Social Psychology Research

Abstract Introduction: The present study aimed to investigate the effectiveness of social-emotional competence training on mental toughness, empathy, and school belonging among female students with antisocial behaviors. Method: This research employed a quasi-experimental design with a pretest-posttest control group. The statistical population consisted of all female high school students in Khorramabad with antisocial behaviors during the 2024–2025 academic year. A sample of 30 students was selected through purposive sampling and randomly assigned to experimental and control groups (15 participants per group). The experimental group received social-emotional competence training across ten 90-minute sessions. Data collection instruments included the Antisocial Behavior Questionnaire (Burt & Donnellan, 2009), the Basic Empathy Scale for Children and Adolescents (2010), the Short Version of the Mental Toughness Questionnaire (Papageorgiou et al., 2019), and the School Belonging Scale (Brown & Evans, 2002). Data were analyzed using analysis of covariance (ANCOVA) in SPSS version 26. Results: The ANCOVA results indicated that social-emotional competence training led to a significant increase in mental toughness (p < .001), empathy (p < .001), and school belonging (p < .001) in the experimental group compared to the control group. Conclusion: The findings suggest that social-emotional competence training can serve as an effective approach for enhancing mental health and reducing antisocial behaviors among female students. Based on these results, it is recommended that such training be integrated into preventive and intervention programs within schools.

Abstract Abstract
Introduction: Students can be one of the biggest social assets of any country, so paying attention to their all-round growth is considered one of the important duties of an educational system. The purpose of the present research was to investigate the effectiveness of the training package of quality of life in school on the help-seeking and academic satisfaction of students.
Method: the research design was quasi-experimental with pre-test-post-test control group. The statistical population of the research includes; all the female students from the second year of elementary schools in Khorram Abad.  The sampling method was a multi-stage cluster, where the target sample was randomly allocated in two experimental (20 people) and control (20 people) groups. The data were collected using Ryan and Pintrich's academic help-seeking (1997), Sheikhul-Islami and Ahmadi's academic satisfaction questionnaires (2012). The experimental group was trained by the quality of life package at school for 12 sessions, and they did not receive a training certificate; after completing the training course, both groups were given a post-test. The data were analyzed using multivariate and univariate analysis of covariance.
Results: The results obtained from the analysis showed that there is a significant difference (P<0.001) between the post-test grades of help-seeking and academic satisfaction of the students in the experimental group.
Conclusion: Therefore, it can be concluded that the application of the educational package of the quality of life in school leads to an increase in the amount of help-seeking and academic satisfaction of students.

Abstract Introduction: Aggressive behavior is one of the problems that negatively affects teenagers, especially their growth and academic performance. The aim of the present study was to modeling of aggression in school based on family functioning, neuroticism, and school climate with the mediating role of belief about aggression, empathy, and school attachment among students.
Method: The research method was correlation and structural equation modeling. The statistical population included all middle school male students (second period) in Harsin county in the academic year 2021-2022, number 1918, and 450 were randomly selected as a sample. Research data was collected with the McMaster family measurement questionnaires (Baldwin and Bishab, 1983), the school climate and identity questionnaire (Lee et al., 2017), the Neo personality questionnaire (McCree and Costa, 1985), the scale Revised Belief About Aggression (Campbell, Munser, McManius, & Woodhouse, 1999), Adolescent Empathy Questionnaire (Wozen et al., 2015), School Attachment Questionnaire (Moton, DeVaya, & Glazier, 1993), Aggression scale (Orpinas and Frankosky, 2001). Data were analyzed using the structural equation method in spss27 and amos27 software packages.
Findings: The structural equation model supported the hypotheses that family functioning, neuroticism, school climate, belief about aggression, empathy, and school attachment all have causal effects on students' aggression in school.
Conclusion: According to the research findings, family functioning, neuroticism, school climate, belief about aggression, empathy and school attachment play an essential role in students' aggression in school.