Social Psychology Research

Abstract Introduction: Investigating the factors influencing flourishing in marital life is of particular importance in reducing family problems, enhancing well-being, and improving couples’ positive functioning. This study aimed to determine the relationship between teamwork skills, empathy, and self-control with couples’ flourishing, considering the mediating role of we-ness.
Method: The statistical population included married men and women aged 25 to 50 in Kashan in 2024 (1403). A sample of 356 participants was selected using convenience sampling, and they responded to the Flourishing Scale (Butler & Kern, 2016), Toronto Empathy Questionnaire (2009), Teamwork Skills Scale (Romero, 2022), Self-Control Scale (Tangney et al., 2004), and We-ness Scale (Topcu-Uzer et al., 2021). Data were analyzed using structural equation modeling (SEM) in Amos-24.
Results: SEM results showed that the proposed model had a good fit. Empathy (β = 0.280, p ≤ 0.001), self-control (β = 0.140, p ≤ 0.001), and teamwork (β = 0.269, p ≤ 0.001) directly predicted flourishing. Additionally, we-ness significantly mediated the relationship between empathy (β = 0.128, p ≤ 0.01) and teamwork (β = 0.131, p ≤ 0.01) with flourishing, but the indirect effect of self-control on flourishing through we-ness was not significant.
Conclusion: Based on the findings, counselors and couple therapists can strengthen teamwork skills and empathy to enhance couples’ sense of we-ness and shared identity, thereby supporting their greater flourishing.

Abstract Research Objective: This study aimed to evaluate and compare smartphone inaccessibility fears (nomophobia) among elementary school students in Shiraz. Four fear dimensions were examined: fear of losing connection with others, fear of losing bonds with others, fear of losing information, and fear of losing comfort and convenience.
Statistical Population and Sampling Method: The population included all upper elementary students (grades 3–6) in Shiraz during the 2024–2025 academic year. Stratified random sampling by gender was employed, comprising 115 male students (63%) and 67 female students (37%).
Research Tool: Nomophobia was assessed using the Yildirim and Correia Scale (2015), a 23-item Likert-scale questionnaire with four subscales. Content validity and reliability were confirmed via correlation coefficient and Cronbach’s alpha (total α = 0.86).
Data Analysis: Data were analyzed using one-sample t-tests, multivariate analysis of variance (MANOVA), repeated-measures ANOVA, and Bonferroni post hoc tests.
Findings: Results indicated that: Among male students, fear of losing bonds and information was above the benchmark mean, while fear of losing connection/comfort was at the benchmark, among female students, fear of losing connection, bonds, and comfort was above the benchmark, whereas fear of losing information was at the benchmark, female students scored significantly higher than males in all four fear dimensions, fear of losing connection was identified as the predominant fear in both genders.

Abstract Introduction: School belonging, as one of the key components in students' educational experience, plays a decisive role in the formation of a sense of security and a positive relationship with the educational environment. The present study aimed to identify the relationship between school belonging and academic well-being with the mediating role of love of learning in students.
Method: The research method of this study is applied in terms of purpose and descriptive in terms of methodology, correlational. The statistical population included all second-year high school students in Baneh city in the academic year 2023-25. To calculate the sample size, the Cochran formula and its number were estimated at 364 people and then questionnaires were distributed using multi-stage cluster sampling. In order to collect data, Brown and Evans' School Belonging Questionnaire (2002), Tuminin Sweeney's Academic Well-Being (2012), and MacFarlane's Love of Learning (2003) questionnaires were used. Data analysis was performed using Pearson correlation and structural equation modeling using SPSS29 and AMOS26 software,
Results: The results showed that there is a positive and significant relationship between school belonging and academic well-being (p<0.01) and love of learning has a direct and significant relationship with school belonging and academic well-being. In addition, school belonging, mediated by love of learning, has an indirect and significant effect on academic well-being (p<0.05).
Conclusion: having a sense of belonging to school and a love of learning have a significant impact on students' academic well-being and can lead to improve academic engagement and mental health.

Abstract Introduction: Social anxiety is one of the common psychological issues observed among children and adolescents, significantly impacting their mental health and academic performance.
Method: This study aimed to model the mediating role of mentalization in the relationship between childhood maltreatment and perceived social support with social anxiety symptoms among high school students in Kermanshah. The research method was correlational, utilizing structural equation modeling (SEM). The statistical population included all high school students in Kermanshah during the 2023-2024 academic year, from which 290 participants were selected using cluster sampling. Data collection tools consisted of standardized questionnaires on social anxiety among adolescents, childhood maltreatment, perceived social support, and mentalization. Relationships between variables were analyzed using Pearson correlation tests, and the research model was examined through SEM techniques.

