Social Psychology
Kamyar Azimi; Manijeh Shehni Yailagh; Mehrdad Khoshnamvand
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 ...
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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.
Setareh Hadadi; Mohammadreza Tamannaeifar
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 ...
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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.
somaye robatmili; mina karimi
Volume 8, Issue 31 , September 2019, , Pages 51-68
Abstract
Purpose: Social anxiety in adolescents is prevalent. Relying on the theoretical foundations, this study was conducted with the aim of prognosis the social anxiety in adolescents based on metacognitive beliefs, mindfulness and fear of negative evaluation. Method: The present study is descriptive-cross-sectional ...
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Purpose: Social anxiety in adolescents is prevalent. Relying on the theoretical foundations, this study was conducted with the aim of prognosis the social anxiety in adolescents based on metacognitive beliefs, mindfulness and fear of negative evaluation. Method: The present study is descriptive-cross-sectional and correlational. The statistical population of the present study includes all male and female students of the third grade of secondary education who study at high schools in the Varamin city of during the academic year of 1963-96. 329 people were selected by cluster-multistage sampling. To collect data, Wales’s meta-cognitive beliefs questionnaire (MCQ-30), Fifth Mindfulness Knowledge Questionnaire (FFMQ), Negative Fear Scale (BFNE-S) and Social anxiety Conor Questionnaire (SPI) were used. Then, the data were analyzed using Pearson's correlation coefficient and stepwise regression analysis. Results: The results of Pearson correlation coefficient indicated that there was a significant relationship between metacognitive beliefs, mindfulness and fear of evaluation with social anxiety in adolescents. Stepwise regression analysis confirms the role of predictor variables in social anxiety. In general, meta-cognitive beliefs, mindfulness and fear of evaluating predicted 17 percent of social anxiety changes in teens. Conclusion: It seems that metacognitive beliefs, mindfulness and fear of negative evaluation have an independent role in social anxiety in adolescents.
saeed mahmoodinia; Mojgan Sepahmansoor; Soozan Emamipoor; Fariba Hasani
Volume 8, Issue 30 , September 2018, , Pages 1-18
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 - ...
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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.
Volume 7, Issue 26 , July 2017
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 ...
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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
Volume 6, Issue 21 , April 2016
Abstract
Introduction: This research has studies the effectiveness of logo therapy on social competence in adolescents.
Method: Research methodology was semi-experimental. Participants include of high school girls that were studying in 2014-2015 educational year. 40 adolescent were selected by cluster random ...
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Introduction: This research has studies the effectiveness of logo therapy on social competence in adolescents.
Method: Research methodology was semi-experimental. Participants include of high school girls that were studying in 2014-2015 educational year. 40 adolescent were selected by cluster random sampling and divided into control and experimental group randomly (each 20). Both groups was assessed by Felner social competence questionnaires. Collected data was analyzed by Multivariate covariance method.
Results: Results showed that there is a significant difference between two groups and post-test of social competence in experimental group are more than control group.
Conclusion: This Finding indicated that we can use of logo therapy techniques to improve social competence in adolescent.