Social Psychology Research

Abstract Introduction: Given the high prevalence and adverse consequences of high-risk behaviors among adolescents, this study aimed to examine the relationships among high-risk behaviors, anxiety sensitivity, and negative self-concept, specifically investigating the mediating role of experiential avoidance. Method: This study employed a descriptive-correlational design utilizing structural equation modeling (SEM). The study population comprised all high school students in Hamedan, Iran, during the 2022–2023 academic year. A sample of 327 students was selected via multistage cluster sampling. Data were collected using the Iranian Adolescents Risk-Taking Scale (Zadehmohammadi et al., 2011), the Multidimensional Experiential Avoidance Questionnaire (Gámez et al., 2011), the Anxiety Sensitivity Index (Reiss et al., 1986), and the Negative Self-Image Scale (Moscovitch & Huyder, 2011). Data analysis was conducted using Pearson correlation coefficients and SEM via SPSS 27 and AMOS 26 software. Results: Results indicated that high-risk behaviors were positively correlated with anxiety sensitivity (r = 0.27), negative self-concept (r = 0.25), and experiential avoidance (r = 0.52; p < 0.01). Furthermore, experiential avoidance was positively correlated with both anxiety sensitivity (r = 0.34) and negative self-concept (r = 0.37; p < 0.01). Bootstrap mediation analysis revealed that the indirect effects of anxiety sensitivity (β = 0.08, 95% CI [0.03, 0.15]) and negative self-concept (β = 0.08, 95% CI [0.03, 0.14]) on high-risk behaviors via experiential avoidance were statistically significant (p < 0.01). Conclusion: The findings indicate that experiential avoidance is a crucial mediating mechanism underlying the relationships of anxiety sensitivity and negative self-concept with high-risk behaviors in adolescents. Consequently, psychological interventions designed to prevent adolescent high-risk behaviors should specifically target the reduction of experiential avoidance, alongside anxiety sensitivity and negative self-concept. Targeting experiential avoidance within school-based programs may be particularly effective in mitigating these risks.

Abstract Introduction: Internet addiction is a major contemporary challenge that poses significant barriers to adolescent development and societal well-being. Adolescents represent a particularly vulnerable population. This study aimed to investigate the mediating role of psychological distress in the relationships among basic psychological needs, cognitive emotion regulation, and internet addiction among female high school students in Paveh in 2018. Method: This study employed a descriptive-correlational design. The study population comprised all female high school students in Paveh County. Based on statistical recommendations for structural equation modeling and correlational studies, a sample of 300 students was selected. Data were collected using the Psychological Distress Questionnaire (Lovibond & Lovibond, 1995), the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2001), the Basic Psychological Needs Scale (Deci & Ryan, 2000), and the Internet Addiction Test (Young, 1998). Data were analyzed using Pearson correlation coefficients and structural equation modeling (SEM) via SPSS version 27 and AMOS version 24. Results: The indirect effects of competence, adaptive cognitive emotion regulation strategies, and maladaptive cognitive emotion regulation strategies on internet addiction via psychological distress were statistically significant (p < 0.01). Conversely, the indirect effects of autonomy and relatedness on internet addiction through psychological distress were not significant. Conclusion: The findings suggest that psychological distress mediates the impact of specific basic psychological needs (competence) and cognitive emotion regulation strategies on internet addiction. Interventions aimed at fulfilling students' psychological needs within family and school environments should consider the roles and characteristics of parents and teachers. Such targeted approaches may effectively reduce psychological distress and, consequently, mitigate internet addiction among adolescents.

Abstract Introduction: Domestic violence victimization is a severe public health issue that can lead to profound physical and psychological harm. This study investigated the relationships among rejection sensitivity, self-esteem, and domestic violence victimization, with a specific focus on the mediating role of self-silencing. Method: This study employed a descriptive-correlational design. The study population comprised married women with a history of domestic violence victimization who sought services at counseling and welfare centers in Bojnord, Iran, in 2024. A sample of 373 participants was selected via purposive sampling. Data were collected using validated questionnaires assessing domestic violence victimization, rejection sensitivity, self-esteem, and self-silencing. Data analysis was conducted using Pearson correlation coefficients and path analysis via SPSS version 27 and AMOS version 24. Results: The findings revealed that rejection sensitivity had no significant direct relationship with domestic violence victimization (p > 0.05). However, significant relationships were observed between self-esteem, self-silencing, and domestic violence victimization (p < 0.05). Furthermore, path analysis confirmed that self-silencing plays a complete mediating role in the relationship between rejection sensitivity and domestic violence victimization, and a partial mediating role in the relationship between self-esteem and domestic violence victimization (p < 0.05). Conclusion: The findings indicate that self-silencing serves as a crucial psychological mechanism underlying the relationships among rejection sensitivity, self-esteem, and domestic violence victimization. These results highlight the importance of addressing internal psychological processes, such as self-silencing, in both understanding the dynamics of domestic violence and designing effective preventive and therapeutic interventions for married women.

