Social Psychology Research

Abstract Introduction: In light of increasing social and academic challenges in modern societies, understanding the factors that influence responsibility has become crucial. This study aimed to explore the mediating role of competence perception in the relationships between attributional styles, identity, and responsibility.  Method: This fundamental study adopted a descriptive-correlational design and was conducted cross-sectionally. The statistical population consisted of students from the University of Tabriz during the 2022–2023 academic year. A sample of 378 participants was selected using random cluster sampling. Data were collected using the Rotter Internal-External Locus of Control Scale (1966), the Berzonsky Identity Style Inventory (1992), the Harter Perceived Competence Scale (1982), and the Gough Responsibility Scale (1986). Structural equation modeling (SEM) was used for data analysis.  Results: The results indicated that internal attribution styles, as well as informational and normative identity styles, had a significant positive influence on both responsibility and competence perception. In contrast, external attribution styles and avoidant identity styles negatively and significantly affected these variables (p < 0.05). Furthermore, the indirect effects of internal attribution styles and informational and normative identity styles on responsibility, mediated by competence perception, were positive and significant (p < 0.05). Conversely, the indirect effects of external attribution styles and avoidant identity styles on responsibility, mediated by competence perception, were negative and significant (p < 0.05).  Conclusion: The findings suggest that fostering internal attribution styles and informational and normative identity styles, along with enhancing competence perception, can promote responsibility. On the other hand, external attribution styles and avoidant identity styles may hinder this trait. These results underscore the importance of psychological factors in designing educational and counseling programs aimed at cultivating responsibility. 

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: Social adjustment is one of the most basic criteria for taking responsibility of individuals in any society and is effective in improving the quality of life in any society. The present study predicts cognitive flexibility on social adjustment and responsibility in female students.
Method: In this study, the statistical population of all female students of Qom University in the academic year 2019-2020 is included. (N=5050). Among them, 357 students were selected by stratified random sampling and analyzed. Data were collected through Dennis and Vendral (2010) Cognitive Flexibility Questionnaire, Sinha and Singh Social Adjustment Questionnaire (1993) and the California Psychological Questionnaire (1984) and analyzed using correlation and multiple regression analysis.
Findings: Findings showed that there is a positive and significant relationship between social adjustment and responsibility with cognitive flexibility. Also, according to the results of social adjustment, 42% and responsibility accounted for 29% of the changes in cognitive flexibility of female students, and at the same time, social adjustment and responsibility were able to explain 36% of the variance of cognitive flexibility (F=103/296, p < 0/0001).
Conclusion: The results indicate the importance of social adjustment and cognitive responsibility in explaining cognitive flexibility. Therefore, the formation of workshops and training classes by explaining the importance of responsibility and also teaching better social adjustment methods, can be effective in improving the cognitive flexibility of students.

Abstract Introduction: The purpose of this study is Prediction of Responsibility based on identity orientation and family function in adolescents. Method: 300 girl students of Karaj city have been collected trough cluster random sampling method. In order to collect information in this research, students responsibility questionnaire and Berzonsky identity style inventory (ISI) and Bloom family functioning scale (FFS) have been used. Results: The results showed that there is a positive significant relationship between responsibility and family function. In this case, the regression results distributed that 17 % of students responsibility can be predicted by family functions. Family functions in three subscales of family goal, organizing and religious emphasizes were significant. As such, there is a significant correlation between identity style and responsibility. Moreover, based on regression results committal identity style with 14% and in informational identity style with 2% had the most and the least prediction. Conclusion: The results shown that family and adolescents identification have an important role on their responsibility formation.