Results: Findings indicated that perceived social support had both direct and indirect effects (mediated by mentalization) on social anxiety (p < 0.05). Childhood maltreatment had a direct effect on social anxiety (p < 0.05). Model fit indices confirmed the adequacy of the model, and predictive variables explained 62% of the variance in social anxiety.

Conclusion: The results highlighted the complex and multidimensional psychological pathways between early experiences and emotional outcomes. Mentalization as a mediating factor can play a significant role in the early identification of social anxiety and effective interventions to prevent its adverse effects on adolescents’ mental health.

Abstract Background: Successful entry into the labor market is a critical stage in students’ professional development, and targeted educational interventions can enhance their career optimism and readiness for transition. This study aimed to compare the effectiveness of flourishing training and transactional analysis on students’ career path optimism and readiness for the transition from university to the workforce.
Methods: The study employed a quasi-experimental design with pretest-posttest and a control group. The population comprised all unmarried final-year students enrolled at Golestan Azad University during the 2023–2024 academic year. Using convenience sampling, 45 students were selected and randomly assigned to two experimental groups and one control group. The first experimental group received flourishing training, while the second group received transactional analysis training in ten 60-minute sessions; the control group did not receive any intervention. Data were collected using the Rottinghouse Career Path Optimism Questionnaire (2005) and the University-to-Work Transition Readiness Questionnaire (Sadeghi et al., 2017) and analyzed using multivariate analysis of covariance (MANCOVA) with SPSS-26
Results: Both flourishing training and transactional analysis significantly improved students’ career path optimism and transition readiness (p<0.05). There were significant differences in effectiveness between the two interventions, with flourishing training demonstrating greater impact on both outcomes
Conclusion: Flourishing training enhances students’ sense of competence, self-management, and self-awareness, promotes positive perception of abilities, and fosters optimism, thereby facilitating successful transition from university to work. Implementing such educational interventions is recommended to better prepare students for entering the labor market.

Abstract Introduction: The existence of marital conflicts is one of the important factors in weakening the foundation of the family, and women are more affected by these conflicts. Self-silencing and emotional blackmail appear to be influential factors contributing To marital conflicts. The aim of the present study was to determine the effectiveness of Imago Therapy (relational imagery) on self-silencing and emotional blackmail in women with marital conflicts.
Method: The research method was a quasi-experimental one with a pre-test-post-test design with a control group. The statistical population of the study included all women referring to counselling centers in Yazd in 1403, from which 30 people were selected by purposive sampling and randomly assigned to two experimental (n=15) and control (n=15) groups. The assessments were conducted with questionnaires on marital conflicts (Sanai & Barati, 1990), Self-Silencing (Jack, 1991), and emotional blackmail (Karnani, 2018). The experimental group received the Imago Therapy intervention during 8 sessions, while the control group received no intervention. The data were analyzed using SPSS-26 software and multivariate analysis of covariance (MANCOVA).
Results: The results showed that the Imago Therapy intervention was effective in reducing Self-silencing and emotional blackmail in women with marital conflicts, and the greatest effect of this intervention was on the Self-silencing variable (P<0.01).
Conclusion: Based on these findings, Imago Therapy intervention can be used to reduce destructive emotional patterns between couples, particularly self-silencing and emotional blackmail.

Abstract Introduction:With increasing participation of women in the labor market, balancing work and family roles may lead to marital problems.Marital burnout, as a consequence of work–family conflict and insecure attachment styles,can reduce the quality of life of employed women.Despite previous studies, the mediating role of covert relational aggression has been less examined.This study aimed to investigate this mediating role in the relationship between work–family conflict, attachment styles, and marital burnout in employed women.
Methods:This descriptive-correlational study used path analysis.The population included married employed women attending counseling centers in District 5 of Tehran(2021–2022).A total of 250 participants were selected via purposive sampling, and data from 225 were analyzed. Instruments included the Work–Family Conflict Questionnaire(Netemeyer et al.1996), Adult Attachment Scale(Collins & Read, 1996),Marital Burnout Scale(Pines, 1996), and Covert Relational Aggression Scale(Nelson & Carroll,2006).Data were analyzed using Pearson correlation and path analysis in SPSS 26 and AMOS 23.
Results:Secure attachment had a negative direct effect on marital burnout (β= -0.152, P>0.05). Insecure attachment showed positive effects on covert relational aggression (β= 0.128, P<0.05) and marital burnout (β = 0.189, P<0.01). Work–family conflict also had positive effects on covert relational aggression (β= 0.184, P < 0.01) and marital burnout (β= 0.173, P< 0.01). Covert relational aggression positively affected marital burnout (β= 0.173, P<0.01). Bootstrap results confirmed significant indirect effects (P<0.05).
Conclusion:Insecure attachment and work–family conflict increase marital burnout through covert relational aggression. Training in communication skills, emotion regulation

