Social Psychology Research

Abstract Abstract
Introduction: Students can be one of the biggest social assets of any country, so paying attention to their all-round growth is considered one of the important duties of an educational system. The purpose of the present research was to investigate the effectiveness of the training package of quality of life in school on the help-seeking and academic satisfaction of students.
Method: the research design was quasi-experimental with pre-test-post-test control group. The statistical population of the research includes; all the female students from the second year of elementary schools in Khorram Abad.  The sampling method was a multi-stage cluster, where the target sample was randomly allocated in two experimental (20 people) and control (20 people) groups. The data were collected using Ryan and Pintrich's academic help-seeking (1997), Sheikhul-Islami and Ahmadi's academic satisfaction questionnaires (2012). The experimental group was trained by the quality of life package at school for 12 sessions, and they did not receive a training certificate; after completing the training course, both groups were given a post-test. The data were analyzed using multivariate and univariate analysis of covariance.
Results: The results obtained from the analysis showed that there is a significant difference (P<0.001) between the post-test grades of help-seeking and academic satisfaction of the students in the experimental group.
Conclusion: Therefore, it can be concluded that the application of the educational package of the quality of life in school leads to an increase in the amount of help-seeking and academic satisfaction of students.

Abstract Introduction: Learned helplessness or control of people is determined through initial interactions with social environments, and this process of helplessness is a way in which factors related to cognition, including beliefs, as well as emotional factors play a role in the amount of helplessness responses to social stimuli. Therefore, the present study was conducted to investigate the mediating role of intelligence beliefs in the relationship between social-emotional competencies and learned helplessness in primary school students of Sari in the academic year 2023. Method: This research was practical in terms of purpose and the method of data collection is descriptive based on path analysis modeling. The statistical population includes all sixth-grade students of primary schools in Sari in the academic year of 2023. Based on non-random sampling and available methods, 218 people who met the criteria for entering the study were selected. The research tools included Quinles and Nelson's learned helplessness questionnaire (1988), Babaei's intelligence beliefs (1999), and Zhu and Ji's social-emotional competence questionnaire (2012). The data were analyzed by statistical software SPSS 18, Amos 23, path analysis, and bootstrap method with a significance level of 0.05. Findings: In addition to confirming the model under study, the results indicated that there is a significant relationship between social-emotional competencies and intelligence beliefs with learned helplessness. Also, the mediating role of intelligence beliefs in the relationship between social-emotional competencies and learned helplessness in elementary school students was confirmed (P≤0.01). Conclusion: The current research provides practical implications regarding making changes in the learned helplessness variable based on social-emotional competencies and intelligence beliefs in students.

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: social capital is a variety of resources that every individuals and groups has to communicate. These resources have an effective role in improving mental health by providing psychological and emotional support. Method: the present study aimed to compare the social capital and its components between girl and boy students of Tehran city. The population of this study is adolescents aged 12 to 18 in Tehran. The sample consists of 255 students including 109 girls and 146 boys selected by convenience sampling. The participants completed the social capital questionnaire adolescent students (SCQ-AS; Paiva, et al., 2014). This questionnaire was standardized and used for the first time in this study. In the standardized version of the questionnaire two-factor structure were obtained for Iranian teenagers. The distribution of social capital’s data was abnormal, so the Data were analyzed by descriptive statistics methods and U Mann-Whitney test. Findings: the levels of social capital and "social cohesion in school" were higher in girl adolescents. Although the boys have gained higher scores in "trust" subscale, but the scores between the two groups was not significant in this dimension. Result: Student’s sex is an effective factor in their levels of social capitalThe findings of this study can be useful for preparation of training packages for parents and teachers to promote mental health in adolescent students.