KMAN Publication Inc. (KMANPUB) Journal of Adolescent and Youth Psychological Studies (JAYPS) 2981-2526 In Press 2026 09 10 Effectiveness of a Schema Therapy-Based Curriculum on Reducing Rejection Schemas and Emotional Dependency and Improving Emotional Relationships in Students with Social Anxiety Effectiveness of a Schema Therapy-Based Curriculum on Reducing Rejection Schemas and Emotional Dependency and Improving Emotional Relationships in Students with Social Anxiety 1 12 10.61838/ EN Journal Article 2026 01 14 <table> <tbody> <tr> <td> <p><strong>Objective:</strong> The present study aimed to investigate the effectiveness of a schema therapy-based curriculum on reducing rejection schemas and emotional dependency and improving emotional relationships among university students with social anxiety symptoms.</p> <p><strong>Methods and Materials:</strong> This study employed a quasi-experimental design with pretest–posttest and two-month follow-up assessments alongside a control group. The statistical population consisted of university students with social anxiety symptoms in Tehran during the 2025–2026 academic year. Following screening and eligibility assessment, 30 students were selected through purposive sampling and randomly assigned into experimental and control groups, each containing 15 participants. Data collection instruments included the Young Schema Questionnaire–Short Form, the Relationship Assessment Scale, and the Social Phobia Inventory. The experimental group participated in a schema therapy-based curriculum delivered in 10 weekly sessions of 90 minutes, while the control group received no intervention. The educational program focused on identifying and modifying maladaptive schemas, improving emotional regulation, strengthening interpersonal skills, and reducing emotional dependency. Data were analyzed using repeated measures analysis of variance in IBM SPSS Statistics.</p> <p><strong>Findings:</strong> The findings demonstrated significant differences between the experimental and control groups across posttest and follow-up stages. Results of repeated measures analysis of variance indicated that the schema therapy-based curriculum significantly reduced rejection schemas and emotional dependency while significantly improving emotional relationship quality among students with social anxiety (p &lt; .001). Significant interaction effects between time and group were observed for all dependent variables, indicating that changes in the experimental group were attributable to the intervention. Furthermore, Bonferroni post-hoc comparisons revealed that improvements achieved during the posttest stage remained stable during the two-month follow-up period, confirming the durability of treatment effects over time.</p> <p><strong>Conclusion:</strong> The findings suggest that schema therapy-based educational interventions are effective in modifying maladaptive schemas, reducing emotional dependency, and improving emotional relationships among university students with social anxiety. By targeting deep cognitive-emotional vulnerabilities and attachment-related insecurities, schema-focused curricula may contribute to greater emotional regulation, interpersonal security, and psychological adjustment in educational settings. Therefore, integrating schema therapy-based programs into university counseling and mental health services may represent an effective preventive and therapeutic approach for socially anxious students.</p> </td> </tr> </tbody> </table> <p> </p> https://journals.kmanpub.com/index.php/jayps/article/download/5557/11068