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.