Social Psychology Research

Abstract Introduction: Social anxiety is a prevalent psychological issue among children and adolescents, negatively affecting their mental health and academic achievement. This study aimed to investigate the mediating role of mentalization in the relationship between childhood maltreatment, perceived social support, and symptoms of social anxiety among female senior high school students in Kermanshah. Method: This study employed a correlational design using structural equation modeling (SEM). The statistical population comprised all female senior high school students in Kermanshah during the 2023–2024 academic year (approximately 25,000 individuals). A sample of 292 students was selected using cluster sampling. Data collection instruments included the Social Anxiety Scale for Adolescents (SAS-A; La Greca & Lopez, 1998), the Childhood Trauma Questionnaire (CTQ; Bernstein, 2003), the Multidimensional Scale of Perceived Social Support (MSPSS; Zimet et al., 1988), and the Mentalization Questionnaire (MZQ; Dimitrijević et al., 2017). Pearson correlation coefficients were used to examine relationships between variables, and the proposed model was tested using SEM. Data were analyzed using SPSS version 28 and AMOS version 24. Results: Findings indicated that perceived social support had both direct and indirect effects (mediated by mentalization) on social anxiety (p < 0.01). Childhood maltreatment had a direct effect on social anxiety (p < 0.01). Model fit indices confirmed the adequacy of the proposed model, and the predictor variables collectively explained 62% of the variance in social anxiety. Conclusion: The results highlight the complex and multidimensional psychological pathways linking early experiences to emotional outcomes in adolescence. Mentalization, as a mediating factor, can play a significant role in the early identification of social anxiety and in the development of effective interventions aimed at preventing its adverse effects on adolescent mental health.

Abstract Introduction: Identifying the factors implicated in adolescent bullying perpetration, particularly moral mechanisms, is important for driving research, policy, and practice to prevent and reduce adolescent bullying behavior. Therefore, based on the social-cognitive model of moral identity and the social-cognitive theory of moral agency, the present study examined the relationship between moral identity and bullying of Iranian adolescents with the mediating role of moral disengagement. Methods: The participants consisted of 392 adolescent (217 male and 175 female) high school students in Kuhdasht, aged 15-18 years (M = 16.44 and SD = 0.72). They were selected using a multistage random sampling method and completed the Parada Adolescent Peer Relations Instrument (2000), Aquino and Reed's Moral Identity Scale (2002), and Bandura’s Mechanisms of Moral Disengagement Scale (1996). Data were analyzed using confirmatory factor analysis and structural equation modeling. Findings: The findings showed that moral identity negatively and significantly predicted bullying (β = -0/37) and moral disengagement (β = -0/27). Also, moral disengagement played a positive and significant role in predicting bullying (β = 0/23). In addition, the results of structural equation modeling indicated that moral disengagement significantly mediated the relationship between moral identity and bullying (β = -0/051). Conclusion: In sum, these findings highlight the role of moral identity and moral disengagement in adolescent bullying behavior. Theoretical and practical implications of these findings and directions for future research are discussed.

Abstract Introduction: Psychopathy is a multidimensional personality disorder that has attracted a lot of attention in the clinical fields. In this research, the validity of the Persian version of the Long Form of Youth Psychopathic traits Inventory (YPI) and the evaluation of its psychometric indicators are considered.
Method: The method was descriptive-analytical and exploratory. The sample consisted of 557 male youths living in Tehran and Golestan provinces in the academic year of 2021-2022, who were selected by available sampling method and completed Youth Psychopathic traits Inventory and Questionnaire of Cognitive and Affective Empathy (QCAE). The psychometric properties were analyzed by confirmatory factor analysis, divergent validity, Pearson's correlation and Cronbach's alpha coefficient.
Findings: The results of the confirmatory factor analysis indicated the existence of three interpersonal, affective and behavioral factors and indicated the good fit of the obtained model (p<0/001). The significant correlation between the Questionnaire of Cognitive and Affective Empathy and the Youth Psychopathic traits Inventory confirms the divergent validity of this tool (p<0/01). The validity of the scale was found to be acceptable by calculating the Cronbach's alpha coefficient and the composite reliability of the factors. The reliability results of this tool through the retest method showed a high correlation between the two implementations (p<0/01).
Conclusion: In general, the Persian version of the Long Form of Youth Psychopathic traits Inventory (YPI) and its three-factor structure were confirmed, and it can be used in psychological researches with appropriate validity and reliability.

