Journal of Adolescent and Youth Psychological Studies (JAYPS)
E-ISSN: 2981-2526 Director-in-Charge: Dr. Nadereh Saadati Editor-in-Chief: Dr. Ahmad Abedi Owner: KMAN Research Institute Publisher: KMAN Publication Inc. (KMANPUB) Contact email: jayps@kmanpub.com / aypsjournal@Gmail.com Open access: YES Journal of Adolescent and Youth Psychological Studies is a scientific open access peer-reviewed journal publishing original articles, reviews, short communications and scientific reports of a high scientific and ethical standard in psychology, counseling and related academic disciplines. This journal is published in the English language by the KMAN Publication Inc.. It covers all the scientific subjects including family, educational, occupational, rehabilitation counseling and psychotherapy and other areas related to youth psychology and counseling. This journal publishes articles in the following fields: Counseling and adolescent psychology Youth psychology and counseling Educational psychology and counseling (educational field) Occupational, educational psychology and counseling of young people Educational psychology and counseling (educational sciences) General and psychological health of teenagers and the young population Topics related to the training of school administrators and teachers Counseling and psychology of marriage and family About the Publisher Publisher: KMAN Publication Inc. Publisher Office: Unit 5‑10825 Yonge St, Richmond Hill, Ontario, Canada, L4C 3E3 https://journals.kmanpub.com Email: kmanpu@kmanpub.com Telegram: +1 (647) 656‑4401 | WhatsApp: +1 (437) 429‑3507 Germany Office: Dratelnstrasse, Wohnung A60, 21119 Hamburg, Germany (+4915207720487)
Developing a Causal Model of Academic Buoyancy in Gifted Students in Tehran Based on Perceived Parental Relationships and Perceived Teacher–Student Relationships: The Mediating Role of Academic Pressure and Socio-Emotional Competence
Objective: This study aimed to develop and test a causal model of academic buoyancy in gifted secondary school students based on perceived parent–child relationships and teacher–student relationship quality, with the mediating roles of socio-emotional competence and perceived academic pressure. Methods and Materials: The study adopted an applied, descriptive–correlational design using structural equation modeling (SEM). The population consisted of gifted students enrolled in the first and second levels of secondary education in Tehran during the 2023–2024 academic year. A total of 392 students were selected through simple random sampling. Data were collected using standardized questionnaires assessing academic buoyancy, parent–child relationships, teacher–student relationship quality, socio-emotional competence, and perceived academic pressure. Data analysis was conducted using SPSS and AMOS software. Pearson correlation coefficients were calculated, and SEM with maximum likelihood estimation was employed. Indirect effects were tested using bootstrapping with 2,000 resamples to evaluate mediating pathways. Findings: Structural equation modeling indicated that mother–child relationships (β = 0.37, p < .05) and teacher–student relationship quality (β = 0.42, p < .05) had significant direct positive effects on academic buoyancy, whereas the direct effect of father–child relationships was not significant. Socio-emotional competence showed a strong positive direct effect on academic buoyancy (β = 0.45, p < .01), while perceived academic pressure had a significant negative direct effect (β = −0.39, p < .01). Bootstrapping results revealed significant indirect effects of parent–child relationships and teacher–student relationship quality on academic buoyancy through socio-emotional competence (positive) and perceived academic pressure (negative). The overall model demonstrated acceptable goodness-of-fit indices. Conclusion: The findings highlight academic buoyancy as a relationally embedded and psychologically mediated construct, indicating that supportive parental and teacher relationships enhance gifted students’ vitality primarily by strengthening socio-emotional competence and reducing perceived academic pressure.
