Shahid Beheshti University Applied Psychology 2008-4331 20 2 2026 04 21 The Effectiveness of Adolescent-Centered Mindfulness Training on Experiential Avoidance, Self-Critical Rumination among Female Adolescents with Social Anxiety The Effectiveness of Adolescent-Centered Mindfulness Training on Experiential Avoidance, Self-Critical Rumination among Female Adolescents with Social Anxiety 9 36 106787 10.48308/apsy.2026.241927.1916 FA Elahe Zerehsaz Master's student in clinical psychology, Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran. 0009-0008-5862-7101 Gholamreza Manshaee Associate Professor, Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran. 0000-0002-9486-9713 Journal Article 2025 10 11 Aim: This study investigated the effectiveness of adolescent-centered mindfulness training on experiential avoidance and self-critical rumination among female adolescents with social anxiety. Method: This quasi-experimental study employed a pretest–posttest–follow-up design with a control group. The statistical population consisted of all female second-grade high school students in District 2 of Isfahan Province during the 2023–2024 academic year. Thirty adolescents who met the criteria for social anxiety, based on the Social Phobia Inventory, were selected from Amir al-Momenin School and randomly assigned to experimental and control groups (15 participants each). Participants completed the Experiential Avoidance Questionnaire and the Self-Critical Rumination Scale at pretest, posttest, and follow-up. The experimental group received adolescent-centered mindfulness training, while the control group received no intervention. Data were analyzed using repeated-measures ANOVA. Results: The findings demonstrated that adolescent-centered mindfulness training significantly reduced experiential avoidance and self-critical rumination among female adolescents with social anxiety (p < 0.001). The observed improvements remained stable at follow-up assessment. Conclusion: Adolescent-centered mindfulness training appears to be an effective intervention for reducing maladaptive cognitive-emotional processes associated with social anxiety in adolescents. The implementation of mindfulness-based group programs in schools and counseling centers is recommended to promote psychological well-being and emotional regulation among adolescents. Aim: This study investigated the effectiveness of adolescent-centered mindfulness training on experiential avoidance and self-critical rumination among female adolescents with social anxiety. Method: This quasi-experimental study employed a pretest–posttest–follow-up design with a control group. The statistical population consisted of all female second-grade high school students in District 2 of Isfahan Province during the 2023–2024 academic year. Thirty adolescents who met the criteria for social anxiety, based on the Social Phobia Inventory, were selected from Amir al-Momenin School and randomly assigned to experimental and control groups (15 participants each). Participants completed the Experiential Avoidance Questionnaire and the Self-Critical Rumination Scale at pretest, posttest, and follow-up. The experimental group received adolescent-centered mindfulness training, while the control group received no intervention. Data were analyzed using repeated-measures ANOVA. Results: The findings demonstrated that adolescent-centered mindfulness training significantly reduced experiential avoidance and self-critical rumination among female adolescents with social anxiety (p < 0.001). The observed improvements remained stable at follow-up assessment. Conclusion: Adolescent-centered mindfulness training appears to be an effective intervention for reducing maladaptive cognitive-emotional processes associated with social anxiety in adolescents. The implementation of mindfulness-based group programs in schools and counseling centers is recommended to promote psychological well-being and emotional regulation among adolescents.