Abstract This study aims to investigate the effect of ethical leadership on job performance with the mediating roles of workplace bullying and knowledge hiding, as well as the moderating role of job engagement among employees in the insurance industry. This research is applied in nature and follows a descriptive-survey methodology. The statistical population consists of all employees of Alborz Insurance Company. Given that the total number of employees in this company is 1,585, based on the Krejcie-Morgan table, a sample size of 310 was determined. Simple random sampling was used for this study. Data collection was conducted through a questionnaire using a five-point Likert scale. The questionnaire’s validity was assessed for both content and construct, and its reliability was calculated using Cronbach's alpha. The collected data were analyzed using SPSS and PLS statistical software. The data analysis results showed that ethical leadership does not have a significant impact on job performance; however, it has a significant negative impact on workplace bullying and knowledge hiding. Furthermore, workplace bullying has a significant positive impact on knowledge hiding and a significant negative impact on job performance. Job engagement moderates the relationship between ethical leadership and job performance. Additionally, workplace bullying mediates the relationship between ethical leadership and job performance. Finally, the research findings indicate that knowledge hiding also mediates the relationship between ethical leadership and job performance.

Abstract The present study aimed to investigate the causal relationships between economic, social, and cultural capital and academic citizenship behaviors, considering the mediating role of moral character among pre-service teachers at Farhangian University. This research employed a descriptive-correlational method using structural equation modeling (SEM). The statistical population included all pre-service teachers at Farhangian University in Yazd during the 2023–2024 academic year. A total of 360 participants were selected through cluster random sampling, and data from 352 individuals were analyzed. The instruments used included the Cultural Capital Questionnaire (CCQ), Family Social Capital Questionnaire (FSCQ), Family Economic Capital Scale (FECS), Academic Citizenship Behaviors Scale (ACBs), and the Moral Character Questionnaire (MCQ; Khorramayi & Ghaemi, 2018). Data were analyzed using SPSS-26 and SmartPLS-3 software. The findings indicated that social capital had a direct significant effect on academic citizenship behaviors (β = 0.19), while cultural (β = -0.04) and economic capital (β = 0.06) did not. All three types of capital significantly predicted moral character (social: β = 0.13; economic: β = 0.23; cultural: β = 0.20). Moreover, moral character significantly influenced academic citizenship behaviors (β = 0.42). In terms of indirect effects, cultural (β = 0.10) and economic capital (β = 0.08) influenced academic citizenship behaviors through moral character, but the indirect effect of social capital was not significant (β = 0.05). These results highlight the direct role of social capital in enhancing academic citizenship behaviors and underscore the mediating role of moral character in transmitting the effects of cultural and economic capital.

Abstract Objective: Traumatic experiences in childhood have irreparable effects on the mind of an adult and are associated with suicidal thoughts. The aim of the present study was to investigate the mediating role of emotional regulation and suicide crisis syndrome in the relationship between emotional beliefs and suicidal ideation in adults with a history of childhood adversity.
Method: The research method was a descriptive correlational type (serial path analysis). The statistical population consisted of all adults in Semnan who had a history of childhood adversity, of which 320 people were selected through purposive sampling. The instruments used in this study included questionnaires on childhood trauma, suicidal ideation, beliefs about emotions, emotion regulation, and suicide crisis syndrome. path analysis was used to analyze the research model.
Findings: The findings showed that emotional beliefs have a direct and significant effect on suicidal ideation and that emotional beliefs are related to suicidal ideation through emotional regulation and suicide crisis syndrome (P<0/05).
Conclusion: According to the results, negative beliefs about emotions were associated with higher emotional suppression and lower reappraisal ability, which was associated with higher suicidal crisis syndrome, which was ultimately associated with higher suicide risk. By understanding and gaining insight into the cycle of suicidal thoughts, especially the mediating factors, it is possible to design and implement educational, preventive, and therapeutic programs to prevent suicidal tendencies and reduce the prevalence of suicidal thoughts.