Abstract Introduction: Social anxiety is one of the most important anxiety disorders that have begun in adolescence and continue until the later periods of evolution. It creates social interactions and other performance dimensions of an individual. Hence, it is important to recognize features of people with social anxiety. The objective of this study was to compare maladjusted perfectionism, maladaptive cognitive emotion regulation, and rumination in an adolescent with high and low social anxiety.
 Method: The present study was the comparative and descriptive method. The sample consisted of 329 male and female students of the 2nd course of high schools of Kashan City who were selected by multi-stage random sampling. To collect information, the Connor Social Phobia Inventory (2000), Hill Perfectionism Inventory (2004), Cognitive Emotion Regulation Questionnaire (2001), and Ruminative Response Scale (1993) were used. SPSS22 software test was used to analyze the data. 
Results: The results of this study showed that there was a significant difference between students with high and low social anxiety. The mean scores of students with high social anxiety were significantly higher in maladjusted perfectionism, maladaptive cognitive emotion regulation, and rumination in comparison with low social anxiety. 
Conclusion: Findings emphasize the importance of paying attention to maladjusted perfectionism, maladaptive cognitive emotion regulation, and rumination in adolescents with symptoms of social anxiety. The findings of the present study have an important role in Educational therapeutic interventions for adolescents with high social anxiety.

Abstract Introduction: The purpose of this study was to compare the effectiveness of two interventions, concluding Aggression Replacement Training and Stress Inoculation Training on impulsivity in adolescents.
Methods: In order to achieve the objectives of the study, quasi-experimental method with pre-test - post-test and follow-up was performed. Among the statistical population of all adolescent sons 12 to 18 years of Correction and Rehabilitation Center in Tehran city, 60 subjects were randomly selected. Sample group was assigned to two experimental and control groups, including Aggression replacement training and stress inoculation training. The experimental groups participated in their therapy sessions, while the control groups received no treatment. For collecting data Barratt impulsivity scale (BIS-11) by participants before, after and at follow-up treatment was completed.
Results: Findings showed that there were significant differences between grades of adolescent’s impulsivity related to first experimental group (ART) compared with before and after the intervention. But there was no significant difference between the grades of adolescents in the SIT group and control group compared with before and after the intervention. Also, it has founded that the behavioral methodology was most effective and useful on reducing impulsivity in adolescents compared with the other 2 interventions methods. In addition there was no difference between two educational methods (ART and SIT).
Conclusion: According to findings, it seems that the aggression replacement training will be suitable for prevention and treatment of adolescent's behavioral problems like impulsivity.

Abstract The aim of this research was to designing a Social Interest Therapy (SIT) program for bullying and victim students and Examining its effectiveness he effectiveness on bullying and victim behaviors in adolescences. The research design was quasi-experimental with pretest posttest, two month Follow-up and two control groups. In this study statistical population was second and third high school grades bullying and victim boy students in Abarkooh in the academic year 2015-2016. Implement research after applying sociometry, of among the students who based on the analysis of the results of sociometry were classified as bullying and victimization adolescents, 40 students were randomly selected as bullying group and 40 students were selected as victimization group. Then each group was randomly assigned into two groups of experimental and control and all subjects completed the Olweus Bulling/ victimization revised questionnaire. Experimental groups participated in Social Interest Therapy program for 12 sessions (two sessions per week) separately but the control group received no intervention. Mixed intra-between group Multivariate Variance analysis and pairwise comparisons results indicated that Social Interest Therapy could amelioration bullying and victim behaviors in experimental groups than in post-test and follow-up. Helping students Reorient their opinions and aims, inferiority feelings resolution and belonging and social interest enhancement has led to behaviors amelioration of bullying and victim behaviors in adolescents.

Abstract Structural Equation Modeling of Relationships between Parental Acceptance-Rejection, Social Information Processing and Adolescents Aggression Introduction: Present study investigated the mediating role of social information processing in the relationships between parental acceptance-rejection and adolescents aggression. Method: Participants were 464 junior high schools in Qazvin city (233 girls and 231 boys) who were selected by multistage cluster sampling. To assessing research variables, Parental Acceptance – Rejection Questionnaire, child version (Rohner, 2005), Social Fiction (Tur-Kaspa & Brayan, 1994) and Aggression Questionnaire (Buss & Perri, 1992) were used. The data was analyzed by structural equation modeling applying AMOS Results: The result showed that final model has a good fitness. Also, findings of research hypothesis analysis showed that mother acceptance-rejection has been increased adolescents aggression, by direct and indirect effects, (through decrease scores of social information processing, consist of recognize and interpretation, and decision making). Father acceptance-rejection didnt show any effect on research variables. Conclusion: In general, results of present research provided evidences for mediating role of social information processing in the relationships between mother acceptance-rejection and adolescents aggression