https://apsy.sbu.ac.ir/article_106787_b7d3430639f49285fd745d2abf7a376e.pdf

Shahid Beheshti University Applied Psychology 2008-4331 20 2 2026 04 21 Developing Schema-Informed Life Skills Training Program and Its Impact on Loneliness, Resilience, Social Isolation, and Life Purpose among Retired Men Developing Schema-Informed Life Skills Training Program and Its Impact on Loneliness, Resilience, Social Isolation, and Life Purpose among Retired Men 37 63 106747 10.48308/apsy.2026.242476.1934 FA Alireza Nikakhtar Ph.D. Candidate in Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran. 0000-0003-2932-3658 Ahmad Borjali Professor, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran. 0000-0001-5118-7635 Zohreh Rafezi Associate Professor, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran. 0000-0002-6243-5419 Abolghasem Isamorad Associate Professor, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran. Mohammad Asgari Professor, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran. 0000-0003-0226-175x Journal Article 2025 11 15 Aim: This study aimed to develop a schema-informed life skills training program and examine its effectiveness in improving resilience, purpose in life, loneliness, and social isolation among retired men. Method: A mixed-methods design was employed. In the qualitative phase, the training program was developed using theoretical literature and expert consultation. In the quantitative phase, a mixed repeated-measures design was used. The statistical population consisted of approximately 700,000 retired men aged 50–75 years who were members of retirement associations in Tehran during spring 2025. Based on G*Power calculations, 34 participants were selected through purposive sampling and randomly assigned to experimental and control groups. Measures included the Resilience Scale, UCLA Loneliness Scale, Social Isolation Scale, and Purpose in Life Scale. Data were analyzed using repeated-measures multivariate analysis of variance. Results: The intervention significantly increased resilience (p = 0.001) and purpose in life (p < 0.001), while significantly reducing loneliness (p = 0.002). However, no significant change was observed in social isolation. The effects remained stable at follow-up assessment. Conclusion: The schema-informed life skills training program effectively enhanced several dimensions of psychological well-being in retired men. The program may serve as a useful intervention for promoting adjustment, resilience, and meaning in life during retirement. Aim: This study aimed to develop a schema-informed life skills training program and examine its effectiveness in improving resilience, purpose in life, loneliness, and social isolation among retired men. Method: A mixed-methods design was employed. In the qualitative phase, the training program was developed using theoretical literature and expert consultation. In the quantitative phase, a mixed repeated-measures design was used. The statistical population consisted of approximately 700,000 retired men aged 50–75 years who were members of retirement associations in Tehran during spring 2025. Based on G*Power calculations, 34 participants were selected through purposive sampling and randomly assigned to experimental and control groups. Measures included the Resilience Scale, UCLA Loneliness Scale, Social Isolation Scale, and Purpose in Life Scale. Data were analyzed using repeated-measures multivariate analysis of variance. Results: The intervention significantly increased resilience (p = 0.001) and purpose in life (p < 0.001), while significantly reducing loneliness (p = 0.002). However, no significant change was observed in social isolation. The effects remained stable at follow-up assessment. Conclusion: The schema-informed life skills training program effectively enhanced several dimensions of psychological well-being in retired men. The program may serve as a useful intervention for promoting adjustment, resilience, and meaning in life during retirement.

https://apsy.sbu.ac.ir/article_106747_d8f0c27f57ef5c118ae2cb1b49ce657b.pdf

Shahid Beheshti University Applied Psychology 2008-4331 20 2 2026 06 22 Effectiveness of Mentalization-Based Intervention on Teacher-Student Interaction, Metaemotional Philosophy and Emotional Experiences of New Teachers Effectiveness of Mentalization-Based Intervention on Teacher-Student Interaction, Metaemotional Philosophy and Emotional Experiences of New Teachers 64 86 106912 10.48308/apsy.2026.243259.1967 FA Mahtab Ghanbarpour Department of Counseling and Educational Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. 0009-0004-3772-2303 Maryam Bordbar Department of Counseling and Educational Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. 0000-0002-5146-2227 Hossein Kareshki Department of Counseling and Educational Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. 0000-0003-1990-2365 Journal Article 2026 01 19 Aim: This study examined the effectiveness of a mentalization-based intervention on teacher–student interaction, meta-emotional philosophy, and emotional experiences among new teachers. Method: This quasi-experimental study used a pretest–posttest–follow-up design with a control group. The statistical population included all newly employed elementary school teachers in Mashhad during the 1404–1405 academic year. Twenty-four teachers were selected through convenience sampling and randomly assigned to experimental and control groups (12 participants each). The experimental group received eight 90-minute mentalization-based training sessions, while the control group received no intervention. Data were collected using the Teacher–Student Interaction Questionnaire, Meta-Emotional Philosophy Questionnaire, and Emotion Inventory at pretest, posttest, and follow-up. Data were analyzed using repeated-measures ANOVA. Results: Mentalization-based training significantly improved positive teacher interpersonal behaviors (F = 60.66, p < 0.001), reduced negative interpersonal behaviors (F = 75.47, p < 0.001), enhanced meta-emotional philosophy (F = 78.23, p < 0.001), increased positive emotional experiences (F = 70.64, p < 0.001), and reduced negative emotional experiences (F = 16.09, p < 0.05). Conclusion: Mentalization-based intervention effectively improved teacher–student interactions, emotional awareness, and emotional experiences among new teachers. The findings support the use of mentalization training programs in teacher preparation and professional development settings. Aim: This study examined the effectiveness of a mentalization-based intervention on teacher–student interaction, meta-emotional philosophy, and emotional experiences among new teachers. Method: This quasi-experimental study used a pretest–posttest–follow-up design with a control group. The statistical population included all newly employed elementary school teachers in Mashhad during the 1404–1405 academic year. Twenty-four teachers were selected through convenience sampling and randomly assigned to experimental and control groups (12 participants each). The experimental group received eight 90-minute mentalization-based training sessions, while the control group received no intervention. Data were collected using the Teacher–Student Interaction Questionnaire, Meta-Emotional Philosophy Questionnaire, and Emotion Inventory at pretest, posttest, and follow-up. Data were analyzed using repeated-measures ANOVA. Results: Mentalization-based training significantly improved positive teacher interpersonal behaviors (F = 60.66, p < 0.001), reduced negative interpersonal behaviors (F = 75.47, p < 0.001), enhanced meta-emotional philosophy (F = 78.23, p < 0.001), increased positive emotional experiences (F = 70.64, p < 0.001), and reduced negative emotional experiences (F = 16.09, p < 0.05). Conclusion: Mentalization-based intervention effectively improved teacher–student interactions, emotional awareness, and emotional experiences among new teachers. The findings support the use of mentalization training programs in teacher preparation and professional development settings.