Abstract Introduction: Status-seeking as a motivation drives many human behaviors. The aim of the present study was to construct and validate a scale for measuring social status-seeking and to determine its relationship with social distinction.
Method: This study was conducted using a mixed-method approach in three stages. In the first stage, the study population included all articles published in the field of social status-seeking between 2015 and 2025. The study sample consisted of 95 articles that were systematically reviewed, from which 130 items were extracted. After content validity assessment by experts and calculation of the content validity ratio (CVR) and content validity index (CVI), 72 items remained. In the second stage, the approved items were compiled into an electronic scale (Google Form) and administered to 151 Iranian social media users (aged 16 to 70 years). The data were analyzed using exploratory factor analysis and reduced to 29 items. In the third stage, the remaining items were re-administered, and 4,457 valid responses were obtained, which were analyzed using confirmatory factor analysis.
Findings: The final scale consisted of 22 items in the form of 3 factors, explaining 59% of the variance of the social status-seeking construct.
Conclusion: The Social Status-Seeking Scale is a valid instrument for measuring the motivation to attain social status. Assessing its relationship with social distinction indicated the criterion validity of the scale.

Abstract Abstract:
Introduction: The present study aimed to investigate the effectiveness of social-emotional competency training on mental toughness, empathy, and school belonging among female students with antisocial behaviors.
Method: This research employed a quasi-experimental design with a pretest–posttest and control group. The statistical population consisted of all female high school students in Khorramabad with antisocial behaviors during the 2024–2025 academic year. A sample of 30 students was selected through purposeful sampling and randomly assigned to experimental and control groups (15 participants in each). The experimental group received social-emotional competency training across ten 90-minute sessions. Data collection instruments included the Antisocial Behavior Questionnaire by Burt and Donnellan (2009), the Basic Empathy Scale for Children and Adolescents (2010), The Short Version Of The Mental Toughness Questionnaire by Papageorgiou et al. (2019), and the School Belonging Scale by Brown and Evans (2002). Data were analyzed using analysis of covariance (ANCOVA) in SPSS version 26.
Findings: The ANCOVA results indicated that social-emotional competency training led to a significant increase in mental toughness (P < .001), empathy (P < .001), and school belonging (P < .001) in the experimental group compared with the control group.
Conclusion: The findings suggest that social-emotional competency training can serve as an effective approach for enhancing mental health and reducing antisocial behaviors among female students. Based on these results, it is recommended that such training be integrated into preventive and intervention programs within schools.

Abstract Introduction: The present study aimed to examine the relationship between social anxiety and social withdrawal with bullying victimization, considering the mediating role of emotion regulation among secondary school students.
Methods: This correlational-descriptive study was conducted among all secondary school students in Eslamshahr city the 2024–2025 academic year. A total of 368 students were randomly selected using a multistage cluster sampling method. Data were collected using the California Bullying Victimization Questionnaire (Felix et al., 2011), the Social Anxiety Scale (Jerabek, 1996), the Social Withdrawal Questionnaire (Chelpi & Amirkafi, 2004), and the Emotion Regulation Questionnaire (Gross & John, 2003). The proposed model was tested using structural equation modeling (SEM) with SPSS 26 and AMOS 24.
Results: Findings indicated significant relationships between social anxiety (β = 0.30, p = 0.01), social withdrawal (β = 0.25, p = 0.05), and emotion regulation (β = -0.50, p < 0.001) with bullying victimization. Additionally, social anxiety (β = -0.45, p < 0.001) and social withdrawal (β = -0.40, p < 0.001) were significantly associated with emotion regulation. Emotion regulation was found to mediate the relationship between social anxiety (β = -0.22, p < 0.001) and social withdrawal (β = -0.20, p < 0.001) with bullying victimization.
Conclusion: The results suggest that social anxiety and social withdrawal can increase the risk of being victimized by bullying, while emotion regulation serves as an effective mediating factor that can mitigate this relationship. Enhancing emotion regulation skills in students may help reduce the negative impacts of bullying in school settings.

