Social Psychology Research

Abstract Introduction: Divorce often leads to familial tension, resulting in significant behavioral and psychological challenges for divorced women. Understanding the psychological factors influencing their adjustment is crucial for effective intervention. This study aimed to develop a structural model of psychological flexibility based on family intimacy and social adjustment, mediated by social well-being, in divorced women.  Method: This descriptive-correlational study utilized structural equation modeling (SEM). The statistical population consisted of divorced women in Tehran during 2023–2024. A sample of 350 participants was initially estimated, with an additional 20% (N = 420) included to account for potential attrition. Using purposive sampling, 409 questionnaires were analyzed. Data were collected using standardized measures: the Cognitive Flexibility Inventory (Dennis & Vanderwaal, 2010), Social Well-Being Scale (Keyes, 1998), Bell Social Adjustment Inventory (1945), and Family Intimacy Scale (Thompson & Walker, 1983). Data analysis employed Pearson’s correlation and SEM.  Results: Correlation analysis revealed significant positive relationships between psychological flexibility and family intimacy, social adjustment, and social well-being (p < 0.01). Multivariate regression confirmed that family intimacy, social adjustment, and social well-being significantly predicted psychological flexibility (p < 0.01). The structural model demonstrated good fit, supporting the hypothesized relationships.  Conclusion: Consistent with prior research, this study highlights the predictive roles of family intimacy, social adjustment, and social well-being in the psychological flexibility of divorced women. These findings underscore the importance of fostering supportive family dynamics and social integration to enhance psychological resilience post-divorce.   

Abstract Introduction: In modern societies, the distinct differences between gifted and typical students have emerged as a critical focus within education and psychology. This study seeks to compare the satisfaction of basic psychological needs, social adjustment, and friendship quality among gifted and normal students. 
Method: This study employed a descriptive, causal-comparative design. The target population consisted of all male high school students in their second cycle in Khoy city during the 2023–2024 academic year, totaling 5,936 students (5,543 normal and 393 gifted). Using Cochran’s formula, a sample of 360 normal students was determined and selected via multistage random cluster sampling, while 195 gifted students were chosen through simple random sampling. Data were collected using the Basic Psychological Needs Questionnaire (La Guardia et al., 2000), the Friendship Quality Questionnaire (Hijazi & Zohrevand, 2006), and the California Personal-Social Adjustment Questionnaire (Clark et al., 1953). Multivariate analysis of variance (MANOVA) was used to analyze the data. 
Results: The findings revealed a statistically significant difference in the mean scores for satisfaction of basic psychological needs, social adjustment, and friendship quality between gifted and normal students (P < 0.001). Specifically, gifted students consistently demonstrated higher levels of satisfaction with basic psychological needs, better social adjustment, and superior friendship quality compared to their normal counterparts. 
Conclusion: These results highlight the importance of addressing the basic psychological needs, social adjustment, and friendship quality of gifted students. Families, educators, school psychologists, counselors, and teachers are urged to prioritize these areas to support the well-being and development of gifted learners. 

Abstract Introduction: Elderly is thought to be a transition from a life stage to a new one and empty nest syndrome seems to be one prevalent phenomenon in this period. It is essential to identify effective interventions to treat this syndrome. Therefore, the present study was conducted with the objective of the effectiveness of existential consciousness group therapy on social rejection, social adjustment, social sufficiency, and cognitive avoidance in the elderly with empty nest syndrome.     Method: The present study was a quasi-experimental of pretest-posttest and control group design with a follow-up period. The statistical population included all the elderly with empty nest syndrome living in elderly care centers in Tehran, Iran, in 2022. Among whom, 30 were selected using convenience sampling and, according to the inclusion criteria, assigned into experimental and control groups equally (15 people in each group). The experimental group underwent 10 sessions of 90-minute existential consciousness therapy (shariatmadar,1393). Data collection tools were the Penhaligon Perceived Rejection Scale (2009), Bell Adjustment Scale (1961), Fellner, Lees& Phillips Social Sufficiency scale (1990), and Sexton and Dougas Cognitive Avoidance Questionnaire (2008). The data were analyzed using multivariate analysis of variance (MANCOVA). Findings: The results showed that existential consciousness group therapy reduced the feeling of social rejection (F=4/187, P<0/05), cognitive avoidance (F=2/395, P<0/05), and increased social competence (F=2/395, P<0/05) in the elderly with empty nest syndrome, but it had no significant effect on the subjects' social adjustment (F=0/0337, P<0.05). Conclusion: According to the results, in designing programs related to promoting health in the elderly with empty nest syndrome, existential consciousness therapy can be used as an effective intervention for improving social rejection, social sufficiency, and cognitive avoidance.

