Social Psychology Research

Abstract I
Introduction: This study examines the relationship between helicopter parenting and adolescents’ basic psychological needs and prosocial behaviors, with gender as a moderating factor. 
Method: This descriptive-correlational study targeted all ninth-, tenth-, and eleventh-grade students in the 2nd district of Gorgan city in 2023. A sample of 320 participants was selected using convenience sampling, determined by Morgan’s table. Data were collected with the Helicopter Parenting Questionnaire (Pistella et al., 2020), Basic Psychological Needs Scale (LaGuardia et al., 2000), and Prosocial Behaviors Scale (Penner, 2002). Hierarchical multiple regression analysis was employed to analyze the data. 
Results: Results indicated that helicopter parenting significantly predicts basic psychological needs and prosocial behaviors (p < 0.05). The adjusted coefficient of determination revealed that helicopter parenting accounted for 23% of the variance in basic psychological needs and 30% in prosocial behaviors. Additionally, gender moderated the relationship between helicopter parenting and both basic psychological needs and prosocial behaviors, with stronger effects observed among girls. 
Conclusion: These findings suggest that helicopter parenting and gender play significant roles in shaping adolescents’ basic psychological needs and prosocial behaviors, particularly among girls, offering insights for tailored interventions.  

Abstract Abstract Introduction: This research was conducted to develop a causal model of the tendency to cheat in the exam based on irrational beliefs and self-control with the mediation of anxiety. Method: This research was a descriptive-correlational study using the structural equation method. The statistical population included all the students of Kosar University in Bojnord in the academic year 2022-2023, from which 240 students were selected by random cluster sampling. The research tools were Stephens and Golbaj's (2007) academic cheating questionnaires, Jones' irrational beliefs (1968), Tanji et al.'s self-control (2004),, and Beck's anxiety (1988). Findings: The results showed a significant correlation between all variables (P<0.05). Also, helplessness against change (0.0316), expectation of approval from others (0.0444), and self-control (0.0327) explained the variance of the tendency to cheat in the exam indirectly and with the mediation of anxiety. Conclusion: The results show that irrational beliefs and self-control affect the tendency to cheat with the mediation of anxiety. According to the obtained indices and coefficients, it can be concluded that the proposed model for developing the causal model of academic cheating tendency is suitable and the data has a good fit with the research model.

Abstract Introduction: Cyberbullying has emerged as a significant issue in both theoretical and practical realms. The present study sought to investigate the efficacy of social cognition training on the empathy and moral indifference of adolescents who engage in cyberbullying.  Method: The research design was a quasi-experimental, pre-test-post-test control group design. The statistical population consisted of all male students in the second year of middle school in Gorgan during the academic year 2023-2024. Thirty participants were randomly selected using cluster sampling and allocated to experimental (n = 15) and control (n = 15) groups. The experimental group received eight 60-minute sessions of social cognition skills training, while the control group did not receive any training during this period. The instruments used for data collection were Orgavo et al.'s Empathy Questionnaire (2017) to measure empathy, Caprara and Capana's Moral Indifference Questionnaire (2006) to assess moral indifference, and Antiad et al.'s Cyberbullying Questionnaire (2016) to determine cyberbullying behaviors. Findings: The results showed that there was a significant difference between the experimental and control groups after social cognition training in terms of the effect on empathy and moral indifference variables in favor of the experimental group (p < 0.05). Conclusion: The findings demonstrate that social cognition training is a promising approach to increase empathy and reduce moral indifference among adolescents who engage in cyberbullying. Given the importance of these factors in preventing cyberbullying, researchers and educators must consider incorporating social cognition training as a practical tool in their efforts to address this issue.

Abstract Introduction: Social skills can increase a person's ability to communicate properly with others and play a role in reducing shyness and its components. The purpose of this study was the effectiveness of drama therapy on social skills and shyness of 9–11-year-old girls in Marivan.
Method: The present study was a quasi-experimental with pre-test-post-test design and control group. The study population consisted of all 9–11-year-old girls in 22 Bahman Marivan school in the 2018-2017 academic year. By available sampling, 30 students were selected and randomly assigned to an experimental group and a control group. The Matson (1983) and Stanford Shyness (1997) Social Skills Questionnaire were used to collect data. For the experimental group, 10 90-minute sessions of therapeutic intervention were performed twice a week, but the control group did not receive any intervention. Statistical data were analyzed using univariate analysis of covariance.
Findings: The results showed that therapeutic demonstration had a significant effect on social skills (F=57.51, P<0.01) and reduction of shyness (F=73.91, P<0.01).
Conclusion: Based on the results of this study, it can be said that drama therapy affects appropriate social behaviors, aggression and impulsive behaviors, superiority and high self-confidence and relationships with peers; therefore, it plays an important role in reducing girls' shyness.