SOCIAL PSYCHOLOGY RESEARCH
Year:2020 | Volume:10 | Issue:37|Papers Count:8

Introduction: Human life is composed of a set of positive and negative beliefs that play a vital role in the advancement of life. Thus, the purpose of this study was to predict social wellbeing and social trust through belief in a just world. Method: The present study was a descriptive-analytic study of correlation type. The population of the study was the people referring to counseling clinics in Tehran. The sample consisted of 100 people who were selected randomly. To collect data, questionnaires were used to question the beliefs of the just world: Satun & Douglas (2005), Keys social welfare (1998), and social trust of Safarinia and Sharif (1392). Data were analyzed by correlation and regression analysis using SPSS23 software. . Results: The results showed a positive and significant relationship between belief in just world and social wellbeing (r =0. 46, p<0. 01). But there is no significant correlation between belief in justly world and social trust. Moreover, the results showed that belief in just world explained 27 percent of social wellbeing changes. Conclusion: Using the results we can conclude People's beliefs about the world can be effective in providing their health and wellbeing.

Introduction: The present study sought to investigate the effect of schema therapy on improving social adjustment and psychological capital in transsexual persons. Method: This was a semi-experimental study with pre-test and post-test of the control and experimental groups. The statistical population of this study was the transsexual persons (boy to girl) in Tehran; Available through sampling 40 people who visited the District 3 clinics and poly clinics for gender changing operation or in Student Park located in the district 11 of Tehran, voluntarily completed the questionnaire on social adjustment and psychological capital and then they were randomly assigned to the test and control group. The experimental group was subjected to schema therapy for 12 sessions, then responded to the questionnaires in both groups in the post-test. Data were analyzed using multivariate covariance analysis (MANCOVA) with repeated measurements. Results: The results showed that schema therapy improved social adjustment and psychological capital (sig= 0. 000) in the experimental group and the post-test phase; Also, the comparison of the mean scores of pre-test-post-test of social adjustment and psychological capital showed a significant difference. Counclusion: Regarding the fact that schema therapy can improve social adjustment and psychological capital in transsexuals, it is better to use this treatment method in their treatment plans.

Introduction: The purpose of this study was to investigate the mediating role of parent-child relationship and relationships with peers in the relationship between family leisure and social development in secondary school students in the second grade of the academic year of 2018-19. Method: The research design was descriptive and correlational. The study population consisted of all male students in Zabol city of 300 individuals randomly selected by multistage cluster sampling. The research tools included Family Leisure Questionnaire (Zbarski, 2000), Social Development (Ellis Whitman, 1990), Parent-Child Relations (Barnes & Olsen, 1982), and Relationships with Peers (Hudson, 1997). Rusalts: The findings of this study showed that there is a meaningful relationship between Family Leisure and Relationships with Peers (β =0/2, P<0/001), Family Leisure and Parent-Child Relations (β =0/24, P<0/001), Parent-Child Relations and Social development (β =0/32, P<0/001), Relationships with Peers and Social development (β =0/33, P<0/001). parent-child relationship variables and relationships with peers played an intermediate role in the relationship between family leisure and social development (β =0/17, P<0/002). Conclusion: So the result is Active participation of family members in leisure activities by raising the quality of communication with peers and communicating with parents, it can promote higher social development in students.

Introduction: The purpose of this study was to examine the effectiveness of group training of transactional analysis on distress tolerance and social problem solving of delinquent adolescents. Methods: The study was quasi-experimental with a pretest-posttest and control group and follow-up period. The statistical population consisted of delinquent male adolescents who were resident in Ahwaz's correction and rehabilitation center. Participants included 30 people who were selected by purposeful sampling method. They were randomly assigned to experimental and control groups and respond to the Distress Tolerance Scale (Simons & Gaher, 2005) and the Social Problem Solving Inventory-Short Form (D’ Zurilla et al., 2002). The experimental group received 10 90-minute sessions of transactional analysis sessions. After therapeutic interventions and two months later, both groups were evaluated with the research questionnaires. Data were analyzed using analysis of variance with repeated measures. Results: The results showed that group training of transactional analysis has a significant effect on increased distress tolerance (p< 0. 01) and constructive social problem solving (p< 0. 05) and reduced unconstructive social problem solving (p< 0. 01) of delinquent adolescents. Conclusion: The findings suggested the effectiveness of group training of transactional analysis on increased distress tolerance and improved social problem-solving in delinquent adolescents.