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 present study sought to investigate the effect of schema therapy on improving social adjustment and psychological capital in transsexual persons.
Method: This was a semi-experimental study with pre-test and post-test of the control and experimental groups. The statistical population of this study was the transsexual persons (boy to girl) in Tehran; Available through sampling 40 people who visited the District 3 clinics and poly clinics for gender changing operation or in Student Park located in the district 11 of Tehran, voluntarily completed the questionnaire on social adjustment and psychological capital and then they were randomly assigned to the test and control group. The experimental group was subjected to schema therapy for 12 sessions, then responded to the questionnaires in both groups in the post-test. Data were analyzed using multivariate covariance analysis (MANCOVA) with repeated measurements.
Results : The results showed that schema therapy improved social adjustment and psychological capital (sig= 0.000) in the experimental group and the post-test phase; Also, the comparison of the mean scores of pre-test-post-test of social adjustment and psychological capital showed a significant difference.
Counclusion:Regarding the fact that schema therapy can improve social adjustment and psychological capital in transsexuals, it is better to use this treatment method in their treatment plans.

Abstract Purpose: parents’ divorce influences psychological, emotional and social components of the children. Therefore the present study was conducted aiming to determine the effectiveness of teaching self-differentiation on psychological distress and social adaptation in the adolescents with divorced parents.
Method: It was an experimental study with pretest, posttest, control group and two-month follow-up period design. The statistical population included first high school students with divorced parents conflicting parents in the city of Tehran in academic year 2017-18. The sample included thirty students with divorced parents who were selected and via clustered random sampling method and randomly replaced into experimental and control groups (15 in each group). The experimental group received ten sessions of self-differentiation teaching while the control groups didn’t receive any intervention. Psychological distress questionnaire (Kesler et.al, 2003) and social adaptation (Sinha and Sing, 1993) were applied in order to collect information. The data were analyzed through repeated measurement ANOVA method.
Findings: The results showed that teaching self-differentiation has significantly influenced psychological distress and social adaptation in the adolescents with divorced parents (p<0.001). Moreover, the results showed that this teaching can significantly maintain its effect in time (p<0.001)
Conclusion: According to the findings of the present study it can be concluded that teaching self-differentiation using social and emotional techniques can influence psychological distress and social adaptation of the adolescents with divorced parents. Therefore teaching self-differentiation can be applied as an efficient method to improve social adaptation and decrease psychological distress of the adolescents with divorced parents.

Abstract Introduction: Regarding the process of the younger college in Iran and the importance of quality of life structures, social adaptation, identity styles and social support in students as young and upper-class members of society the aims of this study was to model structural relationships between social support and identity styles with social adjustment and quality of life.
Method: For this purpose 350 students of Tabriz University who were studying in the academic year 2015ad by multi-stage random cluster sampling method were selected. In order to the collect data quality of life questionnaire (Sf-36), Reynolds adolescent adjustment Inventory (RAAI), Berzonesky identity style questionnaire (ISI), and multi-dimensional perceived social support questionnaire (Mshpd apss) was used. Data were analyzed using SEM and Amos software.
Results: The results of the research indicated that the conceptual model has appropriate fitness .there is a significant relationship between quality of life with components of identity styles and social support, also between social adjustment with components of identity styles and social support.
Conclusion: The present model showed that research experimental dada can be covered somewhat with the social learning theory. Social support in all three indices family, friends and significant others as environmental factors play a direct role in shaping behavior and personal factors; styles identity as personal factors have a direct impact on social adjustment and quality of life; social adaptive or maladaptive behaviors also affective reciprocally on personal, environment factors and finally in the quality of life.

Abstract Introduction: It is difficult if not impossible to achieve educational and goals with compromise emotional disturbances. Therefore, the present study aimed to investigate the effect of emotional regulation training on social adjustment and interpersonal sensitivity of students.
Method: This is a semi-experimental study with pre-test-post-test with the experimental group and the control group. The statistical population consisted of all high school boys in Tabriz in the academic year of 1395-96. Multi-stage random sampling was used. Based on an interpersonal sensitivity questionnaire, 30 students were selected. They were randomly Assigned to experimental and control groups. Students of both groups responded to the social compatibility checklist for school students. The experimental group was subjected to an excitement training program for 12 sessions. Then, in the post-test, both groups responded to the questionnaires. Data were analyzed using multivariate and single-variable covariance analysis.
Results: The results showed that emotional regulation training reduced the interpersonal sensitivity in the experimental group at post-test and stage. Also, the level of social adjustment in the experimental group in the post-test and stage increased and the comparison of the mean scores of the pre-test-post-test showed a significant difference.
Conclusion: Considering that emotional regulation training can reduce interpersonal sensitivity and promote social adjustment of students, it is better to emphasize the emotional aspects of students in educational programs.

Abstract Introduction: The aim of this study is investigate the relationship between differentiation of self, fear of negative evaluation and critical thinking with social adjustment in students. Method: Statistical population included all high school students in Qasr-e Shirin city (1400 persons) that a sample of 300 subjects were selected by cluster random sampling. To collect the data, the differentiation of self, fear of negative evaluation, critical thinking and social adjustment was used. To analyze the data, Pearson correlation and regression analysis were used. Results: The results showed negative correlation between the fear of negative evaluation with social adjustment. But the differentiation of self and critical thinking showed a significant positive correlation with social adjustment. In general, the results showed the differentiation of self, fear of negative evaluation and critical thinking are able to predict social adjustment. Conclusion: According to the results, it can be concluded that improve critical thinking and differentiation of self and reducing the fear of negative evaluation could lead to social harmony and adjustment.