Abstract Purpose: The present study aimed to investigate the effectiveness of mindfulness-based cognitive therapy training on interpersonal relationships and beliefs related to smartphone use in junior high school students.
Materials and Methods:
The statistical population of the present study was female students of the first high school in Gorgan city in the academic year 1402-1403. The research method was a quasi-experimental design with a pre-test-post-test design with a control group. For this purpose, first, 40 people were selected by available sampling method and randomly assigned to two experimental groups and a control group (20 people each). To measure the research variables, the questionnaires of interpersonal relationships of Chia and Fao (2011) and metacognitive beliefs related to smartphone use of Kassel et al. (2020) were used.
Results:
Data were analyzed using univariate analysis of covariance (ANCOVA) test method. The results of the study showed that training mindfulness skills had an impact on students' beliefs related to smartphone use.
Discussion:
In describing the findings of this study, it can be said that mindfulness training based on cognitive therapy is one of the effective educational and therapeutic approaches in improving and enriching the quality of life of individuals, which has a desirable structure for working on various client issues, interpersonal relationships and including metacognitive beliefs related to smartphone use in students. It should be noted that by practicing mindfulness, they will realize when, where, and why they use the phone.

Abstract Purpose: This study aimed to examine the interaction pattern of Psychological Strain and adverse early-life experiences with suicide probability in adolescents, considering the mediating effects of positive self-perception and feelings of entrapment.
The research method is descriptive-correlational, conducted using structural equation modelling (SEM). The statistical population of this study comprised all adolescents aged 13 to 19 in Nurabad (Delfan) County in the year 1403 (2024–2025).
Method: The study sample consisted of 623 adolescents from Nurabad (Delfan) County, selected through cluster random sampling. Data were collected using the Psychological Strain scale (Zhang et al., 2014), the suicide probability scale (Cull & Gill, 1982), the Entrapment Scale (Gilbert & Allan, 1998), the Early and Negative Life Experiences Scale (Gilbert et al., 2003), and the Positive self-perception subscale of the Multidimensional Suicide Inventory (MSI-28; Osman et al., 2010).
Findings: Early and negative life experiences, as well as psychological strain, accounted for 29% of the variance in positive self-perception and 50% of the variance in entrapment. Moreover, Psychological Strain, early and negative life experiences, positive self-perception, and entrapment together explained 56% of the variance in suicide probability.
Conclusion: Based on these results, it can be stated that fostering positive self-perception in schools and educating families, especially during critical developmental stages, is important for suicide prevention, as this factor plays a role in reducing suicidal behaviours.

Abstract In the third millennium, many changes have occurred in the social status of societies, and according to statistics from the World Health Organization, social harms, including divorce and its negative effects on children, have had a worrying increase. discovery of mirror neurons and their effective role in aggression, and children of divorce have may resolve problems in this area. aim of the present study is to design an educational package based on mirror neurons and determine its effectiveness on the aggression of children of divorce.
Method: In this quasi-experimental study with a pre-test and post-test design, 30 students, children of divorce with high aggression scores, were selected purposefully during the year 2024-2025 from schools in Sangar district of Rasht city and randomly divided into two experimental and control groups. The experimental group received 8 mirror neuron-based therapy sessions. Participants completed an aggression questionnaire Eysenck and Wilson (1975) before and after treatment. Descriptive indices and analysis of One-way analysis of covariance were used in spss22 software to analyze the results.
Findings: The results of the analysis showed that mirror neuron-based therapy reduced aggression in the experimental group compared to the control group without treatment (p

Abstract Introduction: Certain occupations, particularly those involving the care of abused and neglected children, can significantly impact the mental health of professionals, underscoring the need for targeted psychological interventions for educators. This study aimed to determine the effect of Compassion-Focused Therapy (CFT) on compassion fatigue and emotion regulation among educators working in care centers for abused and neglected children.
Method: This quasi-experimental study employed a pre-test and post-test design with a control group. The statistical population comprised all female educators from care centers for abused and neglected children under the auspices of the Golestan Provincial Welfare Organization. A convenience sample of 30 educators from centers in the cities of Galikesh, Gonbad Kavous, and Minudasht was selected and randomly assigned to an experimental group (n = 15) and a control group (n = 15). Data were collected using the Compassion Fatigue Questionnaire (Portnoy, 1996) and the Emotion Regulation Questionnaire (Gross & John, 2022). The experimental group participated in eight 90-minute sessions of Compassion-Focused Therapy, after which a post-test was administered to both groups. The data were analyzed using analysis of covariance (ANCOVA).
Results: The results of multivariate analysis of covariance (MANCOVA) indicated a statistically significant difference between the experimental and control groups in post-test scores for compassion fatigue, expressive suppression, and cognitive reappraisal (the subscales of emotion regulation) following the intervention (p < 0.01). Specifically, Compassion-Focused Therapy significantly reduced compassion fatigue (p < 0.01) and the use of expressive suppression (p < 0.01), while significantly improving the use of cognitive reappraisal (p < 0.01) in the experimental group compared to the control group.
Conclusion: Given the demonstrated effectiveness of Compassion-Focused Therapy, the application of this approach is recommended as a suitable intervention strategy for enhancing the mental health and mitigating the emotional pressures experienced by this group of caregivers.

