social Psychology
atefeh heyrat; kamran sheivandi; nazanin mohammadi
Abstract
The present research was conducted with the aim of investigating the psychometric properties of the social presence questionnaire of students in a virtual way. The statistical population included all the students of Isfahan University in the academic year of 1400-1399 (16500). Based on the Cochran formula, ...
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The present research was conducted with the aim of investigating the psychometric properties of the social presence questionnaire of students in a virtual way. The statistical population included all the students of Isfahan University in the academic year of 1400-1399 (16500). Based on the Cochran formula, a sample of 367 people was selected based on a multi-stage random method. The data collection tool included Yen and Tu's social presence questionnaire (2008). Pearson correlation and confirmatory factor analysis were used for data analysisThe reliability of the questionnaire was confirmed based on Cronbach's alpha for the overall scale and its dimensions. The confirmatory validity of the questionnaire was confirmed based on the opinion of psychological experts. According to the confirmatory factor analysis, the items of the social presence questionnaire had an appropriate and meaningful factor load, and the social presence consists of four factors of social context, privacy, interaction and online communication. The fit indices showed that the measurement model of the social presence questionnaire has a good fit. The social presence questionnaire by measuring the four dimensions of social context, privacy, interaction and online communication is a valid tool to determine the extent to which people have this empowering feature, and for this reason, it can easily be used by researchers and professionals in the field of psychology and social sciences.
Psychology
reyhane sheykhan; mohadese noori
Abstract
the purpose of this study was to investigate the effectiveness of acceptance and commitment therapy on academic procrastination, self-disability and cognitive flexibility in students addicted to social networks. The current research was a semi-experimental study of pre-test-post-test type with a control ...
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the purpose of this study was to investigate the effectiveness of acceptance and commitment therapy on academic procrastination, self-disability and cognitive flexibility in students addicted to social networks. The current research was a semi-experimental study of pre-test-post-test type with a control group. The statistical population in this research was all secondary school students in the city of Arak in the academic year 1401-1402, of which 30 were selected by available sampling method (students with a score higher than the cut-off level of 50 in the Internet Addiction Questionnaire). mobile-based social networks) were selected as samples. The participants were divided into two experimental and control groups by random assignment, and the experimental group received 8 treatment sessions. As a pre-test and post-test, the participants answered the academic procrastination questionnaire of Solomon and Rothblom (1984), the self-handicapping questionnaire of Jones and Rodolt (1982) and the cognitive flexibility questionnaire of Dennis and Vanderwaal (2010). The results showed that treatment based on acceptance and commitment reduces academic procrastination, self-disability and improves cognitive flexibility in students addicted to social networks (p<0.01). Treatment based on acceptance and commitment can be one of the intervention programs of school counseling centers in order to reduce procrastination and other variables involved in the target groups.
Educational Psychology
Marziye Eskandaripour; Javad Mesrabadi; Masoud Baghbani
Abstract
This research was conducted with the aim of quantitatively combining researches in the field of relationship between social growth indicators and academic achievement using meta-analysis method. Also, determining the role of variables such as types of social growth indicators, dependent variable, place ...
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This research was conducted with the aim of quantitatively combining researches in the field of relationship between social growth indicators and academic achievement using meta-analysis method. Also, determining the role of variables such as types of social growth indicators, dependent variable, place of research, the gender and age of subjects on this relationship was another goal of this meta-analysis. According to the entry criteria, 42 primary studies were analyzed. After removing an outlier effect size based on the results of the funnel plot, the summery effect size between these two variables was equal to 0.33. Also, heterogeneity analysis showed the possible role of moderating variables on the relationship between these two constructs. Social capital and social support had a larger effect size than other indicators in the relationship between social growth indicators on academic achievement. In relation to the dependent variable, using the GPA of literature and math courses as the dependent variable had a greater effect than using the overall academic GPA as the dependent variable. It was also found that the effect size of research implementation in school is not much different from research implementation in university. In relation to gender, it was also found that the effect size of the relationship between social growth indicators and academic achievement is slightly higher in men than in women. Also, the effect sizes of the relationship between the two mentioned variables increase with the age of the examinees.
social Psychology
Javid Takjoo; Iraj Shakerinia; Seyed vali ollah Mousavi; Sajjad Rezaei
Abstract
Introduction: Dishonesty is a pervasive behavior that occurs in various contexts. Therefore, the purpose of this research is to measure the rate and motivations of dishonesty in aggregate and compare it in both genders.Method: The current research conducted using one-shot study design. The statistical ...
