Social Psychology Research

Abstract Introduction: Children with complex trauma frequently exhibit high levels of perceived stress and anger, which significantly impair their psychological and social functioning. This study aimed to evaluate the effectiveness of computer-based exposure narrative therapy in reducing these symptoms.
Methods: A quasi-experimental design with a pretest-posttest control group was employed. The population consisted of all 9- to 10-year-old children with complex trauma referred by the Ardabil Welfare Organization in 2024. Using convenience sampling, 30 children were selected and randomly assigned to either an experimental group (n=15) or a control group (n=15). The experimental group received ten 45-minute sessions of computer-based exposure narrative therapy, while the control group received no intervention. Measures included the Childhood Trauma Questionnaire (Bernstein et al., 2003), the Perceived Stress Scale (Cohen et al., 1983), and the State–Trait Anger Expression Inventory (Spielberger et al., 1999). Data were analyzed using Multivariate Analysis of Covariance (MANCOVA) in SPSS-26.
Results: The results demonstrated that computer-based exposure narrative therapy significantly reduced levels of perceived stress (p < 0.05) and anger (p < 0.05) in the experimental group compared to the control group.
Conclusion: These findings indicate that computer-based exposure narrative therapy is an effective intervention for reducing perceived stress and anger in children with complex trauma. This approach shows promise for improving social relationships, reducing negative thoughts, and enhancing emotional and behavioral regulation in this population.

Abstract Introduction: This study aimed to investigate the predictive role of self-concept and school well-being in anger levels among adolescent boys. 
Method: A sample of 170 participants was selected using Cochran's formula during the 1402-1401 academic year. Data were collected using the Kaplan and Maher School Well-Being Questionnaire (1999), the Piers-Harris Children's Self-Concept Scale (CSCS) (1969), a Demographic Information Questionnaire, and the Spielberger State-Trait Anger Inventory-2 (STAXI-2) (1999). After excluding incomplete responses, data were analyzed using Pearson correlation and regression analysis in SPSS-24 software. 
Results: The findings revealed significant correlations between the predictor variables (self-concept and school well-being) and the criterion variable (anger level) in adolescent boys (P < 0.05). For state anger, interest in school (P < 0.001, β = -0.42), perceived academic self-efficacy (P < 0.022, β = -0.20), and self-concept (P < 0.007, β = 0.22) collectively explained 29% of the variance in anger levels (R² = 0.29). For trait anger, interest in school (P < 0.029, β = 0.20), perceived academic self-efficacy (P < 0.048, β = 0.18), and self-concept (P < 0.001, β = 0.33) accounted for 17% of the variance (R² = 0.17). Furthermore, in the model predicting anger expression, interest in school (P < 0.002, β = -0.26) and self-concept (P < 0.001, β = -0.25) explained 31% of the variance (R² = 0.31). 
Conclusion: The findings highlight the significant role of self-concept and school well-being in predicting state and trait anger among adolescent boys. These results align with prior research and emphasize the importance of these factors in emotional regulation and adolescent mental health. 

Abstract Introduction: Everyone needs to learn communication skills to achieve a better life. This study aimed to investigate the effect of communication skills training on social anxiety and anger of abused and neglected adolescents in Tehran. Method: The applied research method is quasi-experimental, pre-test-post-test with a control group. The statistical population includes all abused and unaccompanied adolescents in Tehran. A total of 16 people were selected by purposive, available sampling and randomly divided into two groups of 8 controls and experiments. Communication skills training was held for the experimental group in 9 sessions of 90 minutes. Data collection tools were Lajerka Social Anxiety (1999) and Spielberger Anger (1999) Questionnaire. After analyzing the scores, the analysis of covariance was used to test the hypotheses. Results: The results showed that communication skills training affected social anxiety (F <0.05) and adolescent anger (0.02) concerning the significance level (0.05). Conclusion: Lack of communication skills increases social anxiety and anger among abused and orphaned adolescents and causes many social problems. It is recommended that communication skills in daycare centers and semi-centralized children and adolescents with injuries Be used socially so that they learn the most important principle of living, which is to believe in themselves.

Abstract Introduction: Psychological reactance theory assumes that individuals, when receiving a message that threatens their freedom; react by resisting that message. Landlords tend to set their rental price themselves. At the time of the corona, when the government set a lower rate to increase annual rents; there was a good opportunity to test this assumption. There are two patterns of psychological reactance, one involving the threat to freedom (Dillard and Shen, 2005) and the other without it (Lindsay, 20005), that the present study aims to compare them.
Method: The research sample consisted of 395 landlords from Isfahan, Baharestan and Sepahan Shahr who were selected by convenience sampling method and responded to research tools including scales of attitude (Morgan and Miller, 2002), Behavioral Intention (Morgan, 2008), Freedom Threat (Dillard & Shen (2005); Lindsay (2005)), Psychological Reactance (Dillard & Shen, 2005), Reactance Restoration Scale (RRS) (Quick and Stephenson,2008), Source Appraisal (Miller et al., 2007), Anger (Dillard & Shen, 2005), and Negative Cognition (Dillard & Shen, 2005). Structural equation models (SEM) and item-response theory models (IRM) have been used to analyze the data.
Results: The results showed that Dillard and Shen's (2005) model had good fitness and had better fitness than Lindsey (2005) model. Psychological reactance, in addition to affecting other variables (motivation, attitude, and source of evaluation); It reproduces anger and negative cognition, and considering these two emotional and cognitive components improves the structural features of the model. If a psychological reactance is considered without these components; the structural model has a low fit.
Conclusion: Messengers are advised to formulate and present the message in a way that provokes less psychological reactance to achieve less anger and negative cognition.

Abstract Introduction: results of many conducted researches showed that, workplace negative behaviors has many personal and organizational concequences. Therefore, current research was carried out with the purpose of investigating the mediating role of anger on the relationship between perceived organizational injustice with workplace incivility. Method: The statistical sample of this research consists of 265 employees of Isfahan main office of education and training and its six districts who were chosen by convenience sampling method from among the total of 862 employees. In this research a set of questionnaire consisting of organizational injustice by Niehoff and Moorman (1993), anger in workplace by Van Alderan, Miss and Kumpero (1997) and workplace incivility by Blue and Anderson (2005) were used. Data were analyzed by using of Pearson’s correlation coefficient and Structural Equation Model (SEM). Results: findings showed that there are significant relationship (p

Abstract Introduction: The aim of this study was to investigate the relationship between perceived control behavior and bullying behavior, and study of mediating role of failure to satisfy psychological needs and anger between them. Method: 480 subjects selected from Tehrans student by random cluster sampling. All subjects answered to failure to satisfy psychological needs (Bartholomew, 2011), perceived control behavior (Bartholomew, 2011) and anger-bullying (Bosworth, 1999) questionnaires. For analyzing data structural equation modeling with LISREL software was used. Results: Results showed a direct effect of non-satisfaction of psychological needs on anger and bullying is a significant positive. Anger has positive and significant impact on bullying. Given the negative effect of condition, intimidation and control over the behavior of the non-satisfaction of psychological needs is positive and significant. But the effect of controlling praise/reward on the non-satisfaction of psychological needs is not significant. Indirect negative impact of contingent consideration, intimidation and control over anger and bullying behavior is positive and significant. Direct effect on bullying is positive and significant non-satisfaction of psychological needs. Conclusions: Overall results of perceived control behavior to fulfill psychological needs of anger and violence underscored deals.