Social Psychology Research

Abstract Introduction: In modern societies, the distinct differences between gifted and typical students have emerged as a critical focus within education and psychology. This study seeks to compare the satisfaction of basic psychological needs, social adjustment, and friendship quality among gifted and normal students. 
Method: This study employed a descriptive, causal-comparative design. The target population consisted of all male high school students in their second cycle in Khoy city during the 2023–2024 academic year, totaling 5,936 students (5,543 normal and 393 gifted). Using Cochran’s formula, a sample of 360 normal students was determined and selected via multistage random cluster sampling, while 195 gifted students were chosen through simple random sampling. Data were collected using the Basic Psychological Needs Questionnaire (La Guardia et al., 2000), the Friendship Quality Questionnaire (Hijazi & Zohrevand, 2006), and the California Personal-Social Adjustment Questionnaire (Clark et al., 1953). Multivariate analysis of variance (MANOVA) was used to analyze the data. 
Results: The findings revealed a statistically significant difference in the mean scores for satisfaction of basic psychological needs, social adjustment, and friendship quality between gifted and normal students (P < 0.001). Specifically, gifted students consistently demonstrated higher levels of satisfaction with basic psychological needs, better social adjustment, and superior friendship quality compared to their normal counterparts. 
Conclusion: These results highlight the importance of addressing the basic psychological needs, social adjustment, and friendship quality of gifted students. Families, educators, school psychologists, counselors, and teachers are urged to prioritize these areas to support the well-being and development of gifted learners. 

Abstract Introduction: As the youth period extends, numerous students are involved with various issues in the identity process which affects diverse aspects of their life satisfaction. This research was conducted to analyze the latent profile of undergraduate students' identity dimensions and their relationship with their life satisfaction. Method: The method of this study was a descriptive-correlation type of latent profiles analysis using MPLUS software. MPLUS is a latent variable modeling program that reduces continuous or categorical variables to limited subgroups. Likewise, the one-way ANOVA method was used to compare students' life satisfaction among latent clusters. The statistical population of the research was all undergraduate students of Tabriz University and 375 of these students were selected as a sample using a multi-stage cluster random sampling method. Data were collected using Scales of Saffarinia and Roshan's Social Identity (2010), Bell's Religious Identity (2009), Aquino and Reed's Moral Identity (2002), and Satisfaction with Life of Diener et al. (1985). Results: The results of the latent profiles analysis led to the identification of six identity profiles, and the results of the variance analysis revealed that the life satisfaction of students according to the identity dimensions is different (P<0.01), in such a way that the achieved identity cluster had the highest and the diffusion identity cluster, had the lowest level of life satisfaction. Conclusion: Using the person-centered approach, the results of the research offer a new perspective for understanding the identity dimensions of students, which can predict life satisfaction and provide interventions according to each identity dimension.

Abstract Introduction: Due to the high prevalence of bullying and the effect of the moral disengagement mechanism in increasing bullying perpetration rate, this study is conducted with the aim of investigating the effectiveness of ethical sensitivity skill training on decreasing the moral disengagement mechanism and bullying perpetration.
Method: This study was conducted using the quasi-experimental method and a pretest-posttest design with a control group. The statistical population in this study consisted of all middle school girls in Abhar in the academic year of 2019-2020, and two schools from the middle schools were selected using random cluster sampling to conduct Crick-Grotpeter’s self-reporting children’s social behavior scale (1995) survey. 31 students from each group were also selected with the collaboration of each school’s management staff and consultant. Then, one of the schools was purposefully selected as the experimental group for conducting the program, and the other school, as the control group, did not receive any interventional program. The interventional program, consisting of ethical sensitivity skill of Endicott, Bock, Mitchell, and Narvaez (2001), was conducted in nine 45-minute sessions in the control group. Bandura’s moral disengagement survey (1996) and Crick-Grotpeter’s self-reporting children’s social behavior scale survey (1995) were as well conducted before and after the interventional program. Data were analyzed using the multivariate and univariate covariance analysis.
Results: MANCOVA analysis results show that receiving ethical sensitivity training in the experimental group leads to a decrease in the grades of moral disengagement and bullying perpetration post-tests in comparison to the control group.
Conclusion: Based on the results of this study, it is suggested that the topic of ethical growth and the related skills should be considered for development of multi-aspect skills of children and adolescents in prevention and control of aggression and bullying.

Abstract Introduction: Problematic computer use is a growing social issue which is being debated worldwide. This study examined the prevalence of internet addition among Tabriz university students and its relationship with emotional and social feeling of loneliness. Method: 372 students of Tabriz University (200 male students and 172 female students) were selected by multi-stage random cluster sampling. For gathering data, of Young internet addiction test (1998), loneliness questionnaire Woodworth (1986) emotional and social loneliness Russell questionnaire (1996) were utilized. Result: Data were analyzed by cluster analysis and MANOVA. The results of cluster analysis showed three clusters with mind (M= 21.6), moderate (M= 36.8) and severe (M= 47.8) degrees of internet addition. Also significant differences among 3 profiles were found in emotional loneliness [F (130/5, P≤ 0/001] and social isolation [F (123.45, P≤ 0/001]. Conclusion: Given the rising percentage of students suffer from Internet addiction and emotional-social isolation, it is therefore necessary to consider the phenomenon of Internet addiction as a psychological problem by cultural and educational planners and the family system. In order to prevent this phenomenon, it is necessary to provide the necessary knowledge at the community level about signs and symptoms of addiction to the Internet.