Social Psychology Research

Abstract Introduction: This study was conducted to predict social competence and subjective well-being based on psychological capitals with mediating role of life satisfaction in Sarpolezahab youth female. Method: The statistical population of the present study included all girls and women aged 18-35 years in Sarpol-e Zahab city in 1401 that included 7000 people and 364 of them were selected based on Cochran's formula. In this study, the questionnaires of social competence of Parandin (2006), Keyes and Magyarmo's subjective well-being (2003), Luthans' psychological capital (2007) and life satisfaction with Diener et al. (1985) were used. Results: The results showed a significant and positive correlation between all variables (p <0.05). The results showed that psychological capitals directly explained 43.10% (p=0.0001, β=0.431) and indirect 26.50% (p=0.0001, β=0.265) of social competency variance. The results also showed that psychological assets directly explained 79.70% (p=0.0001, β=0.797), and indirect 16.00% (p=0.0001, β = 0.160), of subjective well-being variance. Psychological capitals also explained 30% of life satisfaction (p=0.0001, β = 0.300), life satisfaction (p=0.501, β = 0.855), and social competence (p=0.0001, β = 0.534) of variance of subjective well-being. Conclusion: In conclusions, psychological capitals directly explained the variance of social competence and subjective well-being in young girls of Sarpol-e Zahabi through life satisfaction.  

Abstract Introduction:  Bullying at school is a type of interpersonal violence that could have serious short-term and long-term consequences for both the bullying and the victimized students. Therefore, it is essential to identify the underlying causes. The present study aimed to explore the relationship between social behavior, social preference, social competence, and bullying behaviors among students by considering the moderating role of gender..
 Method: This study was descriptive and correlational. The statistical population included all 13-15-year old students in Kashan. Using cluster sampling, 414 students (202 females & 212 males) were chosen. The participants filled in Illinois Bullying Scale (2001), Warden & Mackinnon Social Behavior Questionnaire (2003), and Smart and Sanson Social Competence Questionnaire (2003), and Sociogram.
Results: Pearson correlation coefficients showed that there are significant, negative relationships between bullying with social competence and social behavior and positive correlation between bullying and social rejection. There was no relationship between bullying and social acceptance. Moreover, regression analysis indicates that gender (β=.17, t=4.11), social behavior (β=-0.43, t=-9.0), and social rejection (β=.11, t=2.65) can predict 30% of the variance in the bullying behavior. Furthermore, gender has a moderating role only in the relationship between social rejection and social behavior with bullying behavior.
Conclusion: The results suggest the critical importance of competence, social behavior, and social preference in causing bullying behaviors. Hence, bullying behaviors could be decreased by designing and implementing programs to teach social behavior for obtaining a desirable social position among peers and especially reducing social rejection and enhancing social behaviors among male students.

Abstract Introduction: This study aims to determine the effect of trauma-focused cognitive behavioral therapy on social competence and emotional regulation in abused children. Method: This study designed as a Semi experimental study with pretest-posttest and a control group. A total of 26 abused children were selected by accessible sampling among Welfare Organization centers in Ahwaz and randomly assigned to two experimental (13) and control groups (13). Social Competence Inventory devised by Parandin (2008), and Garonvski’s Emotional Regulation Inventory (2007) were conducted before and after training. Data were analyzed by ANCOVA. Results: Social competence variable in experimental group was significantly increased (p= 0/001). Also emotion regulation in experimental group in compare with control group was significantly increased (p= 0/001). Conclusions: Trauma-focused cognitive behavioral therapy improves social competence and emotional regulation in children abused