Abstract Introduction: This study aimed to investigate the mediating roles of cognitive emotion regulation and mindfulness in the relationship between childhood trauma and smartphone addiction among university students. Method: This study employed a descriptive-correlational design. The study population comprised all university students in Tehran, Iran, during the 2023–2024 academic year. A convenience sample of 430 students was selected. Participants completed an online survey comprising the Childhood Trauma Questionnaire (Bernstein et al., 2003), the Smartphone Addiction Scale (Kwon et al., 2013), the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2001), and the Five Facet Mindfulness Questionnaire (Baer et al., 2006). Data were analyzed using structural equation modeling (SEM) via SPSS version 26 and AMOS version 24. Results: Childhood trauma had a significant, direct, positive effect on smartphone addiction (β = 0.196, p < 0.001). Maladaptive cognitive emotion regulation strategies significantly mediated the relationship between childhood trauma and smartphone addiction (β = 0.095, p < 0.001), whereas the mediating effect of adaptive strategies was not significant. Additionally, mindfulness significantly mediated the relationship between childhood trauma and smartphone addiction (β = -0.001, p < 0.001). Conclusion: Maladaptive cognitive emotion regulation strategies and mindfulness serve as crucial mechanisms linking childhood trauma to smartphone addiction. Identifying these underlying psychological processes provides valuable insights for developing targeted prevention and clinical interventions to mitigate smartphone addiction among trauma-exposed students.

Abstract Introduction: The present study aimed to compare social well-being, family crisis-oriented personal evaluation, and cognitive flexibility between mothers of children with learning disabilities (LD) and mothers of typically developing (TD) children. Methods: This cross-sectional comparative study included a sample of 120 mothers recruited via convenience sampling from the Baran and Sahel Learning Disability Centers in Hamadan, Iran, during the 2023–2024 academic year. The sample comprised two equal groups: 60 mothers of children with LD and 60 mothers of TD children. Participants completed the Family Crisis-Oriented Personal Evaluation Scale (F-COPES; Olson et al., 1981), the Social Well-Being Scale (Keyes, 1998), and the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010). Data were analyzed using a multivariate analysis of variance (MANOVA). Results: Results indicated significant differences between the two groups across all dependent variables. Specifically, mothers of children with LD reported significantly lower levels of social well-being, family crisis-oriented personal evaluation, and cognitive flexibility than mothers of TD children. Conclusions: These findings suggest that mothers of children with learning disabilities experience diminished social well-being and cognitive flexibility, and face greater vulnerability when managing family crises. This study highlights the urgent need for comprehensive psychosocial interventions to support the mental health of these mothers. Future research should evaluate the effectiveness of integrated psychological support and coping skills training programs aimed at improving psychological outcomes for mothers of children with learning disabilities across diverse sociocultural contexts.

Abstract Introduction: Social intelligence is essential for students' academic success and psychological growth; however, the mediating role of cognitive flexibility in the relationships between self-esteem, spiritual intelligence, and social intelligence has been understudied. The present study aimed to address this gap by examining these relationships, with cognitive flexibility as a mediator. Method: This cross-sectional, correlational study examined the direct and indirect relationships among the variables using structural equation modeling (SEM). The statistical population comprised all 723 male upper secondary school students in Maragheh, Iran, during the 2024–2025 academic year. A sample of 256 participants was determined using Soper’s a priori sample size calculator for structural equation models and selected via simple random sampling. Data were collected using the Tromsø Social Intelligence Scale (Silvera et al., 2001), the Self-Esteem Scale (Crocker et al., 2003), the Spiritual Intelligence Scale (King, 2008), and the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010). Data were analyzed using SPSS version 26 and AMOS version 24. Results: The proposed model demonstrated good fit to the data (CFI > 0.90, RMSEA < 0.08, SRMR < 0.08). Self-esteem (β = 0.182), spiritual intelligence (β = 0.293), and cognitive flexibility (β = 0.213) had significant, positive direct effects on social intelligence (p < 0.01). Furthermore, cognitive flexibility significantly mediated the indirect effects of self-esteem (0.028) and spiritual intelligence (0.070) on social intelligence (p < 0.01). Conclusion: The findings indicate that enhancing self-esteem, spiritual intelligence, and cognitive flexibility can directly and indirectly improve students' social intelligence, thereby facilitating better communication skills, social interactions, and school adjustment. Accordingly, school-based educational programs designed to boost self-esteem, cultivate spiritual intelligence, and strengthen cognitive flexibility are recommended to promote students' mental health and academic success.

