نشریه پژوهش های روان شناسی اجتماعی
پیاپی 56 (زمستان 1403)

  Over the past two decades, research has increasingly explored the influence of social and cultural factors, particularly social capital, on health behaviors. This meta-analysis aimed to quantify the association between social capital and health behaviors specifically within the Iranian context. 

A systematic search was conducted across three databases (Irandoc, Magiran, and SID) using relevant keywords related to social capital and health behaviors.  Studies published between 2007 and 2023 were considered for inclusion.  A total of 26 studies met the inclusion criteria and were synthesized using meta-analytic techniques.  Publication bias was assessed using rank correlation and Mazumdar's tests. 

The pooled effect size indicated a significant positive association between social capital and health behaviors.  The pooled effect size was 0.407 (p < 0.001) using a fixed-effects model and 0.419 (p < 0.001) using a random-effects model, both considered moderate-to-large according to Cohen's criteria.  Subgroup analyses suggested that factors such as publication year, geographical location, population demographics, sampling method, gender, and age may contribute to heterogeneity across studies. 

This meta-analysis suggests a positive relationship between social capital and health behaviors in Iran.  The findings also reveal a potential research gap, with a greater emphasis on individual and micro-level dimensions of social capital compared to structural and institutional dimensions.  Future research should strive for a more balanced approach, considering both micro and macro-level aspects of social capital in relation to health behaviors.

Older adults residing in care facilities often experience increased loneliness and death anxiety due to factors such as reduced activity, loss of social networks, and diminished social support. This study investigated the effectiveness of computer-based cognitive rehabilitation on social isolation and death anxiety in this population. A quasi-experimental pre-test/post-test control group design was employed.  Participants were 30 elderly residents of care facilities in Ardabil and Kerman, Iran, recruited via convenience sampling and randomly assigned to either an experimental group (n=15) or a control group (n=15). The experimental group received twelve 45-minute sessions of computer-based cognitive rehabilitation, while the control group received no intervention.  Social isolation was measured using the Chalapi and Amirkafi (1970) scale, and death anxiety was assessed with Templer's Death Anxiety Scale (1970).  Computer-based cognitive rehabilitation significantly reduced social isolation (p < .001) in the experimental group compared to the control group. However, the intervention did not demonstrate a significant effect on death anxiety (p > .001). Computer-based cognitive rehabilitation appears to be a promising intervention for reducing social isolation among elderly residents of care facilities, likely due to its accessibility and diverse range of tasks.  While the intervention was not effective in reducing death anxiety in this study, further research is warranted to explore this area more fully.  Future studies should investigate the mechanisms by which cognitive rehabilitation impacts social isolation and explore alternative interventions for addressing death anxiety in this population.

This study aimed to investigate the predictive role of self-concept and school well-being in anger levels among adolescent boys.  A sample of 170 participants was selected using Cochran's formula during the 1402-1401 academic year. Data were collected using the Kaplan and Maher School Well-Being Questionnaire (1999), the Piers-Harris Children's Self-Concept Scale (CSCS) (1969), a Demographic Information Questionnaire, and the Spielberger State-Trait Anger Inventory-2 (STAXI-2) (1999). After excluding incomplete responses, data were analyzed using Pearson correlation and regression analysis in SPSS-24 software.  The findings revealed significant correlations between the predictor variables (self-concept and school well-being) and the criterion variable (anger level) in adolescent boys (P < 0.05). For state anger, interest in school (P < 0.001, β = -0.42), perceived academic self-efficacy (P < 0.022, β = -0.20), and self-concept (P < 0.007, β = 0.22) collectively explained 29% of the variance in anger levels (R² = 0.29). For trait anger, interest in school (P < 0.029, β = 0.20), perceived academic self-efficacy (P < 0.048, β = 0.18), and self-concept (P < 0.001, β = 0.33) accounted for 17% of the variance (R² = 0.17). Furthermore, in the model predicting anger expression, interest in school (P < 0.002, β = -0.26) and self-concept (P < 0.001, β = -0.25) explained 31% of the variance (R² = 0.31).  The findings highlight the significant role of self-concept and school well-being in predicting state and trait anger among adolescent boys. These results align with prior research and emphasize the importance of these factors in emotional regulation and adolescent mental health.

