Social Psychology Research

Abstract Introduction: Transitioning from university to the workforce is a primary concern for graduates, as they seek employment opportunities and strive to establish their careers. This study aims to predict self-perceived employability based on attachment styles, mentalization, and career ambition among university graduates.  Method: This research employed a descriptive-correlational design. The study population included unemployed job-seeking graduates who registered at employment centers in Isfahan province between 2022 and 2024. A sample of 163 participants was selected using convenience sampling. Data were collected using the following instruments: a demographic characteristics questionnaire (researcher-made), the Self-Perceived Employability Scale (Rothwell & et al., 2008), the Attachment Styles Questionnaire (Hazan & Shaver, 1985), the Reflective Functioning Questionnaire (Fonagy et al., 2016), and the Career Ambition Scale (Otto et al., 2017). Data analysis was conducted using Pearson’s correlation coefficient and stepwise multivariate regression analysis.  Results: The results revealed significant positive correlations between attachment styles, reflective functioning, and career ambition with self-perceived employability (p < 0.05). Collectively, these variables explained 84% of the variance in self-perceived employability. This indicates that self-perceived employability can be effectively predicted using attachment styles, mentalization, and career ambition.  Discussion: Given the importance of employability for university graduates, it is essential to consider psychological variables, such as attachment styles, mentalization, and career ambition, in addition to professional skills and qualifications. These factors play a critical role in facilitating graduates’ successful entry into the workforce.   

Abstract Introduction: Social adjustment is one of the most basic criteria for taking responsibility of individuals in any society and is effective in improving the quality of life in any society. The present study predicts cognitive flexibility on social adjustment and responsibility in female students.
Method: In this study, the statistical population of all female students of Qom University in the academic year 2019-2020 is included. (N=5050). Among them, 357 students were selected by stratified random sampling and analyzed. Data were collected through Dennis and Vendral (2010) Cognitive Flexibility Questionnaire, Sinha and Singh Social Adjustment Questionnaire (1993) and the California Psychological Questionnaire (1984) and analyzed using correlation and multiple regression analysis.
Findings: Findings showed that there is a positive and significant relationship between social adjustment and responsibility with cognitive flexibility. Also, according to the results of social adjustment, 42% and responsibility accounted for 29% of the changes in cognitive flexibility of female students, and at the same time, social adjustment and responsibility were able to explain 36% of the variance of cognitive flexibility (F=103/296, p < 0/0001).
Conclusion: The results indicate the importance of social adjustment and cognitive responsibility in explaining cognitive flexibility. Therefore, the formation of workshops and training classes by explaining the importance of responsibility and also teaching better social adjustment methods, can be effective in improving the cognitive flexibility of students.