https://apsy.sbu.ac.ir/article_106912_8b6690ec1be33b74edbd1b991d92f76b.pdf

Shahid Beheshti University Applied Psychology 2008-4331 20 2 2026 06 22 Development and Content Validation of a Cognitive–Linguistic Program for Students with Specific Language Impairment Development and Content Validation of a Cognitive–Linguistic Program for Students with Specific Language Impairment 87 110 106871 10.48308/apsy.2026.242535.1936 FA Farzaneh Behzadi Ph.D. student of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran 0000-0002-8337-1127 Salar Faramarzi Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan , Isfahan /Iran 0000-0002-0493-9723 Bijan Shafiei AssistantProfessor of SpeechTherapy, Departmen of Rehabilitation, Isfahan University of Medical Sciences, ,AssistantProfessor of SpeechTherapy, Departmen of Rehabilitation, Isfahan University of Medical Sciences, ,Isfahan, Iran, Iran 0000-0003-0868-6273 Ali Sharifi Assistant Professor, Department of Psychology and Education of Children with Special Needs,Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran 0000-0001-6009-6823 Journal Article 2025 11 17 Aim: This study aimed to develop and content-validate a cognitive–linguistic intervention program for students with specific language impairment based on the Cattell–Horn–Carroll (CHC) framework of cognitive abilities. Method: A mixed-methods qualitative–quantitative design was employed. In the qualitative phase, data were gathered through systematic literature review and semi-structured interviews with 10 specialists in speech-language pathology, educational psychology, and special education. Data were analyzed using deductive content analysis across three levels: basic themes, organizing themes, and overarching themes. In the quantitative phase, content validity was evaluated by five experts using the Content Validity Ratio (CVR), Content Validity Index (CVI), and Kendall’s coefficient of concordance (W). Results: Findings identified one overarching theme—cognitive–linguistic abilities within the CHC framework—and five organizing themes: auditory processing, language processing and vocabulary knowledge, working memory and active processing, attention and executive functions, and social-communicative skills. These categories included 38 basic themes. All activities and sessions demonstrated acceptable CVR and CVI values, and expert agreement ranged from moderate to high (W = 0.512, p = 0.001). Conclusion: The developed program demonstrated strong conceptual coherence and satisfactory content validity. The findings support the applicability of the program for educational and clinical contexts, although future intervention studies are needed to evaluate its effectiveness. Aim: This study aimed to develop and content-validate a cognitive–linguistic intervention program for students with specific language impairment based on the Cattell–Horn–Carroll (CHC) framework of cognitive abilities. Method: A mixed-methods qualitative–quantitative design was employed. In the qualitative phase, data were gathered through systematic literature review and semi-structured interviews with 10 specialists in speech-language pathology, educational psychology, and special education. Data were analyzed using deductive content analysis across three levels: basic themes, organizing themes, and overarching themes. In the quantitative phase, content validity was evaluated by five experts using the Content Validity Ratio (CVR), Content Validity Index (CVI), and Kendall’s coefficient of concordance (W). Results: Findings identified one overarching theme—cognitive–linguistic abilities within the CHC framework—and five organizing themes: auditory processing, language processing and vocabulary knowledge, working memory and active processing, attention and executive functions, and social-communicative skills. These categories included 38 basic themes. All activities and sessions demonstrated acceptable CVR and CVI values, and expert agreement ranged from moderate to high (W = 0.512, p = 0.001). Conclusion: The developed program demonstrated strong conceptual coherence and satisfactory content validity. The findings support the applicability of the program for educational and clinical contexts, although future intervention studies are needed to evaluate its effectiveness.

