s Cognitive Assessment Scale(CAS) 1990, and Procidano &Heller’s Perceived Social upport – Friend Scale (PSS-Fr)1983.Results; Data analysis was performed with Spss-26 and Amos-24 software using the path analysis approach. The results of data analysis showed that the fit indices of the prediction model were in a favorable state. The results of structural equation and regression analysis indicated the significance of the direct path coefficients between the variables of interest stability and effort perseverance, locus of control, cognitive appraisals, and mental vitality in the final model. The direct path coefficient of interest stability-effort perseverance on mental vitality (P=0.004, β=0.168), the direct path coefficient of locus of control on mental vitality (P<0.001, β=0.222), and the direct path coefficient of cognitive appraisals on mental vitality in students are positive and significant (P<0.001, β=0.357). Also, the results of the bootstrap test showed that the positive mediating role of friends’ social support in the relationship between interest stability -effort perseverance, locus of control and cognitive appraisals with mental vitality was significant at the P<0.05 level. The findings showed that interest stability-effort perseverance, locus of control, cognitive appraisals through friends social support significantly predict mental vitality in students. The conceptual model had a good fit

This research was conducted to determine the effectiveness of paradox therapy on behavioral functions, emotional regulation, and brain functions by FNIRS in treating aerophobia. The current research design was a semi-experimental pre-test-post-test type with an experimental group (paradox therapy) and a control group (13 people in each group) with a 1-month follow-up test. The statistical population of this research included people who were fear of flying, and they were invited to participate in an invitation in 2024 in Tehran. Fear of flying questionnaire, emotion regulation questionnaire and Functional near-infrared spectroscopy (FNIRS) were used to collect data and also 5 session protocol (one session per week and 60 minutes each session) of paradox therapy was used for intervention. The data were analyzed with the methods of analysis of variance with repeated measurements and t-tests. The findings indicated that the paradox therapy program improved the behavioral functions and also the average oxyhemoglobin contrast signal of the left hemisphere channels in the post-test had a significant decrease compared to the pre-test (p<0.01), but it had no significant effect on emotion regulation (p>0.01). In general, paradox therapy is very important in improving the fear of flying. It can improve the behavioral and brain functions of a person, and this method can be used to treat the fear of flying.

This study aimed to predict video game addiction based on the variables of self-confidence and social exclusion among adolescent girls in Mashhad. The research employed a descriptive-correlational design with an applied purpose. The statistical population comprised all female high school students aged 16-18 in Mashhad during the 2024-2025 academic year. A sample of 310 participants was selected through cluster sampling. Data collection instruments included Wang and Chang’s (2022) Video Game Addiction Questionnaire, Moradi et al.’s (2024) Self-confidence Questionnaire, Hof and Roman’s (2011) Social Exclusion Questionnaire. Data analysis was performed using SPSS version 26. Descriptive statistics (mean, standard deviation, skewness, and kurtosis) were calculated, while inferential analysis employed stepwise linear regression and Pearson’s correlation coefficient. The results revealed Social exclusion alone accounted for 37 percent of the variance in video game addiction (R²=0.37), A significant positive correlation was found between video game addiction and both self-confidence and social exclusion. Together, these variables predicted 43percent of video game addiction variance (R²=0.43, F=118.781, p<0.001). Video game addiction was significantly predictable based on self-confidence and social exclusion measures. The results demonstrate that both self-confidence and social exclusion serve as crucial predictive factors for video game addiction among adolescent girls. These findings suggest that School counselors and adolescent psychologists should prioritize these variables when addressing video game addiction cases, Intervention programs should focus on enhancing self-confidence while reducing social exclusion experiences, Preventive strategies need to incorporate both psychological and social dimensions.

The present study was conducted with the aim of investigating the effectiveness of emotion-focused therapy on the Cognitive flexibility and cognitive regulation of emotion in adolescents with social anxiety. This study was a semi-experimental study that was conducted with teenagers with social anxiety in Shahrekord City. 30 people were selected by purposeful sampling and randomly assigned to two experimental and control groups. Both groups completed the Cognitive Emotion Regulation Questionnaire (Garnefski and Kraaij, 2006) and the Cognitive Flexibility Questionnaire (Dennis and Vander Wal, 2010) as a pre-test, and after teaching the experimental group 8 sessions of emotion-focused therapy, the two groups were again given the above questionnaires as After the test, they responded. The results of the covariance analysis showed that there is a significant difference between the experimental group and the control group in terms of Cognitive flexibility (p < 0.0001 and F = 25.16). And emotion-focused therapy has increased Cognitive flexibility scores in the experimental group. Also, the results showed that there is a significant difference between the experimental group and the control group in terms of cognitive regulation of emotion (p < 0.0001 and F = 52.85), and the treatment focused on emotion increased the scores of cognitive regulation of emotion in the experimental group. Therefore, it can be concluded that emotion-focused therapy has an effect on the cognitive regulation of emotions and Cognitive flexibility. Therefore, this intervention can be used to increase cognitive flexibility and cognitive regulation of emotion in students with social anxiety.

