Social Psychology Research

Abstract Introduction:  Over the past two decades, research has increasingly explored the influence of social and cultural factors, particularly social capital, on health behaviors. This meta-analysis aimed to quantify the association between social capital and health behaviors specifically within the Iranian context.
 
Methods: A systematic search was conducted across three databases (Irandoc, Magiran, and SID) using relevant keywords related to social capital and health behaviors.  Studies published between 2007 and 2023 were considered for inclusion.  A total of 26 studies met the inclusion criteria and were synthesized using meta-analytic techniques.  Publication bias was assessed using rank correlation and Mazumdar's tests.
 
Results: The pooled effect size indicated a significant positive association between social capital and health behaviors.  The pooled effect size was 0.407 (p < 0.001) using a fixed-effects model and 0.419 (p < 0.001) using a random-effects model, both considered moderate-to-large according to Cohen's criteria.  Subgroup analyses suggested that factors such as publication year, geographical location, population demographics, sampling method, gender, and age may contribute to heterogeneity across studies.
 
Conclusion: This meta-analysis suggests a positive relationship between social capital and health behaviors in Iran.  The findings also reveal a potential research gap, with a greater emphasis on individual and micro-level dimensions of social capital compared to structural and institutional dimensions.  Future research should strive for a more balanced approach, considering both micro and macro-level aspects of social capital in relation to health behaviors.
 

Abstract Introduction: Parents have a very important role in the formation of social skills in their children, hence The purpose of this study is to explain the social skills of children based on the Parent's Social Capital and Cultural Capital‎‎of parents concerning the mediating role of coping styles with children's negative emotions (CCNE).
Methods: The research method is a descriptive correlation. The statistical population was the parents of primary school students in Yazd in the academic year ‎2020-2021‎. The sample size was 500 people who were selected with the multi-stage cluster sampling method and 419 people completed the questionnaires. Research measurement included ‎ the Social skills rating system, CCNES, Family Social Capital, and cultural Capital Scale. SmartPls3 software was also used to analyze the data by structural equation modeling.
Result: The results showed that social capital, both directly (β= 0.26, P=0.002) and in a process due to supportive (β= 0.044, P=0.009) and non-supportive CCNE (β= 0.033, P=0.013) can predict children's social skills. Cultural capital is directly (β= 0.11, P=0.043) related to supportive CCNE. Social capital can play a significant role in explaining how parents deal with their children's emotions (β= 0.22, P=0.001) and in some way affect their children's emotional socialization. Model fitness indices (NFI = 0.61, SRMR =0.089) also showed that the model has ‎an acceptable fitness. ‎
Conclusion: In general, having more of these social and cultural capitals causes mental and behavioral changes in social actors (parents and children) and these changes are reflected in parents' styles in dealing with emotions as well as children's social skills.

Abstract Introduction: Today, teachers' responsibility has been considered by scientific-educational organizations. Therefore, it is necessary to analyze the relationship between teachers' responsibility and other organizational concepts. Therefore, the purpose of this study is to investigate the effect of organizational socialization and social capital on responsibility with the mediating role of teachers' organizational commitment. Method: This research is descriptive-correlational research based on structural equation modeling. The statistical population included all the junior high school teachers in the fourth district of Tabriz with 550 people. The sample size was 218 people using stratified random sampling method and Morgan table. Standard questionnaires of Taormina' organizational socialization (1994), Nahapit and Gushal' social capital (1998), Carol' responsibility (1991) and Allen and Mir' organizational commitment (1996) were used to collect data. Results: The results showed that there is a positive and significant relationship between organizational socialization and social capital with responsibility (ß= .18, ß= .80) and a positive and significant relationship between organizational socialization and social capital with organizational commitment (ß= .13, ß= .85). Also, the mediation role of organizational commitment among the variables of research was confirmed. Conclusion: According to the findings, the variables of organizational socialization, social capital and organizational commitment for organizational teachers' responsibility should be considered. Because in the shadow of responsibility, employees in all aspects of life will see the facilitation of the process and the achievement of organizational goals.        

Abstract Introduction: This study is mainly aiming to examine the relationship between the social capital and the emotional intelligence with the faculty members’ professional competence.
Methodology: this is a descriptive-correlational research and an applied one in terms of purpose. The statistical population included the faculty members of the universities in the north-west of Iran in 2019, among which 335 samples were selected by multistage cluster sampling method. The research instrument consisted of the questionnaire of social capital (Nahapiet & Ghoshal, 1998) and emotional Intelligence (Goleman, 1998) and a researched-made questionnaire of professional competence, the validity and the reliability of which were calculated by face validity and the Cronbach’s Alpha test (0.82), respectively. The data so collected were analyzed through statistical tests of correlation and structural equations, by the software SPSS and Amos.
Findings: the results showed that the means of the variables including professional competence, social capital and emotional intelligence were computed as average, based on the scores 1-5, as 3.49, 3.04 and 3.11, respectively. The social capital and emotional intelligence have significant and direct relationship, respectively (p < 0.01 and r=0.59) and (p < 0.01 and r=0.57), with the professional competence of the faculty members. They may predict nearly 0.53 variance of the criterion variable.
Conclusion: considering the results achieved, we may suggest that emotional intelligence and social capital are effective in the competence of the university professors and they are suggested to be rather noted in the policy-making of university systems.