Abstract Introduction: Cyberbullying poses a significant psychosocial threat to adolescents, with widespread consequences for their mental health and aggressive behaviors. The present study aimed to examine the structural relationships among parental autonomy support, school violence, and cyberbullying perceptions, specifically investigating the mediating role of basic psychological need satisfaction. Method: This descriptive-correlational study was conducted among male high school students in Ardabil, Iran, during the 2023–2024 academic year (N = 13,000). A convenience sample of 180 students completed validated measures assessing cyberbullying perception, basic psychological need satisfaction, parental autonomy support, and school violence. The proposed structural model was evaluated using structural equation modeling (SEM) via SPSS version 25 and SmartPLS 3. Results: The structural model demonstrated an adequate overall fit based on goodness-of-fit indices. SEM results indicated that parental autonomy support significantly predicted both cyberbullying perceptions (β = –0.27, p < 0.001) and basic psychological need satisfaction (β = 0.28, p < 0.001). In turn, basic psychological need satisfaction significantly predicted cyberbullying perceptions (β = –0.50, p < 0.001). Similarly, school violence significantly predicted both cyberbullying perceptions (β = 0.38, p < 0.001) and basic psychological need satisfaction (β = –0.64, p < 0.001). Furthermore, basic psychological need satisfaction significantly mediated the relationships between parental autonomy support and cyberbullying perceptions (indirect effect: β = –0.14, p < 0.001), as well as between school violence and cyberbullying perceptions (indirect effect: β = 0.32, p < 0.001). Conclusion: These findings underscore the necessity of designing educational interventions that enhance parental autonomy support, mitigate school violence, and fulfill adolescents’ basic psychological needs in order to prevent and reduce cyberbullying.

Abstract Introduction: Female-headed households in underprivileged areas, due to economic and psychological hardships, are more vulnerable to emotional divorce and marital conflicts than others. The present study aimed to examine the direct and indirect effects of matrimonial expectations and differentiation on interpersonal sensitivity, with emotional divorce playing a mediating role, among women supported by the Imam Khomeini Relief Foundation in Yasuj. Method: This applied research employed a descriptive-correlational design and structural equation modeling. Using convenience sampling, 200 women supported by the Yasuj branch of the Imam Khomeini Relief Foundation were selected during the years 2023–2024. Data were analyzed using correlation methods, path analysis, and the Sobel test. The instruments used in this study included the Interpersonal Sensitivity Measure (Boyce & Parker, 1989), the Marital Expectations Questionnaire (Omidvar et al., 2009), Differentiation of Self Inventory (Skowron & Friedlander, 1998), and the Emotional Divorce Questionnaire (Gottman & Silver, 1994). Results: The path analysis results indicated that marital expectations and differentiation had both significant direct and indirect effects on the interpersonal sensitivity of women supported by the Imam Khomeini Relief Foundation in Yasuj. Moreover, emotional divorce significantly mediated the relationship between marital expectations and interpersonal sensitivity (indirect effect = 0.061, total effect = 0.243, p < 0.05). Emotional divorce also mediated the relationship between differentiation and interpersonal sensitivity (indirect effect = 0.065, total effect = 0.400), and this mediation was confirmed by a Sobel test statistic of 2.016 (p < 0.05). Conclusion: Therefore, enhancing differentiation and moderating marital expectations can improve interpersonal sensitivity among female-headed households by reducing emotional divorce. The quality of marital relationships results from the interplay of individual, interpersonal, and systemic factors, and psychological interventions should adopt an integrated approach.

Abstract Introduction: Weakness in prosocial skills, as well as interpersonal sensitivity, is a characteristic of adolescents with externalizing behavior problems. The Quantum Opportunities program is an intervention designed by the U.S. Department of Labor and the Ford Foundation to teach social skills and deal with behavior problems and can be effective in strengthening prosocial skills and reducing interpersonal sensitivity in adolescents with externalizing problems. The aim of the present study was to evaluate the effectiveness of the Quantum Opportunities program on prosocial skills and interpersonal sensitivity in adolescent girls in Isfahan. This study was a quasi-experimental study with a pre-test, post-test design with a follow-up period. Method: In the present study, using a convenience sampling method according to the inclusion criteria, 44 girls with symptoms of externalizing behavioral problems in Isfahan, aged 12 to 15 years, were selected and assigned to two experimental and control groups. Girls in the experimental group received the Quantum Opportunities program in eight 120-minute sessions (1 session per week). The control group did not receive any intervention. The research instruments included the Child Behavior Checklist (2001), Prosocial Personality Scale (penner, 2002), and Boyce and Parker Interpersonal Sensitivity Scale (1989). Data analysis was performed using repeated measures analysis of variance with SPSS version 24. Results: The results indicated that there was a significant difference between the pre-test scores and the post-test and follow-up scores in the experimental group in the subscales and total score of prosocial behavior, as well as in the subscales and total score of interpersonal sensitivity (P≤0.05). Conclusion: The results of the study show that the Quantum Opportunities Program can be used as an intervention to improve prosocial behavior and interpersonal sensitivity in adolescent girls with behavioral problems.