This research was conducted with the aim of investigating the effectiveness of social-emotional competence training on the fear of negative evaluation and psychosomatic symptoms of homeless and poorly supervised adolescents in quasi-family centers. The design of the semi-experimental research was pre-test-post-test with a control group. The statistical population of the research was all the unsupervised and poorly supervised teenagers living in quasi-family centers in Mashhad in 2023, whose number was calculated to be 1700. From the mentioned population, 30 people were selected by available sampling method and were placed in two experimental and control groups (15 people in each group) by random method. The research tools were questionnaires of fear of negative evaluation by Leary (1983) and psychosomatic symptoms by Najarian and Davoudi (2009). The experimental group received social-emotional competence training in 8 sessions of 60 minutes, but the control group did not receive any intervention until the end of the study. Research data were analyzed by multivariate and univariate covariance analysis by SPSS version 24 software. The results showed that social-emotional competence training is effective on the fear of negative evaluation and psychosomatic symptoms of homeless and poorly supervised adolescents in quasi-family centers (p<0.05). The results indicate that social-emotional competence training, by changing attitudes, values, behavior and improving the level of self-esteem and social interactions, reduces the fear of negative evaluation and psychosomatic symptoms of unaccompanied and poorly supervised adolescents in quasi-family centers.

During recent years, social cognition studies have been reviewed in order to identify their part in predicting children and young adolescents’ maladaptive behaviors. Consequently, it was empirically found that social cognition plays an inevitable role in interpreting types of maladaptive behaviors among youngsters. Therefore, the present study aims to assess effect of enrichment of interpersonal relationship skills program on empathy, adjustment and impulse control in girl students Aged 8-12. In this true-experimental study with pretest-posttest control-group design in company with follow up stage, 34 students in experimental (17 students) and control (17 students) groups responded to the Impulsivity Inventory, the Rutter’s Behavioral Problem Questionnaire- Parent/Teacher version and the Children’s Empathy Quotient-Parent, Empathy Questionnaire-Teacher Version and Children’s Social Adaptability Scale- Parent Version . The experimental group received 7 training program sessions (1 hours a session). The results of univariate covariance analysis designs indicated that training program was effective in increasing student’s empathy and adjustment and in decreasing total score of impulsivity of them in short term and long term. In sum, on the one hand, these findings support the theoretical positions of the sip model and the other hand, show that training skills such as positive perception of others, positive feelings for others, conflict management skills and interpersonal communication skills could result in mental immunization in students

This study investigates the role of attachment styles (secure, avoidant, and ambivalent) in predicting academic procrastination, with shame as a mediating factor. The research employs a descriptive-correlational and Structural Equation Modeling (SEM), with a sample of 200 students from the University of Tehran, selected through random sampling. Data collection was conducted using the Adult Attachment Questionnaire (Hazan & Shaver, 1987), the Shame Scale (Cohen et al., 2018), and the Academic Procrastination Scale (Solomon & Rothblum, 1984). Path analysis using JASP software revealed that ambivalent attachment style had a significant impact on both shame and academic procrastination (P < 0.01), while secure and avoidant attachment styles showed no significant relationship with these variables (P > 0.05). Additionally, shame directly influenced academic procrastination (P < 0.05), but its mediating role between attachment styles and procrastination was not confirmed. This may be due to the limited sample size and reliance on self-report instruments, which might reduce the sensitivity for detecting indirect effects. The proposed model explained 21% of the variance in shame and 23% of the variance in academic procrastination. These findings suggest that individuals with an ambivalent attachment style, due to their heightened sensitivity to social approval, are more prone to experiencing shame and engaging in academic procrastination. In contrast, those with secure and avoidant attachment styles seem less affected by shame in the context of procrastination. The results highlight the importance of considering attachment styles and emotional regulation strategies in interventions aimed at reducing procrastination and improving students' academic performance. Future research should explore the influence of emotional regulation in mitigating the effects of shame on procrastination.

The present study employs structural equation modeling to assess the fit of a structural model encompassing Phubbing based on Personality Traits with the mediating role of Internet Addiction and Academic Boredom in Generation Z Students. A total of 556 people were surveyed using the cluster sampling method from the research's statistical population, including all Generation Z students (born between 1997 and 2012) studying at Islamic Azad University, Tehran branches, during the second semester of the 2023-2024 academic year. The data collection tools included the Chutbitayasonvand and Douglas General Phubbing Scale (2018), Kimberly Young's Internet Addiction Questionnaire (1988), Costa and McCrae's Five-Factor Personality Inventory (1985), and Sharp et al.'s Academic Boredom Questionnaire (2010). The results of the study showed that the direct path coefficient between the factors of conscientiousness (β = -0.236, P = 0.001) and extraversion (β = -0.071, P = 0.015) with negative phubbing and the path coefficient between its neuroticism factor and phubbing (β = 0.138, P = 0.001) was positive and significant. The path coefficient between Internet addiction and phubbing (β=0.363, P=0.001) on the one hand and the path coefficient between academic boredom and phubbing (β=0.205, P=0.001) on the other hand were positive and significant. The results also showed that both mediating variables of Internet addiction and academic boredom positively mediated the relationship between the neuroticism personality factor and phubbing in Generation Z and negatively and significantly mediated the relationship between other personality factors and phubbing. Therefore, the proposed model, based on the effect of personality traits on phubbing, considering the mediating role of variables of Internet addiction and academic boredom, had an acceptable fit with the experimental data.

