Psychology
Seyedeh Zahra Hosseini chaleshtari; Ghasem Ghojavand; Jafar Talebian sharif
Abstract
This study aimed to predict video game addiction based on the variables of self-confidence and social exclusion among adolescent girls in Mashhad. The research employed a descriptive-correlational design with an applied purpose. The statistical population comprised all female high school students aged ...
Read More
This study aimed to predict video game addiction based on the variables of self-confidence and social exclusion among adolescent girls in Mashhad. The research employed a descriptive-correlational design with an applied purpose. The statistical population comprised all female high school students aged 16-18 in Mashhad during the 2024-2025 academic year. A sample of 310 participants was selected through cluster sampling. Data collection instruments included Wang and Chang’s (2022) Video Game Addiction Questionnaire, Moradi et al.’s (2024) Self-confidence Questionnaire, Hof and Roman’s (2011) Social Exclusion Questionnaire. Data analysis was performed using SPSS version 26. Descriptive statistics (mean, standard deviation, skewness, and kurtosis) were calculated, while inferential analysis employed stepwise linear regression and Pearson’s correlation coefficient. The results revealed Social exclusion alone accounted for 37 percent of the variance in video game addiction (R²=0.37), A significant positive correlation was found between video game addiction and both self-confidence and social exclusion. Together, these variables predicted 43percent of video game addiction variance (R²=0.43, F=118.781, p<0.001). Video game addiction was significantly predictable based on self-confidence and social exclusion measures. The results demonstrate that both self-confidence and social exclusion serve as crucial predictive factors for video game addiction among adolescent girls. These findings suggest that School counselors and adolescent psychologists should prioritize these variables when addressing video game addiction cases, Intervention programs should focus on enhancing self-confidence while reducing social exclusion experiences, Preventive strategies need to incorporate both psychological and social dimensions.
social Psychology
Mona Farkhondehfal; Pegah Nejat
Abstract
Introduction: This study aimed to examine the effect of social exclusion on state self-esteem at both implicit and explicit levels and the moderating role of trait implicit and explicit self-esteem in this relation. Method: It was an experimental study with one between-subjects factor (acceptance, rejection). ...
Read More
Introduction: This study aimed to examine the effect of social exclusion on state self-esteem at both implicit and explicit levels and the moderating role of trait implicit and explicit self-esteem in this relation. Method: It was an experimental study with one between-subjects factor (acceptance, rejection). Participants were 110 individuals (80% women) with a mean age of 27.4 years who participated in this study voluntarily and online in fall 1400. They first responded to measures of explicit and implicit trait self-esteem then received the social exclusion manipulation by "writing about previous experience" and finally responded to measures of explicit and implicit state self-esteem. Rosenberg self-esteem scale (Rosenberg, 1965) and single-item self-esteem scale (Donnellan et al., 2015) were used to measure explicit self-esteem. Implicit Association Test (Greenwald & Farnham, 2000) and Name-Letter Test (Kitayama & Karasawa, 1997) were used to assess implicit self-esteem. Results: Consistent with sociometer theory, implicit state self-esteem was lower in response to the rejection condition compared to the acceptance condition. In contrast, explicit state self-esteem was not different between the acceptance and rejection conditions. One possible explanation for this finding is the activation of conscious defense mechanisms to protect self-esteem in response to the experience of social rejection. The effect of social exclusion on implicit state self-esteem was not moderated with either explicit or implicit trait self-esteem. whereas the effect of social exclusion on explicit state self-esteem was moderated with both explicit and implicit trait self-esteem. Conclusion: The effect of social exclusion on explicit state self-esteem was moderated such that explicit state self-esteem of participants with either high implicit or low explicit trait self-esteem was less vulnerable to the experience of social exclusion. Differences of explicit and implicit state self-esteem in response to social exclusion in different levels of explicit and implicit trait self-esteem need further investigation.
Marzieh Mortezazadeh; Zohreh Rafezi; Hossein Eskandari
Abstract
Objective: Cognitive flexibility is one of the basic components of executive functions that not only improves the quality of social relations and adaptation of individuals but also affects the quality of social relations (rejection, acceptance). However, how the quality of social relations affect Cognitive ...
Read More
Objective: Cognitive flexibility is one of the basic components of executive functions that not only improves the quality of social relations and adaptation of individuals but also affects the quality of social relations (rejection, acceptance). However, how the quality of social relations affect Cognitive flexibility is not clear, therefor the present study was conducted to compare the effect of social exclusion with social acceptance on cognitive flexibility. Method: The method of this research was quasi-experimental with pre-test and post-test with control group. The statistical population of this study was all adults with a mean age of 25.74 and undergraduate education, from which 60 people who met the inclusion criteria were selected and randomly divided into three groups of social acceptance, social exclusion and control. First, the subjects answered the Wisconsin test (Shahgholian et al., 2011); Then, by playing the virtual ball tossing game (Williams, Chang, Choi, 2000), social exclusion and social acceptance were induced in the two experimental groups. Then, to evaluate the effect of experimental induction, the experimental groups answered the basic needs threat scale of Williams (2001) and the positive and negative Affect scale of Watson, Clark and Tellegen (1988). Finally, the Wisconsin test was performed again in three groups. Research data were analyzed using one-way analysis of variance, multivariate analysis of covariance and Bonferroni post hoc test. Results: Findings of this study showed that social exclusion reduces cognitive flexibility in individuals (P = 0.01) and social acceptance enhances cognitive flexibility (p = 0.01). Conclusion: Considering the negative effect of social exclusion on cognitive flexibility and the importance of this component in high-level cognitive functions, it is necessary to pay attention to improving the quality of individuals' social relations in order to promote cognitive flexibility.