https://apsy.sbu.ac.ir/article_106871_88a6c4806a4976130771bfe7aa981c52.pdf

Shahid Beheshti University Applied Psychology 2008-4331 20 2 2026 06 22 Identifying the Components of Psychological Counseling for Adolescents with Artificial Intelligence: A Grounded Theory Study Identifying the Components of Psychological Counseling for Adolescents with Artificial Intelligence: A Grounded Theory Study 111 128 106886 10.48308/apsy.2026.242622.1942 FA Zahra Sadat Pour Seyyed Aghaei Assistant Professor, Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran. 0000-0002-2267-9451 Pegah Tashakori Movahed B.A. in Counseling and Guidance, Department of Counseling ,Faculty of Education and Psychology, Alzahra University, Tehran, Iran. 0009-0009-2796-3484 Journal Article 2025 11 24 Aim: This study aimed to formulate a comprehensive theoretical model explaining the process of psychological counseling interactions between adolescents and artificial intelligence systems. Method: This qualitative study was conducted using grounded theory methodology. The research population included adolescents from different cities in Iran during 1404 (2025–2026). Participants were selected through purposive sampling, and data saturation was achieved with 21 participants. Data were collected through semi-structured interviews and analyzed using Strauss and Corbin’s constant comparative method through open, axial, and selective coding. Results: Data analysis led to the development of a paradigm model in which the central phenomenon was psychological counseling with artificial intelligence. The causal condition underlying this phenomenon was identified as the need for a psychological-functional refuge. Psychological-emotional vulnerability was identified as the contextual condition, while socio-technological enabling structures functioned as intervening conditions. Adolescents responded to these conditions through a strategy of digitalized agency. The consequences of this process were dual in nature: on one hand, temporary emotional relief and superficial functioning, and on the other hand, potential harmful changes in human–technology relationships and erosion of social and communicative capital. Conclusion: The findings emphasize the need for balanced and ethically guided use of artificial intelligence in adolescent counseling to prevent long-term psychosocial risks associated with excessive reliance on AI systems. Aim: This study aimed to formulate a comprehensive theoretical model explaining the process of psychological counseling interactions between adolescents and artificial intelligence systems. Method: This qualitative study was conducted using grounded theory methodology. The research population included adolescents from different cities in Iran during 1404 (2025–2026). Participants were selected through purposive sampling, and data saturation was achieved with 21 participants. Data were collected through semi-structured interviews and analyzed using Strauss and Corbin’s constant comparative method through open, axial, and selective coding. Results: Data analysis led to the development of a paradigm model in which the central phenomenon was psychological counseling with artificial intelligence. The causal condition underlying this phenomenon was identified as the need for a psychological-functional refuge. Psychological-emotional vulnerability was identified as the contextual condition, while socio-technological enabling structures functioned as intervening conditions. Adolescents responded to these conditions through a strategy of digitalized agency. The consequences of this process were dual in nature: on one hand, temporary emotional relief and superficial functioning, and on the other hand, potential harmful changes in human–technology relationships and erosion of social and communicative capital. Conclusion: The findings emphasize the need for balanced and ethically guided use of artificial intelligence in adolescent counseling to prevent long-term psychosocial risks associated with excessive reliance on AI systems.