Abstract Introduction: The growing proportion of older adults across various societies underscores the urgent need to address the mental health of the aging population, with ensuring psychological well-being emerging as a major challenge. The present study aimed to develop a predictive model of the sense of coherence in older women based on psychological capital, perceived social support, and loneliness, examining the mediating role of ego strength. Method: This study employed a descriptive-correlational design utilizing structural equation modeling (SEM). The statistical population comprised older women attending urban health centers in Tehran during the first half of 2024. A convenience sample of 220 participants was selected. Data were collected using the Sense of Coherence Scale, the Psychological Capital Questionnaire, the Multidimensional Scale of Perceived Social Support, the UCLA Loneliness Scale, and the Ego Strength Scale. Data were analyzed using IBM SPSS Statistics (Version 24) and AMOS (Version 24). The bootstrapping method was utilized to examine the mediating role of ego strength. Results: Results indicated that the proposed structural model demonstrated an acceptable fit. The direct and indirect path coefficients between the sense of coherence and both perceived social support and psychological capital (mediated by ego strength) were positive and statistically significant (p < .05). Additionally, the relationship between the sense of coherence and loneliness was negative and statistically significant (p < .05). Conclusion: The sense of coherence is closely associated with an individual’s psychosocial resources. Accordingly, higher levels of psychological capital and perceived social support, stronger ego strength, and lower levels of loneliness contribute significantly to an enhanced sense of coherence in older women.

Abstract Introduction: Substance use disorder (SUD) is a complex phenomenon with wide-ranging consequences for mental health, family dynamics, and social functioning. This study aimed to model the emotional processing styles of individuals with a history of SUD relapse, examining the roles of attentional bias and perceived social support, with substance use craving serving as a mediating variable. Method: This descriptive-correlational study utilized structural equation modeling (SEM). The sample comprised 201 individuals with a history of SUD relapse recruited from treatment centers in Gilan Province, Iran, via simple random sampling between 2021 and 2022. Data were collected using the Substance Use Craving Questionnaire (Fadardi et al., 2008), the Attentional Bias Questionnaire (Shostrom, 1996), the Emotional Processing Style Questionnaire (Baker et al., 2010), and the Social Support Appraisals Questionnaire (Vaux et al., 1986). Data analyses were conducted using SPSS (Version 16) and LISREL (Version 8.80). Results: The results indicated that the proposed structural model demonstrated a good fit. Attentional bias and social support exhibited direct, positive effects on substance use craving, and craving, in turn, significantly influenced emotional processing styles. Additionally, social support demonstrated a moderating effect on the relationship between attentional bias and craving. Specifically, dysfunctional emotional processing styles (p < .01) and attentional bias (p < .05) had direct, significant effects on substance use craving. Conclusion: The findings highlight the pivotal role of craving in the relapse process. Maladaptive emotional processing styles and heightened attentional bias increase vulnerability to relapse. Conversely, robust social support serves as a protective factor and should be integrated as a core component of relapse prevention interventions.

Abstract Introduction: Psychological distress is a prevalent concern among mothers of school-aged children, influenced by a range of psychosocial and personality factors. The present study aimed to develop a structural model predicting psychological distress based on perceived family support, interpersonal communication, and openness to experience, with forgiveness serving as a mediating variable. Method: This descriptive-correlational study with applied objectives was conducted among mothers of school-aged children in Malard, Iran. A total of 345 participants were selected from schools across the city using cluster sampling. Data were collected using the Kessler Psychological Distress Scale (Kessler et al., 2002), the Heartland Forgiveness Scale (Thompson et al., 2005), the Quality of Relationships Inventory (Pierce et al., 1991), the NEO Personality Inventory–Revised (Costa & McCrae, 1992), and the Multidimensional Scale of Perceived Social Support (Zimet et al., 1988). Data were analyzed using structural equation modeling (SEM). Results: The findings indicated that the proposed structural model demonstrated an acceptable fit. The standardized path coefficients from perceived family support (β = .23), interpersonal communication (β = .38), and openness to experience (β = .21) to psychological distress were statistically significant (p < .01). Furthermore, forgiveness significantly mediated the relationships between each of these predictor variables and psychological distress (p < .01). Conclusion: Forgiveness plays a significant mediating role in the relationship between psychosocial resources, personality traits, and psychological distress. These findings suggest that fostering forgiveness may contribute to reduced psychological distress among mothers of school-aged children. Clinicians and counselors are encouraged to integrate forgiveness-based interventions into therapeutic and psychoeducational programs for this population.