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Introduction: Dishonesty is a pervasive behavior that occurs in various contexts. Therefore, the purpose of this research is to measure the rate and motivations of dishonesty in aggregate and compare it in both genders.Method: The current research conducted using one-shot study design. The statistical population consists of all undergraduate students of University of Guilan. The present study includes 189 students who were selected by purposeful sampling and based on the inclusion and exclusion criteria and were divided into two groups: men (92 people) and women (97 people). The Dice-rolling method was used to measure the rate and motivations of dishonesty. The resulting data were analyzed by binomial test. The Independent t test and the Chi-square test of independence was used to compare the rate and motivations of dishonesty in both genders respectively.Finding: The results indicate that a significant proportion of men (z=4.78, df=91, p< 0.001), women (z=1.71, df=96, p<0.05), and the total participants (z=4.66, df=188, p<0.001) engaged in dishonest behavior with economical motivation. The honest-image motivation was observed in men (z =1.15, df=91, p<0.045), while a conservative approach to dishonest behavior was observed in women (z=1.71, df=96, p<0.05). Furthermore, no significant difference was found between men and women in the rate of dishonest behavior (t=1.15,df=187, p<0.175) or in the economical motivation (χ²=2.805, df=1, p<0.093). Conclusion: Based on the findings, maximizing personal gain is a motivator for dishonest behavior. Additionally, maintaining an honest self-image is more prominent in men, while a conservative approach is more evident in women
Cognitive psycholog
Samila Arzeroomchilar; Zohreh Rafezi
Abstract
Introduction: The aim of the current research is to answer the question whether functions related to emotion such as risky decision-making and theory of mind change in all people under the influence of sadness and happiness induction, or according to different levels of emotional processing. People react ...
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Introduction: The aim of the current research is to answer the question whether functions related to emotion such as risky decision-making and theory of mind change in all people under the influence of sadness and happiness induction, or according to different levels of emotional processing. People react differently after experiencing these emotions. Method: In order to investigate this question, 60 volunteers, in the age range of 18-40 years old, were included using available sampling method. After evaluating the mood with the Beck Depression Questionnaire and measuring emotional processing by the Baker scale, they were randomly placed in one of the groups of induction of happiness, induction of sadness and control. In order to induce emotional states, the methods of playing short films and mental imagery were used. Then the Iowa software test and the eye reading mind test were performed. Findings: The results obtained using univariate analysis of variance (ANOVA) showed that in this research, the induction of none of the emotions of happiness and sadness had no significant effect on the amount of theory of mind and risky decision making of participants with different levels of emotional processing. Conclusion: From these findings, it can be concluded that being exposed to emotions of happiness and sadness with moderate to relatively high intensity in the short term (less than an hour), cannot significantly alter the level of functions of theory of mind and risky decision making in the direction of improvement or dysfunction in individuals with different emotional processing levels.
Educational Psychology
Mahtab Beiranvand; Molouk Khademi Ashkezari; Zahra Naghsh
Abstract
Social adaptation of students is a key process for their academic success and psychological well-being. The present study aimed to identify the mediating role of emotional regulation in the relationship between psychological flexibility and social adaptation of students. The sample consisted of 382 undergraduate ...
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Social adaptation of students is a key process for their academic success and psychological well-being. The present study aimed to identify the mediating role of emotional regulation in the relationship between psychological flexibility and social adaptation of students. The sample consisted of 382 undergraduate students from universities in Khorramabad (215 females and 167 males), selected through cluster sampling. To collect data, students responded to three scales: Cognitive Emotion Regulation (Garnefski & Kraaij, 2006), Psychological Flexibility (Dennis & Vander Wal, 2010), and Social Adaptation (Bell, 1961), with reliability coefficients of 0.93, 0.81, and 0.83, respectively, based on Cronbach's alpha. This research is descriptive-correlational and applied in nature, utilizing Structural Equation Modeling (SEM) to assess model fit. The findings indicated that psychological flexibility (β = 0.265) and emotional regulation (β = 0.841) had a direct and significant effect on social adaptation; additionally, the direct effect of psychological flexibility on emotional regulation (β = 0.962) was significant (p<0.01). Furthermore, emotional regulation played a mediating role in the relationship between psychological flexibility and social adaptation in students (β = 0.545) (p<0.01). Based on the findings, it is recommended that educational policymakers develop mechanisms to enhance emotional regulation and psychological flexibility, thereby fostering greater social adaptation among students in our society.
Clinical Psychology
Zahra Bibak; Ali Pouladi; MOLOUD keykhosrovani
Abstract
As a psychologist and researcher in the field of psychological interventions, this study aimed to investigate the effectiveness of combining Dialectical Behavior Therapy (DBT) and Time Perspective-Based Therapy (TPT) on the resilience of male high school students in Bushehr city. In this research, 90 ...
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As a psychologist and researcher in the field of psychological interventions, this study aimed to investigate the effectiveness of combining Dialectical Behavior Therapy (DBT) and Time Perspective-Based Therapy (TPT) on the resilience of male high school students in Bushehr city. In this research, 90 male students were divided into three groups: the DBT group (N=30), the TPT group (N=30), and the combined treatment group (N=30), alongside a control group with no intervention. A resilience assessment tool was administered during pre-test and post-test phases to evaluate changes in resilience levels. The findings revealed that the combined treatment group demonstrated significantly higher resilience compared to the single-intervention groups and the control group, indicating the synergistic effect of this approach in simultaneously enhancing emotional regulation skills and fostering a positive orientation toward the future. These results confirmed the superiority of combined interventions over standalone approaches and no-intervention conditions. This study highlights the potential of integrating psychological therapies to enhance resilience in male students and suggests that such strategies can be implemented in educational and clinical programs to support the mental health of this population.