Quality of Student-Teacher Relationships
Adolescents’ Perceived Parental Academic Pressure
Copyright (c) 2025 Soudabeh Ershadi Manesh (Author)
Predicting Risky Behaviors Based on Emotional Schemas and Rumination in Adolescents
Objective: This study aimed to predict risky behaviors in adolescents based on emotional schemas and rumination. Methods and Materials: This applied, descriptive–correlational study was conducted among 150 male high school students in District 1 of Baharestan during the 2024–2025 academic year. Participants were selected through purposive sampling based on the population structure of the region. Data were collected using three validated instruments: the Risky Behaviors Questionnaire (Zadehmohammadi & Ahmadabadi, 2008), the Emotional Schema Scale—Second Version (Leahy, 2012), and the Rumination Response Scale (Nolen-Hoeksema & Morrow, 1991). After verifying statistical assumptions, inferential analyses were performed using Pearson correlation and simultaneous multiple regression in SPSS-27 to examine the predictive power of emotional schemas and rumination for risky behaviors. Findings: Pearson correlation results indicated significant positive relationships between risky behaviors and rumination, emotional rumination, guilt and shame, and blame, while comprehensibility showed a weak negative correlation. The simultaneous regression model was significant, F(6,143) = 27.99, p = 0.004, demonstrating that emotional schemas and rumination collectively explained 38.8% of the variance in risky behaviors (R = 0.623, R² = 0.388). Among predictors, rumination (β = 0.14, p = 0.01), guilt and shame (β = 0.08, p = 0.04), emotional rumination (β = 0.09, p = 0.05), and blame (β = 0.12, p = 0.01) had significant positive effects, while comprehensibility did not significantly predict risky behaviors (p = 0.11). Conclusion: The findings highlight the substantial role of emotional schemas and rumination in shaping adolescents’ risky behavioral tendencies, demonstrating that maladaptive emotional beliefs and repetitive negative thinking significantly contribute to engagement in harmful behaviors. Interventions targeting emotional schemas and rumination may effectively reduce risk-taking among adolescents.
Copyright (c) 2025 Majid Zolfi Oshtolagh (Author); Alireza Pirkhaefi (Corresponding Author)
A Comparative Study Between the Paradigmatic Models of Girls and Boys in the Formation Process of Marriage Trauma
Objective: This study aimed to compare the paradigmatic models of girls and boys in the formation process of marriage trauma using a grounded theory framework. Methods and Materials: This qualitative study employed the systematic grounded theory approach of Strauss and Corbin. Semi-structured, in-depth, face-to-face interviews were conducted with 21 unmarried girls and 17 unmarried boys residing in Shahreza who did not have psychological disorders. Participants were recruited through an Instagram call posted by a psychological clinic and selected via snowball sampling. Interviews lasted 60–80 minutes and explored causal conditions, contextual conditions, intervening conditions, strategies, and consequences related to fear of marriage. Data were analyzed through open, axial, and selective coding to identify core categories and reconstruct gender-specific paradigmatic models explaining marriage trauma. Findings: The analysis revealed distinct gendered pathways in the formation of marriage trauma. For girls, the core category was “the ambiguity of the value of marriage and perfectionism of self and parents,” arising from emotional failures of others, familial expectations, religious–moral incongruence, and economic insecurity. For boys, the core category was “the meaninglessness of marital authenticity,” driven by fear of unsuccessful marriage, economic instability, perceived legal vulnerability, past relational hurt, and sociocultural constraints. Across both groups, intervening conditions such as parental conflict, emotional dependency, and intergenerational narratives intensified trauma trajectories. Strategies included seeking emotional reassurance, emphasizing compatibility, and attempting to learn communication skills; however, consequences such as increased dependency, avoidance, and loss of perceived marriage opportunities were evident. Conclusion: Marriage trauma among youth arises from intertwined emotional, familial, sociocultural, and structural factors, with clear gender-specific mechanisms shaping fear and avoidance of marriage; understanding these paradigmatic models can inform culturally responsive interventions and support systems.