Universities play a critical role in fostering optimal academic performance and addressing the evolving challenges faced by students. This study aimed to investigate changes in social skills, academic motivation, and grit among first-year to third-year university students.  This comparative study included a statistical population of all undergraduate students at Bu-Ali Sina University during the second semester of the 1402-1403 academic year. A sample of 310 bachelor students was selected using stratified random sampling, with approximately one-third representing first-year, second-year, and third-year students, respectively. Data were collected using the Social Skills Scale (Gresham & Elliott, 1999), the Academic Motivation Scale (Harter, 1981), and the Grit Scale-Short Form (Duckworth et al., 2007). Data analysis was conducted using multivariate analysis of variance (MANOVA).  The results revealed significant differences among first-year, second-year, and third-year students in terms of social skills and academic motivation (P < 0.01). Specifically, third-year students exhibited higher levels of social skills and academic motivation compared to first- and second-year students, while first-year students scored lower than both second- and third-year students. However, no significant differences were observed among the three groups regarding grit (P = 0.322).  The findings suggest that social skills and academic motivation tend to improve as students progress through their university years, while grit remains relatively stable. To support student development, university counseling centers and student associations should implement targeted programs to enhance academic motivation, improve social skills, and foster resilience, particularly among incoming first-year students.

This study aimed to examine the moderating role of gender in the relationship between religiosity, optimism, social support, and life satisfaction among residents of Khuzestan Province.  This research is applied in purpose and descriptive-correlational in design. The study population included all residents of Khuzestan Province, with a total population of 4,710,509 based on the 2016 national census. Using Cochran’s formula, a sample of 1,067 individuals was selected through multi-stage cluster sampling across 27 regions of Khuzestan during 2019–2021. Data were collected using the Satisfaction with Life Scale (Diener et al., 1985), the Religiosity Questionnaire (Glock and Stark, 1965), the Life Orientation Test (Scheier and Carver, 1985), and the Social Support Questionnaire (Zimet and Farley, 1988). Data analysis was conducted using Pearson correlation and multiple regression analysis in SPSS version 26.  The Pearson correlation coefficient revealed a statistically significant and positive relationship between the predictor variables (religiosity, optimism, and social support) and life satisfaction (p < 0.01). Multiple regression analysis indicated that religiosity, optimism, and social support collectively predicted 37% of the variance in life satisfaction. Furthermore, the moderating role of gender was confirmed, indicating that the influence of religiosity, optimism, and social support on life satisfaction differs significantly between men and women in Khuzestan Province.  The findings highlight that social support has the strongest influence on life satisfaction among participants. These results not only contribute to the existing literature but also provide valuable insights for stakeholders, policymakers, and managers to inform decision-making and interventions aimed at enhancing life satisfaction in the region.

The increasing prevalence of female-headed households, influenced by factors such as changing social structures, rising divorce rates, and substance use, underscores the importance of understanding factors that contribute to their well-being. This study examined the mediating roles of perceived social support and religious beliefs in the relationship between psychological capital and quality of life in women heads of households.  This correlational study employed structural equation modeling to analyze data collected from women heads of households supported by the Mashhad Relief Committee during the fall and winter of 2023.  Participants completed the Psychological Capital Questionnaire (Luthans, 2007), the World Health Organization Quality of Life questionnaire (WHOQOL, 1996), the Religious Beliefs Scale (Jorje, 1998), and the Perceived Social Support Scale (Zimmet, Dalm, Zimmet, & Farley, 1988). Data were analyzed using Pearson correlation and path analysis with SPSS 22 and AMOS 22.   While the direct effect of psychological capital on quality of life was not statistically significant (β = 0.18, p > .05), the direct effect of psychological capital on perceived social support was significant (β = 0.94, p < .01), as was the direct effect of perceived social support on quality of life (β = 0.81, p < .01).  Perceived social support significantly mediated the relationship between psychological capital and quality of life (β = 0.76, p < .01).  However, neither the direct effect of psychological capital on religious beliefs (β = 0.23, p > .05) nor the direct effect of religious beliefs on quality of life (β = 0.08, p > .05) was significant. Consequently, religious beliefs did not mediate the relationship between psychological capital and quality of life (β = 0.018, p > .05).   These findings suggest that interventions aimed at strengthening psychological capital in women heads of households may improve their quality of life by enhancing their perceived social support.  Support groups and organizations serving these women could focus on fostering hope, optimism, resilience, and self-efficacy to bolster perceived social support and, ultimately, improve quality of life.  Future research could explore additional factors influencing the quality of life of women heads of households.