https://apsy.sbu.ac.ir/article_106886_2c5bcd5439b4ef5c18609a436559e70a.pdf

Shahid Beheshti University Applied Psychology 2008-4331 20 2 2026 06 22 Assessment of Developmental Indicators in Children Aged 24 to 38 Months in Relation to Screen Exposure: A Cross Sectional Study Assessment of Developmental Indicators in Children Aged 24 to 38 Months in Relation to Screen Exposure: A Cross Sectional Study 129 153 106965 10.48308/apsy.2026.243245.1966 FA Seyed Saeid Sajjadi Anari 2. Assistant Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. 0000-0001-9405-4365 Masoome Zabeti Arani Department of psychology and education of exceptional children 0000-0003-3906-8232 Maryam Akbari Saryazdi Clinical family psychology-family institute -University of Shahid Beheshti- Tehran/Iran 0009-0004-2927-6956 Soraya Alavinezhad Department of psychology and education of exceptional children - faculty of psychology and educational sciences-University of Tehran-Tehran/Iran 0000-0003-3906-8232 Morteza Valaei University of Alamme Tabatabaei - Tehran/Iran 0000-0002-1817-0097 Journal Article 2026 01 17 Aim: This study investigated developmental indicators among children aged 24–38 months who were regularly exposed to screen media. Method: A quantitative descriptive cross-sectional design was used. The study population included children aged 24–38 months attending two counseling centers in Tehran in 2024 who were exposed to screen media for more than one hour daily. Using simple random sampling, 134 children were selected. Data were collected using the Ages and Stages Questionnaire–Third Edition (ASQ-3), the Screen Media Questionnaire, parent interviews, and direct specialist observation. One-sample t-tests were used for the 27- and 36-month groups, and the Wilcoxon one-sample test was applied for the 33-month group. Analyses were conducted using SPSS-27. Results: Children demonstrated significantly lower scores than developmental cutoff points across all developmental domains (p < 0.001). The largest developmental decline was observed in the problem-solving domain, whereas the smallest decline occurred in fine motor skills. Conclusion: Daily screen exposure exceeding one hour was associated with reduced developmental performance across multiple domains in early childhood. The findings highlight the importance of monitoring and regulating screen use during early developmental periods to support healthier developmental outcomes. Aim: This study investigated developmental indicators among children aged 24–38 months who were regularly exposed to screen media. Method: A quantitative descriptive cross-sectional design was used. The study population included children aged 24–38 months attending two counseling centers in Tehran in 2024 who were exposed to screen media for more than one hour daily. Using simple random sampling, 134 children were selected. Data were collected using the Ages and Stages Questionnaire–Third Edition (ASQ-3), the Screen Media Questionnaire, parent interviews, and direct specialist observation. One-sample t-tests were used for the 27- and 36-month groups, and the Wilcoxon one-sample test was applied for the 33-month group. Analyses were conducted using SPSS-27. Results: Children demonstrated significantly lower scores than developmental cutoff points across all developmental domains (p < 0.001). The largest developmental decline was observed in the problem-solving domain, whereas the smallest decline occurred in fine motor skills. Conclusion: Daily screen exposure exceeding one hour was associated with reduced developmental performance across multiple domains in early childhood. The findings highlight the importance of monitoring and regulating screen use during early developmental periods to support healthier developmental outcomes.

