social Psychology
Ezzatollah Kordmirza Nikoozadeh; Mojgan Agahheris; Mahdieh Rahmanian
Abstract
This study aimed to examine the prediction of social skills based on childhood traumas and external locus of control in adolescents with social anxiety. The research method was descriptive-correlational. The statistical population included all male and female high school students in Tehran's 22 districts ...
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This study aimed to examine the prediction of social skills based on childhood traumas and external locus of control in adolescents with social anxiety. The research method was descriptive-correlational. The statistical population included all male and female high school students in Tehran's 22 districts during the academic year 2024–2025, from which 370 participants were selected using cluster random sampling. Data collection instruments included the Matson Evaluation of Social Skills (MESSY), the Childhood Trauma Questionnaire (CTQ), and the Locus of Control Questionnaire (LCQ). Data analysis was performed using SPSS software version 26 and regression analysis. Findings indicated a significant negative relationship between childhood traumas, external locus of control, and social skills. Multiple regression analysis revealed that subcomponents of sexual abuse, physical abuse, emotional abuse, emotional neglect, physical neglect, and external locus of control accounted for 17.9% of the variance in social skills. The final regression equation showed that reducing each of these variables leads to a significant increase in social skills. The results highlighted the importance of addressing childhood traumas and external locus of control in mitigating social skills deficits among adolescents. These findings could guide psychological interventions aimed at enhancing social skills and reducing the impact of traumas and external locus of control in adolescents. Future studies are recommended to include broader sampling and longitudinal designs to further investigate the effects of these variables.
Zahra Sedighi; Farzaneh Mikaeeli; ali issazadegan
Volume 7, Issue 1 , August 2018, , Pages 105-120
Abstract
Introduction: This research focused on effects of training social skills using Bendura’s observational learning model on improving theory of mind of preschool children in Urmia. Method: Current research which is semi-experimental, was conducted in a pretest-aftertest kind of studies with a control ...
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Introduction: This research focused on effects of training social skills using Bendura’s observational learning model on improving theory of mind of preschool children in Urmia. Method: Current research which is semi-experimental, was conducted in a pretest-aftertest kind of studies with a control group.40 children were chosen considering availability and randomly seperated into test and control groups. To evaluate variables in this research, Elliott and Grsham’s social skills calibration gauge for preschool children (ssrs) and Stimman and Morris' 38-item questionnaire about theory of mind were used as tools to get information about pretest and aftertest.Children in test group were trained social skills during 15 sessions using Bendura’s observational learning model.We examined the data produced by tests using covariance analysis and independent T experiment. Conclusion: Findings suggest that training social skills using Bendura’s observational learning model significantly improves these skills andtheory of mind ability in children. Results: Therefore, results of current research imply that through theory of mind development, training involvements can prevent from children’s several cognitive and behavioral abnormalities; so it’s suggested that training social skills will be included in policies of Education Organization and clinical centers.
Leila Kashani-Vahid; Gholam Ali Afroz; Mohsen Shokohi Yekta; Kamal Khrazi; Bagher Ghobari Bonab
Volume 5, Issue 2 , November 2016, , Pages 9-25
Abstract
Improving interpersonal problem solving skills in gifted students would facilitate their confrontation with everyday conflict situations. Due to the necessity of these skills in the lives of the gifted students, a creative interpersonal problem solving training program was developed, and its effectiveness ...
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Improving interpersonal problem solving skills in gifted students would facilitate their confrontation with everyday conflict situations. Due to the necessity of these skills in the lives of the gifted students, a creative interpersonal problem solving training program was developed, and its effectiveness on social skills of the elementary gifted students was evaluated. The design of the study was semi-experimental with pretest-posttest and control group. Among 5 different 4th grade classes in an all-girl school in north Tehran, two were randomly selected and assigned as experimental and control groups. The students in these two classes were screened by the Raven Progressive Matrix of Intelligence (1938) and the Tehran Stanford-Binet test of intelligence (Afrooz & Hooman, 1996). The experiment group participated in the interpersonal creative problem solving program, and the control group did not receive any treatment. Teacher form of Social Skills Rating Scale (Gresham and Elliott, 1990) was used to measure their social skills. The obtained data were analyzed using repeated measures analysis of the variance showed significant differences (p
abbas gholtaj; abdol mohammad taheri; fatemeh marahel
Volume 3, Issue 2 , January 2015, , Pages 95-108
Abstract
Introduction: The aim of this research was to study and compare the components of educational democracy in non-profit and public schools and its relationship with critical thinking and social skills of students in middle schools of Gachsaran city. Method: The research method was descriptive and comparative. ...
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Introduction: The aim of this research was to study and compare the components of educational democracy in non-profit and public schools and its relationship with critical thinking and social skills of students in middle schools of Gachsaran city. Method: The research method was descriptive and comparative. The statistical population included all students and teachers of female guidance schools in 2011-12. There were 75 and 160 teachers in non-profit and public schools, respectively. The second population included female students of guidance schools in 2011-12 who were 320 and 820 in non-profit and public schools, respectively. The method of sampling was randomized clustering. From each type of school 2 were selected randomly. An author-made questionnaire for components of educational democracy whose reliability was confirmed by 5 professors was used. The second questionnaire was Critical Thinking Tendency of Rikth whose reliability was obtained as 0.79 using Cronbach's Alpha. The third questionnaire was Social Skills Questionnaire of Inderbitsen whose reliability was obtained as 0.86 using Cronbach's Alpha. The obtained data from questionnaires were analyzed using descriptive statistics (computation of frequency, frequency percentage, cumulative percentage, mean, and standard deviation) and comprehensive statistics (T- test for independent groups). Results: The obtained results suggested that there is a significant difference between public and non-profit schools for components of educational democracy meaning, so that non-profit schools have better status. Also, there was a significant difference between critical thinking and social skills of female students of public and non-profit schools. Conclusions: The scores of non-profit students were better in both cases.
Taiebeh Yeganeh; Abbas Ali Hosseinkhanzadeh; Mohammad Reza Zarbakhsh
Volume 3, Issue 1 , July 2014, , Pages 57-72
Abstract
Introduction: As one of the serious problems in students with ADHD disorder is insufficiency in social skills, the current study aimed at studying the Effectiveness of social skill training via cognitive-behavioral approach on Reducing Symptoms of ADHD disorder in students. Method: The method was experimental ...
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Introduction: As one of the serious problems in students with ADHD disorder is insufficiency in social skills, the current study aimed at studying the Effectiveness of social skill training via cognitive-behavioral approach on Reducing Symptoms of ADHD disorder in students. Method: The method was experimental and the research design was pre-test, post-test with control group and two months follow-up. The statistic population included all female elementary students of 5th and 6th grades with ADHD disorder in Langrood city in 2012-13 educational year. The subjects, 30 students, were selected via random multilevel clustering as samples and were divided into two experimental and control groups. Walker Social Skills Curriculum was presented in 17 sessions during two months for members of the experimental group. Results: The results of repeated measures Ancova showed that there is a significant difference between the rate of symptoms of ADHD disorder during post-test and follow-up. Conclusion: Based on the results of current research and similar ones, it is expected that social skills training programs be considered as a complement aspect to schools curriculums.
