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: In all societies, the behavior of children and adolescents is one of the main concerns of the education system and families and social adjustment is the most important aspect of social development that is related to different people as well as career and academic success. This study aimed to investigate the relationship between self-compassion and optimism in students: the mediating role of social adjustment.
Method: The present study was correlated in terms of the applied nature and design of the present study. The statistical population of the present study included all-female high school students in the city of Islamshahr in the academic year 2021-2022, according to Cochran's formula, 378 people were selected by available sampling to participate in the study. Data were collected using the Self-Compassion Questionnaire (2003), Gettersum Optimism (1982), and the Bell Social Adjustment Questionnaire (1961). Pearson correlation coefficient and path analysis method in structural equations were used to analyze the data.
Results: The results showed that self-compassion, optimism, and social adjustment have a significant positive correlation (p<0.01). The social adjustment also mediated the relationship between self-compassion and optimism.
Conclusion: Based on the research findings, social adjustment can be improved by designing programs based on improving optimism and self-compassion.

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 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.