https://sc.journals.pnu.ac.ir/ Social Cognition en daily 1 Tue, 21 Apr 2026 00:00:00 +0330 Tue, 21 Apr 2026 00:00:00 +0330 https://sc.journals.pnu.ac.ir/article_12894.html With the expansion of the internet and digital communication technologies, a new form of aggression cyberbullying has emerged as a salient behavioral challenge among adolescents. This study examined whether cyberbullying can be predicted by students’ responsibility and social cognition, and whether media literacy mediates these relationships among upper-secondary students. Using a cross-sectional, correlational design, a sample of 235 students from Komijan County, Iran (academic year 2023–2024) was selected via multistage cluster sampling. Measures included the Cyberbullying–Victimization Experiences Questionnaire (Antoniadou et al., 2016), the Student Responsibility Scale (Louis, 2001), the Social Cognition Questionnaire (Nejati et al., 2018), and the Youth Media Literacy Test (Ghorbani et al., 2016). Data were analyzed using structural equation modeling (SEM). Results indicated that both responsibility and social cognition significantly predicted cyberbullying (p <0.05). Media literacy also exerted a significant direct effect on cyberbullying (p <0.05). Mediation tests showed a significant indirect effect of social cognition on cyberbullying through media literacy (p < 0.05), whereas the indirect pathway from responsibility via media literacy was not significant (p >0.05). Overall, the findings highlight the joint importance of individual cognitive factors and media-related competencies in explaining cyberbullying. The results contribute to theoretical frameworks on adolescent online behavior and suggest that strengthening students’ media literacy alongside fostering social-cognitive skills may be pivotal for prevention and intervention efforts. https://sc.journals.pnu.ac.ir/article_12895.html This study aimed to develop a structural model of anxiety based on irrational beliefs  mediated by emotional intelligence and resilience in female junior high school students. Emotional intelligence, which refers to the ability to understand, evaluate, and manage one's own and others' emotions, and resilience, the capacity to adapt to stressors, are assumed to be the mediating variables. The research method was descriptive-correlational using structural equation modeling (SEM). The statistical population included Female junior high school students in Tehran's 8th district in the academic year 1402-1403, of which 353 students were selected as a sample using cluster random sampling. Data were collected using the Multidimensional Anxiety Scale for Children (MASC), the Child and Youth Resilience Measure (CYRM-28), the Jones’ Irrational Beliefs Test (IBT), and the Schutte’s Emotional Intelligence Scale (SSRI). ). Data analysis was performed using SPSS and AMOS software. The findings showed that the proposed model had a good fit after the modifications. Irrational beliefs had a significant direct effect on anxiety (β = 0.494, p < 0.001). However, emotional intelligence (β = −0.046, p > 0.05) and resilience (β = −0.005, p > 0.05) did not mediate the relationship between irrational beliefs and anxiety. These findings highlight the significant role of irrational beliefs in adolescent anxiety and emphasize the need for cognitive interventions. Although emotional intelligence and resilience did not mediate this relationship, their direct protective effects suggest  the potential for independent interventions. These results could be useful in designing counseling and educational programs to reduce anxiety in female students. https://sc.journals.pnu.ac.ir/article_13087.html 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. https://sc.journals.pnu.ac.ir/article_13088.html 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. https://sc.journals.pnu.ac.ir/article_13313.html The present study aimed to examine the effectiveness of cognitive-emotional regulation training on perceived social support, suicidal ideation, and feelings of loneliness among students diagnosed with Major Depressive Disorder (MDD). This semi-experimental research employed a pretest-posttest control group design. The sample comprised 30 students with MDD, divided into experimental and control groups, selected through convenience sampling from psychological counseling centers. The experimental group underwent eight sessions of cognitive-emotional regulation training based on Gratz and Gunderson’s protocol (2006). Instruments included the Perceived Social Support Questionnaire (Zimet et al., 1988), the UCLA Loneliness Scale (Russell), and Beck’s Suicide Ideation Questionnaire, which were utilized to measure the study variables. Data were analyzed using SPSS-27 software. Analysis of covariance (ANCOVA) revealed that cognitive-emotional regulation training had a significant effect on perceived social support, loneliness, and suicidal ideation among students with MDD. Notably, loneliness scores decreased significantly post-intervention (F=41.952, p<0.01, η²=0.646), as did suicidal ideation scores (F=114.906, p<0.01, η²=0.833). Furthermore, significant increases were observed in all subscales of perceived social support: family (F=182.590, p<0.01, η²=0.888), friends (F=112.928, p<0.01, η²=0.830), and others (F=49.797, p<0.01, η²=0.684). These findings suggest that cognitive-emotional regulation training positively and significantly improves perceived social support while reducing suicidal ideation and feelings of loneliness in students suffering from Major Depressive Disorder.