https://apsy.sbu.ac.ir/article_106965_b088097d290ee9be61c3df809b9991a9.pdf

Shahid Beheshti University Applied Psychology 2008-4331 20 2 2026 06 22 The Relationship Between Social Support and Body Image with Psychological Well-Being in Transgender Individuals: The Mediating Role of Coping Strategies The Relationship Between Social Support and Body Image with Psychological Well-Being in Transgender Individuals: The Mediating Role of Coping Strategies 154 176 106759 10.48308/apsy.2026.241115.1884 FA Narges Khoshnazar Master Degree of Clinical Psychology, Department of Psychology, Literature and Humanities Faculty, Shahid Bahonar University of Kerman, Kerman, Iran 0009-0008-0260-7697 Seyed Mohammad Hossein Mousavi Nasab Associate Professor of Health Psychology, Department of Psychology, Literature and Humanities Faculty, Shahid Bahonar University of Kerman, Kerman, Iran 0000-0002-7102-2835 Anahita Tashk Assistant Professor of Health Psychology, Department of Psychology, Literature and Humanities Faculty, Shahid Bahonar University of Kerman, Kerman, Iran 0000-0001-5976-330X Journal Article 2025 08 16 Aim: This study examined the relationships among social support, body image, psychological well-being, and life satisfaction in transgender individuals, with coping strategies as mediating variables. Method: This descriptive-correlational study used structural equation modeling. Participants included 301 transgender individuals who had undergone gender reassignment and were selected through purposive sampling. Measures included Ryff’s Psychological Well-Being Questionnaire, the Satisfaction with Life Scale, the Coping Strategies Questionnaire, the Body Image Questionnaire, and the Social Support Questionnaire. Data were analyzed using SPSS and Mplus software. Results: Social support had significant positive effects on psychological well-being (p < 0.001) and life satisfaction (p < 0.001). Problem-focused and emotion-focused coping strategies significantly mediated the relationship between social support and psychological well-being. Body image dissatisfaction had significant negative effects on psychological well-being and life satisfaction (p < 0.001). Emotion-focused coping strategies also mediated the relationship between body image concerns and psychological well-being (p < 0.05). Conclusion: Social support and body image are important determinants of psychological well-being and life satisfaction among transgender individuals. Coping strategies play a significant mediating role in these relationships. Interventions aimed at improving social support, adaptive coping, and body image may enhance psychological adjustment in this population. Aim: This study examined the relationships among social support, body image, psychological well-being, and life satisfaction in transgender individuals, with coping strategies as mediating variables. Method: This descriptive-correlational study used structural equation modeling. Participants included 301 transgender individuals who had undergone gender reassignment and were selected through purposive sampling. Measures included Ryff’s Psychological Well-Being Questionnaire, the Satisfaction with Life Scale, the Coping Strategies Questionnaire, the Body Image Questionnaire, and the Social Support Questionnaire. Data were analyzed using SPSS and Mplus software. Results: Social support had significant positive effects on psychological well-being (p < 0.001) and life satisfaction (p < 0.001). Problem-focused and emotion-focused coping strategies significantly mediated the relationship between social support and psychological well-being. Body image dissatisfaction had significant negative effects on psychological well-being and life satisfaction (p < 0.001). Emotion-focused coping strategies also mediated the relationship between body image concerns and psychological well-being (p < 0.05). Conclusion: Social support and body image are important determinants of psychological well-being and life satisfaction among transgender individuals. Coping strategies play a significant mediating role in these relationships. Interventions aimed at improving social support, adaptive coping, and body image may enhance psychological adjustment in this population.

https://apsy.sbu.ac.ir/article_106759_e57e85a7df105d798f7976d594fec4fc.pdf

Shahid Beheshti University Applied Psychology 2008-4331 20 2 2026 06 22 Structural Model of Smartphone Addiction and Social Anxiety: Mediating Role of Maladaptive Emotion Regulation Strategies and Avoidant Coping Style Structural Model of Smartphone Addiction and Social Anxiety: Mediating Role of Maladaptive Emotion Regulation Strategies and Avoidant Coping Style 177 199 106704 10.48308/apsy.2026.241269.1889 FA Mohammad Reza Tamannaeifar Associate Professor, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran. 0000-0003-0858-7216 Mohammadreza Radmard Ph.D. Student,, Department of Psychology, Faculty of Humanities, University of Kashan , Kashan, Iran. 0000-0003-3130-2338 Azam Mansourinik Assistant Professor, Department of Psychology, Kas.C., Islamic Azad University, Kashan, Iran. 0000-0002-5043-5374 Journal Article 2025 08 26 Aim: This study examined the structural relationship between social anxiety and smartphone addiction, with maladaptive emotion regulation strategies and avoidant coping style as mediating variables. Method: This descriptive-correlational study employed structural equation modeling. The statistical population included students at Imam Khomeini International University of Qazvin in 1404. Two hundred participants were selected through convenience sampling. Measures included the Cognitive Emotion Regulation Questionnaire, Coping Strategies Questionnaire, Smartphone Addiction Scale, and Social Phobia Questionnaire. Data were analyzed using SPSS, AMOS, and structural equation modeling techniques. Results: The final structural model demonstrated acceptable fit indices and explained 46% of the variance in smartphone addiction. Although the direct effect of social anxiety on smartphone addiction was not significant, the indirect effects through maladaptive emotion regulation strategies and avoidant coping style were significant. Conclusion: Social anxiety contributes indirectly to smartphone addiction through maladaptive cognitive-emotional and behavioral coping mechanisms. These findings emphasize the importance of targeting emotion regulation and avoidant coping in preventive and therapeutic interventions addressing problematic smartphone use among university students. Aim: This study examined the structural relationship between social anxiety and smartphone addiction, with maladaptive emotion regulation strategies and avoidant coping style as mediating variables. Method: This descriptive-correlational study employed structural equation modeling. The statistical population included students at Imam Khomeini International University of Qazvin in 1404. Two hundred participants were selected through convenience sampling. Measures included the Cognitive Emotion Regulation Questionnaire, Coping Strategies Questionnaire, Smartphone Addiction Scale, and Social Phobia Questionnaire. Data were analyzed using SPSS, AMOS, and structural equation modeling techniques. Results: The final structural model demonstrated acceptable fit indices and explained 46% of the variance in smartphone addiction. Although the direct effect of social anxiety on smartphone addiction was not significant, the indirect effects through maladaptive emotion regulation strategies and avoidant coping style were significant. Conclusion: Social anxiety contributes indirectly to smartphone addiction through maladaptive cognitive-emotional and behavioral coping mechanisms. These findings emphasize the importance of targeting emotion regulation and avoidant coping in preventive and therapeutic interventions addressing problematic smartphone use among university students.

