Social Psychology Research

Abstract Introduction: We need social skills to succeed in interpersonal relationships. Positive emotions and self-satisfaction are the results of success in these relationships. This study aimed to Compare the Effectiveness of Brain-Based Learning and Creative Thinking in Improving Students' Social Skills of ninth grade high school male students in Bonab city.
Method: The type of quasi-experimental research was pre-test­-post-test and the statistical population of this study was ninth-grade male students in the academic year 1399-1400 in Bonab city. Among these students, 45 were selected by cluster random sampling. Students were randomly divided into three groups of 15 in two experimental groups and one control group. The number of training sessions was 15 sessions of 45 minutes for each experimental group. Data were collected using the Keramati Social Skills Development Questionnaire (2007). The obtained data were analyzed by analysis of covariance and SPSS-26 software.
Results: Findings obtained from analysis of covariance showed that training classes are effective in increasing the social skills of experimental groups. Also Creative thinking 39.2% and brain-based education 37.9%   explained the variance of social skills scores.
Conclusion: Based on the findings of this study, it can be concluded that the training of brain-based learning and creative thinking has a significant effect (p<0.05) on social skills and has promoted it in experimental groups. Also, the effect of creative thinking in promoting social skills has been more than brain-based learning.

Abstract Introduction: Self-harm is one of the pervasive social and individual factors that has attracted the attention of mental health professionals. Studies have shown that the experience of violence is one of the important precursors in the formation of self-harming behaviors. Emotional failure and depression have also been shown to be effective in creating and sustaining self-harm. Past research has identified other factors associated with self-harm, such as social skills, emotion control, and body dissatisfaction. The aim of this study was to design and test a model of the effects of self-harming behaviors.
method: The research method was descriptive-correlational and the proposed model was evaluated by modeling structural equations using SPSS26 and AMOS24 software. Intermediary relationship analysis was used using the bootstrap method in MACRO Preacher and Hayes (2008). The statistical population of the study was all women aged 15-25 years in Karaj in 1399 that 500 people were selected by purposive sampling. To measure the research variables, from the Self-Injury Scale (Sigalas and Biswas, 1998), Beck Depression (Beck, Mendelssohn, Mook & Arbaf, 1996), Love Trauma (Dehghani et al., 2010), Social Skills (Inderbitzen And Foster ،1992), emotion control (Roger & Nashvar, 1987), violence against women (Hajyahy, 2001) and body image (Fisher, 1970) were used. The results showed that the proposed model fits well (RMSEA <0.1) and CMIN / DF >0.5).
Results: The results showed that depression, emotional failure and experience of violence are good predictors of self-harming behaviors. Findings in the second part showed that difficulty in controlling emotion, social skills and body dissatisfaction play a mediating role in the model.
Conclusion: These results indicate the impact of cultural factors, context and social skills are of particular importance and it is necessary to provide comprehensive care including assessment of individual-family and social factors. In the treatment of women with self-harming behaviors Pay special attention to emotional, social, and emotional differences and characteristics.

Abstract this research aims to academic achievement based on the order of birth by mediating spiritual intelligence, social skills and creativity in students were done in students and it the type of correlation research based on structural equation modeling technique , in particular regression equations. In this study, for determining the sample size according to the number of variables observed and assigning a coefficient of 15 for each variables, and taking into account the probability of having incomplete questionnaires,250 were selected as sample size. The statistical population of this study.Data collection tools were used, King’s Spiritual Intelligence Scale, Inderbitzen & Fooster Social Skills Scale, and Torrance Creativity Scale. The findings showed that is a positive relationship between the order of birth, spiritual intelligence, social skills and creativity with academic achievement in students and the research model was confirmed and, in general, 38% of academic achievement can be explained by the age of entry into the school, the spiritual intelligence, social skills and creativity. Also, order of birth with the mediation of spiritual intelligence, social skills and creativity showed an indirect effect on academic achievement. The results of this study emphasized the necessity of the role of the age of entry into the school, as well as the role of moderating variable of spiritual intelligence, social skills and creativity by students, which could provide applied ideas to improve the psychological state to counselors and learners.