Social Psychology Research

Abstract Introduction: Investigating the factors that influence flourishing in marital life is crucial for reducing family problems, enhancing wellbeing, and improving positive functioning among couples. This study aimed to examine the relationship between teamwork skills, empathy, and self-control with couples’ flourishing, considering the mediating role of we-ness. Method: The statistical population consisted of married men and women aged 25 to 50 in Kashan, Iran, in 2024. A sample of 356 participants was selected using convenience sampling. Participants completed the Flourishing Scale (Butler & Kern, 2016), the Toronto Empathy Questionnaire (2009), the Teamwork Skills Scale (Romero, 2022), the Self-Control Scale (Tangney et al., 2004), and the Weness Scale (TopcuUzer et al., 2021). Data were analyzed using structural equation modeling (SEM) in Amos24. Results: SEM results indicated that the proposed model had a good fit with the data. Empathy (β = 0.280, p ≤ 0.001), self-control (β = 0.140, p ≤ 0.001), and teamwork (β = 0.269, p ≤ 0.001) directly predicted flourishing. Furthermore, weness significantly mediated the relationships of both empathy (β = 0.128, p ≤ 0.01) and teamwork (β = 0.131, p ≤ 0.01) with flourishing. However, the indirect effect of self-control on flourishing through weness was not significant. Conclusion: Based on these findings, counselors and couple therapists can strengthen teamwork skills and empathy to enhance couples’ sense of we-ness and shared identity, thereby supporting greater flourishing in their relationships.

Abstract Introduction:  Bullying at school is a type of interpersonal violence that could have serious short-term and long-term consequences for both the bullying and the victimized students. Therefore, it is essential to identify the underlying causes. The present study aimed to explore the relationship between social behavior, social preference, social competence, and bullying behaviors among students by considering the moderating role of gender..
 Method: This study was descriptive and correlational. The statistical population included all 13-15-year old students in Kashan. Using cluster sampling, 414 students (202 females & 212 males) were chosen. The participants filled in Illinois Bullying Scale (2001), Warden & Mackinnon Social Behavior Questionnaire (2003), and Smart and Sanson Social Competence Questionnaire (2003), and Sociogram.
Results: Pearson correlation coefficients showed that there are significant, negative relationships between bullying with social competence and social behavior and positive correlation between bullying and social rejection. There was no relationship between bullying and social acceptance. Moreover, regression analysis indicates that gender (β=.17, t=4.11), social behavior (β=-0.43, t=-9.0), and social rejection (β=.11, t=2.65) can predict 30% of the variance in the bullying behavior. Furthermore, gender has a moderating role only in the relationship between social rejection and social behavior with bullying behavior.
Conclusion: The results suggest the critical importance of competence, social behavior, and social preference in causing bullying behaviors. Hence, bullying behaviors could be decreased by designing and implementing programs to teach social behavior for obtaining a desirable social position among peers and especially reducing social rejection and enhancing social behaviors among male students.