https://apsy.sbu.ac.ir/article_106704_d4053a1249af8c22de1cea0088bf01b7.pdf

Shahid Beheshti University Applied Psychology 2008-4331 20 2 2026 06 22 Comparison of Tendency to Divorce, Sexual Satisfaction, Marital Disaffection, and Self-Differentiation in Divorce Applicant Couples Based on Demographic Characteristics Comparison of Tendency to Divorce, Sexual Satisfaction, Marital Disaffection, and Self-Differentiation in Divorce Applicant Couples Based on Demographic Characteristics 200 225 106870 10.48308/apsy.2026.241158.1886 FA Esmat Ghaedi Ph.D Student of Clinical Psychology, Faculty Of Education And Psychology, University Of Shiraz, Iran 0000-0002-5636-2946 Changiz Rahimi Taghanki Professor psychology, Department of Clinical Psychology, Faculty of Education and Psychology, Shiraz university, Shiraz, Iran 0000-0002-7180-364X Journal Article 2025 08 18 Aim: This study examined differences in tendency toward divorce, sexual satisfaction, marital disaffection, and self-differentiation based on demographic characteristics among couples applying for divorce. Method: This causal-comparative study included 426 individuals (213 couples) who attended the Divorce Reduction Office in Shiraz during 2021–2022. Participants were selected through purposive sampling. Data were collected using standardized measures of tendency toward divorce, sexual satisfaction, self-differentiation, and marital disaffection. Statistical analyses included one-way ANOVA and independent t-tests conducted in SPSS-26. Results: Tendency toward divorce (p = 0.013) and marital disaffection (p = 0.007) were significantly higher among couples with longer marital duration. Sexual satisfaction was greater during the early years of marriage (p = 0.002). Better economic status was associated with higher sexual satisfaction (p < 0.01), and higher educational level was associated with increased sexual satisfaction (p < 0.001) and self-differentiation (p = 0.003). Men reported significantly higher self-differentiation and sexual satisfaction, whereas women reported greater marital disaffection. No significant gender difference was found in tendency toward divorce. Conclusion: Demographic variables significantly influence marital functioning and relational outcomes among couples seeking divorce. These findings highlight the importance of considering socioeconomic and gender-related factors in marital counseling and intervention programs. Aim: This study examined differences in tendency toward divorce, sexual satisfaction, marital disaffection, and self-differentiation based on demographic characteristics among couples applying for divorce. Method: This causal-comparative study included 426 individuals (213 couples) who attended the Divorce Reduction Office in Shiraz during 2021–2022. Participants were selected through purposive sampling. Data were collected using standardized measures of tendency toward divorce, sexual satisfaction, self-differentiation, and marital disaffection. Statistical analyses included one-way ANOVA and independent t-tests conducted in SPSS-26. Results: Tendency toward divorce (p = 0.013) and marital disaffection (p = 0.007) were significantly higher among couples with longer marital duration. Sexual satisfaction was greater during the early years of marriage (p = 0.002). Better economic status was associated with higher sexual satisfaction (p < 0.01), and higher educational level was associated with increased sexual satisfaction (p < 0.001) and self-differentiation (p = 0.003). Men reported significantly higher self-differentiation and sexual satisfaction, whereas women reported greater marital disaffection. No significant gender difference was found in tendency toward divorce. Conclusion: Demographic variables significantly influence marital functioning and relational outcomes among couples seeking divorce. These findings highlight the importance of considering socioeconomic and gender-related factors in marital counseling and intervention programs.