Abstract Introduction: The aim of this study was to compare the effectiveness of cognitive-behavioral therapy (CBT) and psychoeducational interventions on impulsivity and self-worth among female students experiencing love addiction.
Method: This study employed a quasi-experimental design with a pre-test, post-test, and three-month follow-up, including a control group. The statistical population comprised all undergraduate female students at the University of Guilan during the 2022–2023 academic year. From 120 students who scored above the cutoff of 16 on the Love Addiction Inventory, 30 participants were randomly selected and assigned to two experimental groups (n = 10 each) and one control group (n = 10). Data were collected using the Love Addiction Inventory (Peabody, 2005), the Barratt Impulsiveness Scale (Barratt, 2004), and the Contingencies of Self-Worth Scale (Crocker, 2003). The first experimental group received ten 45-minute sessions of cognitive-behavioral intervention, while the second experimental group received ten 45-minute sessions of psychoeducational intervention. The control group received no intervention and remained on a waiting list. Data were analyzed using repeated measures analysis of variance (ANOVA).
Results: The results indicated that both interventions significantly reduced impulsivity and increased self-worth (p < 0.05). Bonferroni post hoc tests revealed no significant difference between the effectiveness of the cognitive-behavioral and psychoeducational interventions on either impulsivity or self-worth (p > 0.05).
Conclusion: The findings suggest that both cognitive-behavioral and psychoeducational interventions are effective in improving impulsivity and self-worth among individuals with love addiction, with neither approach demonstrating superiority over the other.

Abstract Introduction: The aim of the present study was to investigate the relationship between risk perception and addiction, considering the mediating role of social health among motorcyclists in District 12 of Tehran Municipality.
Method: This study employed a correlational design using regression analysis to predict risk perception based on addiction, with social health as a mediating variable. The statistical population consisted of all motorcyclists referring to addiction treatment clinics in District 12 of Tehran Municipality. A purposive sample of 300 participants was selected. Data were collected using the Motorcyclists' Risk Perception Questionnaire (Elliot et al., 2008), the Substance Use Disorder Questionnaire (Berman et al., 2005), and the Social Health Questionnaire (Safarinia, 2010).
Results: The results of stepwise regression analysis revealed that addiction significantly predicted risk perception (β = -1.22, p < 0.001). Social health (β = 0.146) and its dimensions—including social flourishing (β = 0.111), social cohesion (β = 0.282), social acceptance (β = 0.615), and social participation (β = 0.662)—also significantly predicted risk perception. Furthermore, social health demonstrated a significant negative correlation with addiction (r = -0.223, p < 0.001).
Conclusion: These findings suggest that addiction may diminish motorcyclists' risk perception, both directly and indirectly through its negative association with social health. This reduction in risk perception may subsequently contribute to an increased likelihood of traffic accidents. The results underscore the importance of considering social health factors in interventions aimed at reducing risky driving behaviors among motorcyclists.

Abstract Introduction: This study aimed to analyze the influence of various dimensions of social participation—namely political, civic, religious, and cultural participation—on general health and its components (somatic symptoms, anxiety-insomnia, social dysfunction, and depression) among male senior high school students in Khorramabad.
Method: The research employed a descriptive-correlational design. The statistical population comprised all male senior high school students in Khorramabad during the spring of 2022, from which a sample of 210 participants was selected using multi-stage cluster sampling. Data were collected using the General Health Questionnaire (GHQ; Goldberg & Hillier, 1979) and a researcher-made Students' Social Participation Questionnaire (SSPQ). Pearson's correlation coefficient and multiple regression analysis were employed for data analysis.
Results: Participation in political, civic, religious, and cultural activities demonstrated a significant positive correlation with higher general health scores, as well as significant negative correlations with somatic symptoms, anxiety-insomnia, and depression (p < 0.01). However, no significant correlation was observed between any dimension of social participation and social dysfunction. Regression analyses revealed that civic and religious participation were significant positive predictors of general health and significant negative predictors of somatic symptoms, anxiety-insomnia, and depression (p < 0.05). In contrast, political and cultural participation did not emerge as significant predictors in the regression models.
Conclusion: Civic and religious participation emerged as the primary predictors of general health among male senior high school students, highlighting their unique and important role in promoting adolescent health and well-being.