The rising rate of gray divorce and its far-reaching consequences necessitate a deeper understanding of its underlying causes.  This research employs a qualitative approach to identify the factors contributing to marital dissolution in later life.  This study utilized a grounded theory approach.  Participants included 9 individuals over 50 experiencing or having experienced divorce (4 men and 5 women) and 12 professionals (8 psychologists and 4 sociologists) in Tehran, Iran, during the year 1402 (Persian calendar).  Participants were selected through purposive sampling.  Data collection involved semi-structured interviews, and data analysis was conducted using the Strauss and Corbin methodology and MAXQDA 2020 software.  Theoretical saturation was reached with a sample size of 21.  Analysis of the interview data yielded 38 categories, which were then synthesized into 15 core codes representing the causal factors influencing gray divorce.  [It would be beneficial to briefly list or categorize some of these core codes here for greater impact.  For example:  "These core codes spanned themes such as: changing expectations in later life, accumulated unresolved conflict, shifts in individual identity, and the impact of adult children."]  The identified causal factors provide valuable information for couples, specialists, and interventionists working in the field of gray divorce.  These insights can enhance awareness, inform preventative measures, and improve the effectiveness of interventions designed to support couples facing the challenges of long-term relationships and potentially reduce the negative impact of gray divorce.

The custody and upbringing of a child are among the most sensitive and significant responsibilities within the family institution. Raising a child requires considerable effort, particularly in adoptive families where children may have experienced trauma. This study aimed to evaluate the effectiveness of trauma-informed parenting interventions on reducing childhood trauma and enhancing parental interactional skills in adoptive families. 

A quasi-experimental design was employed, involving two heterogeneous groups (experimental and control) with pre-test, post-test, and a 45-day follow-up. The study population consisted of adoptive families from care centers for orphaned and abused children in Isfahan during the summer of 1402 (2023). Using purposive sampling, 40 participants were selected, with 20 randomly assigned to the experimental group and 20 to the control group. Research tools included the Childhood Trauma Questionnaire (Bernstein et al., 2003), the Parent-Child Interactional Skills Scale (Pianta, 2014), and a trauma-informed parenting training program (Bogels & Rastifou, 2013), delivered over 10 sessions of 90 minutes each. Data were analyzed using repeated measures analysis of variance (ANOVA). 

The results indicated that trauma-informed parenting interventions significantly reduced childhood trauma and improved parental interactional skills in adoptive families (p < 0.01). 

The findings suggest that trauma-informed parenting interventions are effective in mitigating childhood trauma and enhancing interactional skills among adoptive parents. It is recommended that specialized programs, such as trauma-informed parenting education, be implemented by experts to address the unique challenges faced by adoptive families.

Identity and moral norms appear to play significant roles in predicting various behaviors. This study aims to predict the behavioral intention to donate blood based on moral norms and the mediating role of identity among blood donors in Tehran. 

A total of 316 blood donors were selected from four blood transfusion centers in Tehran between 1399 and 1400 (2020–2021). The sample included 194 women, 122 men, and 207 individuals with a history of blood donation, with an average age of 31.41 years. Using a convenience non-random sampling method, data were collected using Berzonsky's Identity Style Inventory (Berzonsky, 1989) and a researcher-developed moral norms questionnaire (1399). Data were analyzed using structural equation modeling (SEM) with AMOS 21.0 software. 

The correlation coefficients between behavioral intention to donate blood and moral norms (0.15) and identity (0.28) were significant. The direct, indirect, and total effects of moral norms, as well as the direct effect of identity on behavioral intention to donate blood, were significant at the 0.01 level (B = 0.21, 0.10, 0.31, and 0.18, respectively). 

The findings highlight the importance of identity and moral norms in motivating individuals to donate blood. These factors should be considered in strategies aimed at encouraging voluntary blood donation.