https://apsy.sbu.ac.ir/article_106870_54cb42af64a35080c57d883b945de4c4.pdf

Shahid Beheshti University Applied Psychology 2008-4331 20 2 2026 06 22 Modeling Relationship between Attachment Styles and Perceived Social Support with Academic Adjustment and Mediating Role of Self-Regulation in Adolescence Modeling Relationship between Attachment Styles and Perceived Social Support with Academic Adjustment and Mediating Role of Self-Regulation in Adolescence 226 252 105637 10.48308/apsy.2025.238584.1770 FA Zeinab Nazem Bokaei Master in school Counseling. Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran. 0009-0005-5937-5215 Hossein Pourshahriar Department of Counseling. Faculty of Educational Sciences and Psychology, Shahid Beheshti University. Tehran, Iran. 0000-0001-8323-191X Ebrahim Alizadeh Assistant Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, , Shahid Beheshti University. Tehran, Iran. Journal Article 2025 01 31 Aim: This study examined the relationships among attachment styles, perceived social support, self-regulation, and academic adjustment in adolescents. Method: This correlational study used structural equation modeling. The statistical population included secondary school students in Tehran during the 1401–1402 academic year. Six hundred students were selected using multistage cluster sampling. Data were collected using the Collins and Read Attachment Styles Questionnaire, the Perceived Social Support Scale, the Self-Regulated Learning Strategies Questionnaire, and the Adaptability Inventory for Students. Data were analyzed using SPSS-24 and LISREL-8.5. Results: Secure attachment style did not directly predict academic adjustment, whereas anxious and avoidant attachment styles had significant negative effects on academic adjustment. Self-regulation positively predicted academic adjustment, while perceived social support showed no direct effect. Secure attachment style positively predicted self-regulation, whereas anxious and avoidant attachment styles did not significantly predict self-regulation. Perceived social support positively influenced self-regulation. The overall model demonstrated satisfactory fit indices. Conclusion: Self-regulation mediates the relationships between insecure attachment styles, perceived social support, and academic adjustment. Strengthening self-regulatory skills and supportive interpersonal relationships may improve adolescents’ academic adaptation and educational functioning. Aim: This study examined the relationships among attachment styles, perceived social support, self-regulation, and academic adjustment in adolescents. Method: This correlational study used structural equation modeling. The statistical population included secondary school students in Tehran during the 1401–1402 academic year. Six hundred students were selected using multistage cluster sampling. Data were collected using the Collins and Read Attachment Styles Questionnaire, the Perceived Social Support Scale, the Self-Regulated Learning Strategies Questionnaire, and the Adaptability Inventory for Students. Data were analyzed using SPSS-24 and LISREL-8.5. Results: Secure attachment style did not directly predict academic adjustment, whereas anxious and avoidant attachment styles had significant negative effects on academic adjustment. Self-regulation positively predicted academic adjustment, while perceived social support showed no direct effect. Secure attachment style positively predicted self-regulation, whereas anxious and avoidant attachment styles did not significantly predict self-regulation. Perceived social support positively influenced self-regulation. The overall model demonstrated satisfactory fit indices. Conclusion: Self-regulation mediates the relationships between insecure attachment styles, perceived social support, and academic adjustment. Strengthening self-regulatory skills and supportive interpersonal relationships may improve adolescents’ academic adaptation and educational functioning.

https://apsy.sbu.ac.ir/article_105637_fa764e908923f3f69e32a21646f1b78c.pdf