Abstract Aim: The corona disease epidemic and quarantine have had different effects on the social and psychological aspects of individuals. The aim of this research was to study the relation between social support with components of the social capital and the psychological capital of students in corona epidemic.
Method: This study is descriptive-correlation type and statistical population of all students of Chaharmahal and Bakhtiari province in the second semester of the 2019- 2020 academic year numbered over 40000 people. A sample of 402 men and women students evaluated by Social Support Scale (Zimet, et al, 1998), Putnam social Capital Questionnaire (Putnam, 2000), and Psychological Capital Questionnaire (Luthans, et al, 2007) through online recall and via social network. To analyze the data, Pearson correlation coefficient and regression analysis were used.
Results: The results showed social capital and psychological capital had meaningful correlation with students’ social support. Also, social support and social capital could be predicted 24% and 48%by psychological capital, respectively (P < 0/001).
Conclusion: It seems that the social support of students is predictable with components of social capital and psychological capital and has practical implications at preparation of interventions in crisis at the time of corona outbreak and after it.

Abstract Introduction: Today, the risky driving style among the citizens, especially the young people, is one of the most important social concerns, the consequence of which, in addition to the individual itself, can cause irreparable damage to other social activists and disturb social discipline. Therefore, the present study was conducted to socially explain risky driving based on the structure of social capital.
Method: The research method is a survey and the statistical population includes all people aged 15-34 years old in Tabriz city with 579694 people. of these, 630 people using the Cochran statistical formula and multi-stage clustering method sample size were selected; the data gathering tool was a researcher-made questionnaire. SPSS-22 software was used to analyze the data.
Results: The results of the research indicate that the correlation between all social capital components including social support, social participation, social awareness, social cohesion, and social trust with risky behaviors at a meaningful level of less than 0.01 was confirmed, the type of relationship negative and inverse. The results of the regression analysis also showed that the variables present in the regression model were able to predict 11.5% of the changes in risky driving.
Conclusion: Considering the significant relationship and the effective role of social capital in predicting risky driving in the present research, it can be admitted that having social capital can act as social protection against social problems such as risky driving of youth. Hence, it is more than necessary to establish a framework for improving the social capital of young people both at the family level and at the community level.

Abstract Abstract
Introduction: Due to increasing natural disasters and its effects on society, emphasis is placed on the role of social factors in dealing with them; but research has not yet clearly elucidated these factors. The purpose of this study was to explore the process of utilization of social capital in resilience of Kermanshah earthquake survivors.
Method: The approach of this research was qualitative (grounded theory). 27 Kermanshah earthquake survivors were studied through purposive sampling using in-depth interviews. The data were categorized into the main categories after collection, recording, and coding and analyzed using Corbin and Strauss coding techniques
Results: According to the results, the sense of responsibility was chosen as the main category. Cause condition was the respect and value and emotional support from relatives, family and friends. Extensive community networks were chosen as the ground conditions and support from other people as the intermediary conditions. The strategies were modeling, humor and employment and entertainment. Finally, unity and solidarity, participation and Cooperation, and Altruism were introduced as a consequence of this model.
Conclusion: Given that social capital is one of the most important factors in Resilience of earthquake survivors and can be promoted, it is suggested that institutions and organization related to crisis should pay special attention to the proposed model.

Abstract The analysis of the status of social capital in every community is essential and important. Social capital is affected by social variables, such as justice and social norms in the community. Justice in the organization represents equality and protects ethical behavior in an organization. On the other hand, the normative rule among individuals can influence the way people interact. This research was aimed at investigating the effect of perceived organizational justice and organizational norms on social capital of teachers. For this purpose, 120 primary school teachers of Varamin city were selected by simple random sampling method and assigned to research groups. Measurement tools included viggnetts and social capital questionnaires. Data were analyzed using multivariate covariance analysis with 95% confidence level. The results showed that perceived organizational justice and organizational norms affects structural and relational social capital of teachers. Given this conclusion, when teachers have a proper perception of organizational justice and organizational legitimacy, they show more social capital and thus become synergistic in their organization.

Abstract Abstract
The purpose of this study was to determine the role of social capital and psychological capital in predicting marital intimacy . The research method was descriptive correlational and predictive equation. The statistical population of the study consisted of all the couples referring to the medical centers of Rasht in the last two months of 1396 in approximately 300 individuals, of which 165 were sampled according to the Morgan table and available for sampling and Completed The Lutanese Psychological Capital Inventory (2007), Oniks and Bullen Social Capital (2000), and Thompson & Walker's Intimacy (2003). Data were analyzed using Pearson correlation coefficient and stepwise regression. The results showed that between total score of social capital and subscales of participation in local community, social agency, feeling of security and trust, interactions with family and friends, tolerance of diversity, life value and occupational interactions; and between total psychological score and self-efficacy subscales, Hope, resiliency and optimism have a positive and significant relationship with couples' marital intimacy (P<0.05).

Abstract Introduction: social capital is a variety of resources that every individuals and groups has to communicate. These resources have an effective role in improving mental health by providing psychological and emotional support. Method: the present study aimed to compare the social capital and its components between girl and boy students of Tehran city. The population of this study is adolescents aged 12 to 18 in Tehran. The sample consists of 255 students including 109 girls and 146 boys selected by convenience sampling. The participants completed the social capital questionnaire adolescent students (SCQ-AS; Paiva, et al., 2014). This questionnaire was standardized and used for the first time in this study. In the standardized version of the questionnaire two-factor structure were obtained for Iranian teenagers. The distribution of social capital’s data was abnormal, so the Data were analyzed by descriptive statistics methods and U Mann-Whitney test. Findings: the levels of social capital and "social cohesion in school" were higher in girl adolescents. Although the boys have gained higher scores in "trust" subscale, but the scores between the two groups was not significant in this dimension. Result: Student’s sex is an effective factor in their levels of social capitalThe findings of this study can be useful for preparation of training packages for parents and teachers to promote mental health in adolescent students.