Empathy is one of the components of improving interpersonal interactions that originates from childhood experiences during caregiver-child interactions. Base on this fact, it is reasonable to consider positive and negative childhood experiences as a determining factor in the formation of people's empathy capacity. The aim of this study was to investigate the relationship between childhood traumatic experiences and cognitive and emotional empathy, considering the mediating role of self-compassion .For this purpose, in a descriptive and correlational research, 240 students of different faculties of Allameh Tabataba’i University of Tehran were selected by proportional sampling process. Data were collected by childhood trauma questionnaire, empathy questionnaire and self-compassion scale and by using structural equation modeling and path analysis were analyzed.The findings of the research showed that there is no relationship between childhood traumatic experiences and emotional empathy regarding the mediating role of self-compassion; whereas, childhood traumatic experiences through self-compassion can affect cognitive empathy. Also, childhood emotional and physical traumatic experiences through self-compassion can affect empathy; however, due to dysfunctional emotion regulation mechanisms there is no relationship between the childhood sexual traumatic experiences and empathy, regarding to the mediating role of self-compassion. Based on the research findings, it can be concluded that the proposed model explains the relationship between childhood traumatic experiences and cognitive and emotional empathy by considering the role of self-compassion.

This study aimed to determine the differences in the effectiveness of Imago Therapy and Emotion-Focused Therapy (EFT) on psychological flexibility and cognitive empowerment in women affected by marital infidelity. The research population included all women affected by extramarital relationships in Isfahan (including the Nik Ovin Psychological Clinic and the Hazrat Abolfazl Charity Institute) in the spring of 2024. A group of women affected by extramarital relationships were randomly assigned into three groups (two experimental groups and one control group) of 15 participants each. They were assessed using the Cognitive Flexibility Inventory (CFI) by Dennis and Vander Wal (2010) and the Psychological Empowerment (PE) scale by Spreitzer and Mishra (1996). Data were analyzed using mixed ANOVA with SPSS version 23. The results showed that both Imago Therapy and Emotion-Focused Therapy significantly increased psychological flexibility and cognitive empowerment, and there was no significant difference in effectiveness between these two therapeutic approaches (P < 0.05). The findings also indicated that the therapeutic effects were stable over time. Therefore, it can be concluded that Imago Therapy and Emotion-Focused Therapy can be effective approaches for improving the well-being of women affected by infidelity and play an important role in enhancing their quality of life.

The aim of the present study was to the mediating role of vengeful tendencies in the relationship between moral identity and effortful control with antisocial behaviors in adolescents. Statistics included all high school students and samples of 567 people were selected by random multi-stage cluster method and the questionnaire of moral identity identity (Aquino & Reed, 2002), effortful control (Ellis & Rothbart, 2001), vengeful tendencies (Flores-Camacho et al., 2022) and antisocial behaviors (Burt & Donnellan, 2009) were distributed among the atatistic sample. Evaluation of the proposed model was done using path analysis. The findings showed that the proposed model has a good fit with the data. The results showed that the paths of moral identity to the vengeful tendencies, moral identity to antisocial behaviors, vengeful tendencies to antisocial behaviors are significant, and paths of effortful control to vengeful tendencies and effortful control to antisocial behaviors are insignificant. Also, other findings of the research showed that the vengeful tendencies has a mediating role in the relationship between moral identity and antisocial behaviors, but the vengeful tendencies does not has a mediating role in the relationship between effortful control and antisocial behaviors. Therefore, to help students prevent antisocial behavior, it is recommended to consider educational programs to strengthen morals and reduce the vengeful tedencies.

he present study aimed to examine the psychometric properties of the Persian version of the Self and Other Emotional Mentalization Scale (Kasper et al., 2024) among Iranian university students. Emotional mentalization refers to the ability to understand and interpret one's own and others' behaviors based on internal mental states such as emotions, thoughts, and beliefs. Accurate assessment of this construct is essential in psychological research.

The statistical population included all students at the University of Mohaghegh Ardabili during the 2023–2024 academic year. A total of 272 students (150 females and 122 males) were selected using a multistage cluster random sampling method. The participants completed the Emotional Mentalization Scale, the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2006), and the General Health Questionnaire (Goldberg, 1972). Data were analyzed using SPSS27 and AMOS24 software.

Exploratory factor analysis identified three core components: Self, Others, and Communication, which together explained 61% of the total variance. Confirmatory factor analysis supported the three-factor model with acceptable fit indices (χ²/df = 2.34, RMSEA = 0.07, CFI = 0.92). Cronbach’s alpha coefficients for the subscales ranged from 0.79 to 0.87, and 0.89 for the total scale, indicating good internal consistency. Significant correlations were also observed between the subscales and the two external measures, supporting convergent validity (p < .05).

the findings demonstrate that the Persian version of the Emotional Mentalization Scale is a valid and reliable instrument for use in psychological research among Iranian student populations.