Transitioning from university to the workforce is a primary concern for graduates, as they seek employment opportunities and strive to establish their careers. This study aims to predict self-perceived employability based on attachment styles, mentalization, and career ambition among university graduates.  This research employed a descriptive-correlational design. The study population included unemployed job-seeking graduates who registered at employment centers in Isfahan province between 2022 and 2024. A sample of 163 participants was selected using convenience sampling. Data were collected using the following instruments: a demographic characteristics questionnaire (researcher-made), the Self-Perceived Employability Scale (Rothwell & et al., 2008), the Attachment Styles Questionnaire (Hazan & Shaver, 1985), the Reflective Functioning Questionnaire (Fonagy et al., 2016), and the Career Ambition Scale (Otto et al., 2017). Data analysis was conducted using Pearson’s correlation coefficient and stepwise multivariate regression analysis.  The results revealed significant positive correlations between attachment styles, reflective functioning, and career ambition with self-perceived employability (p < 0.05). Collectively, these variables explained 84% of the variance in self-perceived employability. This indicates that self-perceived employability can be effectively predicted using attachment styles, mentalization, and career ambition.  Given the importance of employability for university graduates, it is essential to consider psychological variables, such as attachment styles, mentalization, and career ambition, in addition to professional skills and qualifications. These factors play a critical role in facilitating graduates’ successful entry into the workforce.

Theory of mind (ToM) and executive functions (EFs) are crucial for understanding and interpreting social behavior, potentially mitigating cyberbullying by fostering empathy. This research examines the mediating role of empathy in the relationship between ToM, EFs, and cyberbullying.

A descriptive correlational design was employed. The study population comprised all secondary school students in Kermanshah, Iran, during the 2021-2022 academic year. A sample of 400 students was selected using convenience sampling. Data were collected using the Empathy Quotient (Baron-Cohen, 2003), the Barkley Deficits in Executive Functioning Scale (Barkley, 2012), the Cyberbullying and Victimization Experiences Scale (Antoniadou et al., 2016), and the Reading the Mind in the Eyes Test (Baron-Cohen et al., 2001). Data analysis involved Pearson correlations and structural equation modeling (SEM).

The results revealed significant negative correlations between ToM and cyberbullying (p < .01), between EF deficits and empathy (p < .01), and between empathy and cyberbullying (p < .01).  A significant positive correlation was found between EF deficits and cyberbullying (p < .01), as well as between ToM and empathy (p < .01).  Crucially, SEM confirmed the significant mediating role of empathy in the relationship between both ToM and cyberbullying, and EF deficits and cyberbullying.

These findings suggest that deficits in ToM and EFs may increase the risk of cyberbullying, potentially due to impaired empathy.  ToM and EFs are essential for navigating social interactions.  Difficulties in understanding others' intentions and emotions, coupled with executive function deficits, may hinder the ability to interpret social cues and contribute to involvement in cyberbullying, either as a perpetrator or a victim.  Interventions aimed at enhancing ToM, EFs, and empathy may be beneficial in preventing and addressing cyberbullying.

In light of increasing social and academic challenges in modern societies, understanding the factors that influence responsibility has become crucial. This study aimed to explore the mediating role of competence perception in the relationships between attributional styles, identity, and responsibility.  This fundamental study adopted a descriptive-correlational design and was conducted cross-sectionally. The statistical population consisted of students from the University of Tabriz during the 2022–2023 academic year. A sample of 378 participants was selected using random cluster sampling. Data were collected using the Rotter Internal-External Locus of Control Scale (1966), the Berzonsky Identity Style Inventory (1992), the Harter Perceived Competence Scale (1982), and the Gough Responsibility Scale (1986). Structural equation modeling (SEM) was used for data analysis.  The results indicated that internal attribution styles, as well as informational and normative identity styles, had a significant positive influence on both responsibility and competence perception. In contrast, external attribution styles and avoidant identity styles negatively and significantly affected these variables (p < 0.05). Furthermore, the indirect effects of internal attribution styles and informational and normative identity styles on responsibility, mediated by competence perception, were positive and significant (p < 0.05). Conversely, the indirect effects of external attribution styles and avoidant identity styles on responsibility, mediated by competence perception, were negative and significant (p < 0.05).  The findings suggest that fostering internal attribution styles and informational and normative identity styles, along with enhancing competence perception, can promote responsibility. On the other hand, external attribution styles and avoidant identity styles may hinder this trait. These results underscore the importance of psychological factors in designing educational and counseling programs aimed at cultivating responsibility.