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The purpose of the present study was to construct, validate and make of balanced possible selves questionnaire in students.

The research method was descriptive correlational type and the statistical population of the study consisted of 243534 students in the first grade of high school in Tehran city in 2018-2019 academic years which through them (207 females and 214 males) were selected by multistage random sampling. In the present study, in order to determine the factor validity of the possible selves’ questionnaire, the statistical method of confirmatory factor analysis was used.

The results of confirmatory factor analysis statistical method showed that the three-factor structure of the possible selves’ questionnaire includes (χ2 /df=1.87, CFI=0.914, GFI=0.907, AGFI=0.854, RMSEA=0.076). The results of the correlation between the dimensions of the questionnaire provided evidence of the multidimensional structure of the tool. The internal consistency coefficients of the components of goals, tasks and concerns and the total items were 0.97, 0.82, 0.88 and 0.87, respectively.

Since the fit indices of the factor analysis model had a good fit and the Cronbach's alpha coefficients indicated the internal consistency of the items of this tool, the questionnaire has good validity and reliability and it can be used to assess balanced possible selves’ and to check for inconsistency among high school students.

The purpose of this study was to determine the mediating role of self-concept in the relation between attachment to parents and peers with prosocial behaviors.

The research method was descriptive-correlational and the statistical population of the study included all the first grade students of the seven to ninth grades of the schools in one and two regions of Hamedan to 21690, among them two-step random sampling 570 people among the schools in Shahed 1, Shahed 2, Forough School and Fatemeh Al-Zahra School, two schools from each district and from each school 4 classes were selected. The study tool was the inventory of parent and peer attachment by Armsden & Greenberg (IPPA), self-concept questionnaire (SCQ) by Sarswat 1984 and empathy index by Bryant (1982). After exclusion of 50 distortion questionnaires, data were analyzed using hierarchical regression analysis.

The results of this study showed that physical self-concept (P<0.01, β=0.176) at a significant level of 0.01 and social self-concept (P<0.05, β=0.130) and moral self-concept (P<0.05, β=0.122) at a significant level of 0.05 and positively predict empathy. The attachment to the mother (P<0.01, β=0.175) and attachment to peers (P<0.05, β=0.117) positively and at a significant level of 0.01 predict empathy.

It is suggested to reducing the antisocial behaviors in schools and increasing empathy behaviors on improving the self-concept of adolescents and restoring their attachment to parents and peers be focused.

Internet use is recognized as an essential part of modern life. Owing to web-based technologies and increases of Internet access. In recent years, the term “addiction” has been expanded beyond substance dependence to include non-substance-related behaviors that cause problems and impairment. Proposed “process” or “behavioral” addictions have included such varied themes as shopping; exercise; gaming; and forms of Internet-enabled behavior such as online video gaming, socializing through social media, and various forms of sexual behavior. Considerable research to support these new addictions appears to follow a “me too” approach as investigators test for similarities with substance addictions and impulse control disorders that already appear in diagnostic manuals. Addiction to a substance and addiction to a behavior may look similar in their effects on behavioral patterns, emotions, and physiology. On the other side of this popularity, a new psychological disorder has emerged: “Internet addiction”, also inconsistently referred to as “excessive Internet use” “problematic Internet use” “Internet dependency” or “pathological Internet use”. Maladaptive use of the Internet results in Internet addiction. Within the field of behavioral addictions, the subject of Internet addiction (IA) is of considerable interest. With the advent of the phenomenon of Internet addiction following the advancement of technology in recent years, the psychosocial dimensions of the lives of individuals have been negatively affected. The purpose of this study was to the prediction of internet addiction based on psychological well-being and differentiation of self.

The research method was descriptive-correlational and the statistical population consisted of all students of the faculty of humanities of Islamic Azad University, Tehran University of Science Sciences during the 2016-2017 year, among them, 208 were selected by multi-stage sampling method. The study tool was Young Internet Addiction Test (1998); Ryff psychological well-being scale-short form (1998) and Skowron & Schmitt Differentiation of Self Inventory (2003).

The regression coefficient between psychological well-being and Internet addiction were negative and significant at 0.01 level (P < 0.01, β = -0.289). The regression coefficients of the component of i-position was negative (P < 0.05, β = -0.179) and emotional cut off (P < 0.05, β = - 0.176) were positive and significant at 0.05.

In recent years, unfavorable growth environments that lead to lower differentiation and lower psychological well-being tend to increase the linkage with the virtual world, so attention to the child's developmental environment and psychological well-being and the factors affecting its increase is of particular importance.

The purpose of this study was to predict social phobia based on self-efficacy and cognitive emotion regulation in adolescents.

The research method was descriptive-correlational and the statistical population included 400 boys in the first level of high school in the city of Pardis during the 2015-2016 semesters. The sample of this study, which was determined using Morgan's table, was 196 students who were randomly selected. Social anxiety inventory by Connor et al. (2000), general self-efficacy scale by Sherer et al. (1982) and cognitive emotion regulation questionnaire by Garnefski, Kraaij & Spinhoven (2001) were used to collected data. Multivariate regression was used to analyze the data.

The results showed that regression coefficient between self-efficacy with social phobia (P <0.01) was negative and significant. Among the cognitive emotion regulation strategies, the regression coefficient for Catastrophization (P <0.01, P = 0.27) and positive reappraisal (P <0.01, β = 0.35) with social phobia were negative and significant.

Self-efficacy beliefs have a significant effect on self-regulation and quality of human performance. As positive reappraisal has a direct impact on appraisals, adolescents can utilize their emotional response to stressful events to improve performance. While adolescents who regard inconvenient events as catastrophic, they may passively take it.