Social Psychology Research

Abstract Introduction: This research aimed to look at the impact of academic success and identity on Internet addiction, with depression acting as a moderator. In terms of design and descriptive-correlation method, the applied form was the least partial least squares, and the research method was structural equation modeling. Methods:The statistical population consisted of all students at Tehran universities, and the sample size was 323 people using a random sampling system. Brzonsky (1992) Identity Styles, Chen Internet Addiction (2011), Zhong Depression (1968), and Academic Performance questionnaires were used to gather research results. Results: According to the findings of structural equation modeling, academic success and identity explained 25% of the variance in depression and 32% of the variance in Internet addiction. Identity styles and academic success have a substantial negative impact on students' Internet addiction, while loneliness has a significant positive effect. Conclusion. Depression acts as a moderator in the relationship between personality forms and academic success and students' Internet addiction

Abstract It is necessary to examine the social responsibility and self-discipline of the young generation because of their importance in determining the active and future force of the creators of society. Therefore, the main purpose of the present study is to understand the role of gender inequality in self-discipline and social responsibility in predicting academic achievement of female students in Tehran universities.
Method: This research is a descriptive correlation according to the practical purpose and based on the data collection method. The statistical population of this study consists of all female students of Tehran universities who are studying in the academic year of 2009-2010. Multi-stage cluster sampling was used to select the sample of students. Thus, 384 people were selected as multi-stage multi-stage clusters from among the universities of Tehran. In order to collect information, Khoshrou et al. (2017), Zandkarimi Self-Disciplinary Questionnaire (2010) and Soroush Responsibility Questionnaire (2011) were used to collect information. The data collected were statistically analyzed step by step using Pearson correlation coefficient and multivariate regression.
Results: The results of correlation coefficient showed that there is a positive relationship between the perception of gender inequality, self-discipline and responsibility with academic achievement of female students (001≥P). The results of step-by-step multivariate regression showed that 35% of female students' academic achievement variance is explained by perceptions of gender inequality, self-discipline, and accountability.
The results of the study confirm the relationship between the perception of gender inequality, self-discipline and responsibility of female students with academic achievement. Therefore,