Abstract Introduction: In the contemporary era, suicide is recognized as one of the most serious social problems, resulting in the death of a significant number of individuals who attempt it each year. Consequently, identifying the factors contributing to suicidal ideation is of paramount importance. The aim of the present study was to test a model of suicidal thoughts in students based on early emotional abuse and dark personality traits, with anger rumination serving as a mediating variable.
Method: This study was applied in terms of purpose and employed a descriptive-correlational design using structural equation modeling. The statistical population comprised all male and female students at Mohaghegh Ardabili University during the 2023–2024 academic year, from which a convenience sample of 305 participants was selected. Data were collected using the Suicidal Ideation Scale (Beck et al., 1979), the Anger Rumination Scale (Sukhodolsky et al., 2001), the Early Trauma Inventory (Bernstein et al., 2003), and the Dark Triad Dirty Dozen scale (Jonason & Webster, 2010). Descriptive statistics (mean and standard deviation) were used to summarize the findings. Inferential analyses, including Pearson correlation tests and structural equation modeling, were conducted using SPSS-27 and AMOS-24 software.
Results: The results indicated that the proposed research model demonstrated a good fit with the data. Early emotional abuse had a significant direct effect (p < 0.01) and a significant indirect effect (p < 0.05) on suicidal thoughts, with the indirect effect being mediated by anger rumination. Additionally, dark personality traits exhibited a significant direct effect on suicidal thoughts (p < 0.01).
Conclusion: These findings can inform the design of educational and therapeutic interventions aimed at preventing suicidal thoughts and attempts by targeting early emotional experiences, maladaptive personality traits, and ruminative cognitive styles.
 

Abstract Introduction: Emotional infidelity represents a complex phenomenon in marital relationships with profound implications for mental health and couple satisfaction. This issue holds particular significance among middle-aged women due to the unique psychological and social transitions associated with midlife. The present study aimed to identify the psychological processes underlying emotional infidelity and to develop a theoretical model grounded in empirical data.
Method: Data were collected during 2024 through semi-structured interviews with five middle-aged women (aged 35–55 years) who had experienced disclosed emotional infidelity within the preceding three years. Interviews were conducted at two reputable psychology clinics in Tehran and continued until theoretical saturation was achieved. Data analysis employed open, axial, and selective coding procedures, culminating in the extraction of a paradigmatic model centered on the core psychological process of emotional infidelity.
Results: The results revealed that diminished emotional intimacy, feelings of loneliness, marital dissatisfaction, and the pursuit of emotional support constituted the primary antecedents of emotional infidelity. Following engagement in such relationships, participants employed concealment, cognitive rationalization of their behavior, and anxiety related to potential disclosure as key strategies for managing internal and external conflicts. Ultimately, the revelation of infidelity frequently resulted in feelings of guilt, diminished self-esteem, social shame, and marital dissolution.
Conclusion: These findings enhance understanding of the antecedents, processes, and consequences of emotional infidelity among middle-aged women and offer practical insights for family counselors and psychologists. Recommendations for mitigating emotional infidelity in this population include strengthening communication and emotional skills, expanding specialized counseling services, implementing targeted media programs, and enhancing social support networks.