Introduction: Despite the effects of inconstant and situational variables on aggression, relative constancy of aggression across life span was confirmed in some studies. The present study aimed to predict the university student’ s aggression according to intelligence, temperament dimensions and attachment styles as constant individual variables. Method: The population of the study was Salman Farsi University of Kazerun’ s students, that 266 of them were selected by convenience sampling. For gathering data Buss-Perry Aggression questionnaire (Buss & Perry, 1992), Temperament and Character inventory (Cloninger, et al., 1994), Adult attachment Inventory (Besharat, 2011), The Cultural Fair Intelligence Test III (Cattel, 1957) and Marlowe-Crown Social desirability scale (Crown and Marlowe, 1960) were used. After controlling the effect of social desirability by partial correlation method, the variables with significant relationships to general aggression were considered for regression analysis with a stepwise method to predict the aggression. Results: Correlation coefficients indicated that aggression positively correlated to avoidant and ambivalent attachment, novel seeking, harm avoidance, and persistence. Besides according to the output of the regression avoidant and ambivalent attachment, harm-avoidance besides social desirability could predict 47% of aggression, although 16% of it was pertinent to social desirably responding. Conclusions: It can be concluded that among normal university students, the weight of constant individual variables to predict aggression is not so much, and perhaps the other residual variance of aggression could be explained by situational or more acquired variables. Considerable to the little role of long-term personality variables, the expectation of modifiability and treatment of student’ s aggression by intervention would be increased.

Introduction: The purpose of this study was to investigate the role of parenting styles in predicting the social development of preschool children 5 and 6 years old. The Early childhood development and equality of opportunity is a window of opportunity for health promotion, Therefore, the quality of care during this period plays a major role in the health of the child's development and development. Method: This research is a correlational study. The statistical population of this study includes all parents and preschool children of kindergartens in Tehran-Rey and Shemiranat. It has 618 active kindergartens. The sample consisted of 236 children and their parents by cluster random sampling. The subjects completed the Baumrind parenting styles questionnaire(1973) and Wildland Social Development Questionnaire (Edgar 1965). Data were analyzed by SPSS software using the Pearson correlation coefficient and regression of research hypotheses. Results: The results showed that the observed correlation coefficient was correlated between social development and parenting styles. Statistical analysis of data showed that the correlation coefficient between empowering and authoritative parenting styles with social development was positive and significant at the significant level p> 0. 05. But there is no significant correlation between the authoritarian parenting style and social growth at a 95% confidence level. Multivariate regression results indicated that the authoritative parenting style at the significant level of the test (0. 000) is the best variable to predict children's social development. Conclusion: According to findings can be concluded: when your parents about their child's educational methods are consistent, And show behaviors of assertiveness and confidence, listen to their children and talk to them, Also their disciplinary method is with warmth, logic, and flexibility And partly to give their children freedom Children show more social development.

Introduction: Academic engagement is one of the indicators of academic quality. The purpose of this study was to structural equation modeling of students' academic engagement based on academic help-seeking, transformational teaching, perceived social support with the mediation role of academic buoyancy. Method: The statistical population was all undergraduate students of Esfarayen University of Technology, in 2016-2017 academic year. The sample included 304 students (253 boys, 51 girls) who were selected using random cluster sampling. Academic engagement scale (Fredericks et al., 2004), academic buoyancy (HosseinChari and Dehghanizadeh, 2012), Help-Seeking (Ryan and Pintrich, 1997), perceived social support (Zimet et al., 1988) and Transformational teaching (Beauchamp et al., 2010) were used to measure variables. Results: Perceived social support, academic help-seeking and transformational teaching had a direct effect on academic engagement. Also, Academic help-seeking, transformational teaching and perceived social support had indirect effects through academic buoyancy on academic engagement. Academic buoyancy could predict the student academic engagement positively. Overall, finding suggested that academic buoyancy had a mediating role in the relationship between academic help-seeking, transformational teaching, perceived social support and academic engagement. In total, the variables of the research were able to predict about %31 of the variance of academic engagement. Conclusion: By enhancing help-seeking, social support and teachers' use of transformational teaching, students helps them overcome their educational problems, and increase their academic buoyancy. These factors can enhance students' academic engagement to interact with each other.

Introduction: Due to the high prevalence of bullying and the effect of the moral disengagement mechanism in increasing bullying perpetration rate, this study is conducted with the aim of investigating the effectiveness of ethical sensitivity skill training on decreasing the moral disengagement mechanism and bullying perpetration. Method: This study was conducted using the quasi-experimental method and a pretest-posttest design with a control group. The statistical population in this study consisted of all middle school girls in Abhar in the academic year of 2019-2020, and two schools from the middle schools were selected using random cluster sampling to conduct Crick-Grotpeter’ s self-reporting children’ s social behavior scale (1995) survey. 31 students from each group were also selected with the collaboration of each school’ s management staff and consultant. Then, one of the schools was purposefully selected as the experimental group for conducting the program, and the other school, as the control group, did not receive any interventional program. The interventional program, consisting of ethical sensitivity skill of Endicott, Bock, Mitchell, and Narvaez (2001), was conducted in nine 45-minute sessions in the control group. Bandura’ s moral disengagement survey (1996) and Crick-Grotpeter’ s self-reporting children’ s social behavior scale survey (1995) were as well conducted before and after the interventional program. Data were analyzed using the multivariate and univariate covariance analysis. Results: MANCOVA analysis results show that receiving ethical sensitivity training in the experimental group leads to a decrease in the grades of moral disengagement and bullying perpetration post-tests in comparison to the control group. Conclusion: Based on the results of this study, it is suggested that the topic of ethical growth and the related skills should be considered for development of multi-aspect skills of children and adolescents in prevention and control of aggression and bullying.