simin hosseininan

The purpose of this study was to mediating role of anger in relationship perceived social support with cyber bullying-victimization girl adolescents. The descriptive- correlation method was used. The statistical population of this study was all high school girl students in Tehran in the academic year 2020-2021. In this study, according to convenience sampling method (online method), 272 girl students by formula Kline (2015) were selected as samples and they were asked to cyber-bullying/victimization experiences questionnaire (CBVEQ) of Antoniadou and et al (2016), multidimensional perceived social support scale (MSPSS) of Zimet and et al (1988) and children’s inventory of anger (CHIA) of Nelson and Finch (2000). Then the proposed model was analyzed through structural equation modeling using SPSS and AMOS version 24 and bootstrap method in Macro Preacher and Hayes (2004) program. The results showed that perceived social support (t = -22.668; sig = 0.001) and anger (t = 3.379; sig = 0.001) have a direct effect on cyber bullying. Also, perceived social support (t = 20.264; sig = 0.001) and anger (t = 4.083; sig = 0.001) also have a direct effect on cyberbullying. In addition, the indirect effects of perceived social support through the mediating role of anger on cyber bullying-victimization were significant and the model had a good fit (RMSEA = 0.061 and P-value <0.05). It can be concluded that attention to perceived social support and anger in girl students is necessary to identify the factors affecting their cyber bullying-victimization.

Background and Since positive thinking has a major impact on many aspects of life, the purpose of this study was to investigate the effect of positive-thinking education on the perceived competency and social skills of the orphan and mistreated children of 10 to 12 years old.
The method of the study was quasi-experimental and one-sample design with pre-test and post-test. The statistical population included all the female orphans and mistreated children between the ages of 10 and 12 from Rasht in 2016 that among them 10 children were selected using convenience sampling. The research tools were social skills questionnaire for teachers (Gresham and Elliot, 1990) and Children's competency perception questionnaire (Harter, 1982). Positive thinking was trained in 14 sessions of 90 minutes to the sample group. Data analysis was performed using Cohen's coefficient and Hedges coefficient.
The results of this study showed that positive-thinking education could increase the perceived competence and social skills of children and the subjects participating in the post-test had significantly higher perceived competence and social skills (P In sum, the results of this study confirm the usefulness and effectiveness of positive thinking in increasing the perceived competency and social skills of the orphan and mistreated children.