Abstract Introduction: Victims of bullying often exhibit deficits in self-efficacy and adaptive problem-solving styles. Short-term solution-focused group therapy may serve as an effective intervention for improving these psychological variables. The aim of this study was to evaluate the effectiveness of short-term solution-focused group therapy on self-efficacy and problem-solving styles in adolescents who have experienced bullying victimization.
Method: This study employed a quasi-experimental design with a pre-test and post-test and a control group. The statistical population comprised all male first-year high school students in District 1 of Rasht during the 2024–2025 academic year. Following a two-stage screening process, a convenience sample of 30 participants was selected and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group received seven 90-minute sessions of short-term solution-focused group therapy. Data were collected using the Illinois Bullying Scale (Espelage & Holt, 2001), the Bullying/Victim Questionnaire (Olweus, 1996), the Self-Efficacy Questionnaire (Morris, 2001), and the Problem-Solving Styles Questionnaire (Cassidy & Long, 1996). Analysis of covariance (ANCOVA) was employed for data analysis.
Results: The findings revealed that short-term solution-focused group therapy had a statistically significant effect on all components of self-efficacy, with the exception of social self-efficacy, and on all components of problem-solving styles, with the exception of the creative style (p < 0.01).
Conclusion: Short-term solution-focused group therapy, by fostering a positive group atmosphere, appears to enhance problem-solving skills and improve self-efficacy beliefs. These improvements, in turn, may increase the capacity of adolescent bullying victims to effectively cope with victimization experiences.

Abstract Introduction: The term "quarter-life crisis" refers to a transitional period from adolescence to adulthood, often characterized by feelings of uncertainty, anxiety, impaired emotional regulation, and diminished psychological well-being. The objective of the present study was to predict quarter-life crisis based on social procrastination, social identity, and cognitive-emotional regulation, with family social support serving as a mediating variable.
Method: The statistical population comprised all psychology students at Payam Noor University of Semnan during the 2024–2025 academic year, from which 259 participants were selected through simple random sampling. Data were collected using the Quarter-Life Crisis Scale (Afandi et al., 2023), the Social Procrastination Scale (Safarinia, 2010), the Social Identity Scale (Safarinia & Roshan, 2011), the Cognitive-Emotional Regulation Scale (Garnefski, 2001), and the Perceived Social Support-Family Scale (Procidano & Heller, 1983). Pearson's correlation coefficient and structural equation modeling (SEM) were employed for data analysis.
Results: The results indicated that the proportion of variance explained in the primary endogenous variable (quarter-life crisis) by the four predictor variables was 0.749. The direct effects of social procrastination (β = 0.392), social identity (β = -0.407), adaptive cognitive-emotional regulation (β = -0.345), and maladaptive cognitive-emotional regulation (β = 0.367) on quarter-life crisis were all statistically significant (p < 0.001). Furthermore, family social support emerged as a significant mediator in the relationships between social procrastination (β = 0.278), social identity (β = -0.249), adaptive cognitive-emotional regulation (β = -0.258), maladaptive cognitive-emotional regulation (β = 0.292), and quarter-life crisis (p < 0.001).
Discussion: The findings of this study provide a conceptual and theoretical framework for identifying potential antecedents of quarter-life crisis. This framework may assist in identifying predictive and protective factors that can mitigate psychological distress prior to the onset of quarter-life crisis.

Abstract  
Introduction: Academic underachievement represents a significant and multifaceted challenge within educational systems, affecting not only students' academic performance but also their psychological and social well-being. This phenomenon can lead to diminished self-confidence, increased anxiety, and impaired social relationships, ultimately limiting an individual's life opportunities in the long term. Consequently, identifying and evaluating effective interventions to enhance social skills and mitigate the negative consequences of academic failure is of considerable importance. The present study aimed to compare the effectiveness of self-affirmation training and positive psychology training on the social skills of male secondary school students experiencing academic underachievement.
Method: This study employed a quasi-experimental pretest-posttest design with a control group and a follow-up phase. The statistical population comprised all male students in the second stage of secondary education in Dargaz County who had demonstrated academic underachievement. A purposive sample of 60 students was selected and randomly assigned to three groups: self-affirmation training (n = 20), positive psychology training (n = 20), and a control group (n = 20). The intervention programs were implemented over a specified period. Data were collected using the Social Skills Inventory (Riggio, 1986) and analyzed using repeated-measures analysis of variance (ANOVA) and Bonferroni post-hoc tests.
Results: The findings revealed that both the self-affirmation training program and the positive psychology training program significantly improved students' social skills compared to the control group (p < 0.05). However, positive psychology training demonstrated significantly greater effectiveness in enhancing social skills than self-affirmation training. These improvements were sustained at the follow-up assessment, indicating the long-term benefits of both interventions.
Conclusion: The results indicate that while both educational approaches were effective in improving the social skills of academically underachieving students, positive psychology training exhibited superior efficacy due to its comprehensive, motivational nature and emphasis on fostering positive thinking. Accordingly, the implementation of positive psychology-based approaches may serve as a practical strategy for enhancing students' social interactions and psychological well-being.