Copyright (c) 2025 Samaneh Shadmand (Author); Seyed Ali Hashemianfar (Corresponding Author); Saeid Aghasi (Author)
Development of a Cognitive–Physical Dual-Task Intervention Package and Its Effectiveness on Evidence Rate (Evidence Accumulation Speed) in Adolescent Girls
Objective: The present study was conducted with the aim of developing a cognitive–physical dual-task intervention package and examining its effectiveness on the evidence rate (evidence accumulation speed) in adolescent girls. Methods and Materials: This research employed a quasi-experimental design with pretest–posttest–follow-up and a control group. The statistical population consisted of low-active adolescent girls in Tehran in the 2024–25 academic year. Using convenience sampling, 50 participants were selected and randomly assigned to experimental and control groups (25 in each group). The experimental group received training based on the designed cognitive–physical dual-task package over eight weeks in twenty-four 20-minute sessions. The control group performed moderate-intensity aerobic exercises, starting from below-threshold intensity and progressing to moderately high intensity. To assess cognitive changes, the Wisconsin Card Sorting Test (WCST) was used, with “perseverative errors” and “total errors” serving as indices of cognitive flexibility and evidence accumulation speed. The process of developing the intervention package included designing training lesson plans, a teenager’s workbook, and evaluating content validity using CVR and CVI indices, which ranged from 0.8 to 1 and 0.9 to 1, respectively, confirming the satisfactory validity of the package. Data were analyzed using repeated measures ANOVA. Findings: The results showed that the mean perseverative errors and total errors in the experimental group decreased significantly compared to the control group at posttest and follow-up (p < 0.01). Effect size and eta squared also indicated a considerable impact of the cognitive–physical exercises on increasing the evidence accumulation rate. Conclusion: The designed package significantly improved cognitive flexibility and decision-making processing speed in adolescent girls. These findings support the effectiveness of integrative mind–body approaches in enhancing fine-grained cognitive indices during adolescence.
Copyright (c) 2025 Fereshteh Arsalandeh (Author); Maryam Moghadasin (Corresponding Author); Jafar Hasani, Hamid Rajabi (Author)
The Effectiveness of Life Skills Training on Self-Handicapping among Students
Objective: This study aimed to examine the effectiveness of life skills training in reducing self-handicapping behaviors and their components among master’s students. Methods and Materials: This applied, quantitative study used a semi-experimental pretest–posttest design with a control group and a two-month follow-up. The statistical population comprised all master’s students in Economic Management at the Islamic Azad University, Shiraz Branch, during the 2024–2025 academic year. Using convenience sampling, 78 students were selected and randomly assigned to an experimental group (n = 39) and a control group (n = 39). The experimental group participated in ten 45-minute sessions of life skills training based on Klinke’s (1994) protocol, covering self-awareness, empathy, communication, anger management, problem-solving, stress management, decision-making, creative and critical thinking, and emotional regulation. Data were collected using the Self-Handicapping Questionnaire developed by Jones and Rhodewalt (1978) and analyzed through analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) using SPSS 26. Findings: The results revealed significant reductions in total self-handicapping and its components among the experimental group compared to the control group at the posttest stage (p < .001). ANCOVA results indicated strong intervention effects on total self-handicapping (F = 92.34, η² = .591), effort (F = 32.25, η² = .342), and negative mood (F = 21.65, η² = .259), with a moderate effect on excuse-making (F = 8.90, p = .004, η² = .126). The follow-up analysis confirmed the persistence of effects after two months, except for the excuse-making component (p > .05). Conclusion: Life skills training effectively reduces self-handicapping and its cognitive-emotional components among university students and maintains its impact over time, highlighting its importance as a preventive and developmental intervention in higher education.
Copyright (c) 2025 Zahra Taghipour (Author); Ali Naseri (Corresponding Author)
Comparison of the Effectiveness of Psychological Debriefing–Based Intervention and Schema Therapy on Post-Traumatic Stress Arousal Symptoms and Coping Styles in Adolescent Girls Affected by Sexual Abuse
Objective: This study aimed to compare the effectiveness of psychological debriefing and schema therapy on post-traumatic stress arousal symptoms and coping styles among adolescent girls affected by sexual abuse. Methods and Materials: This quasi-experimental study employed a pretest–posttest control group design with three groups: psychological debriefing, schema therapy, and control. The sample included 45 adolescent girls aged 12–18 years who were referred to the Social Emergency Center in Varamin, Iran, in 2024, after experiencing sexual abuse. Participants were selected through purposive sampling based on inclusion criteria and randomly assigned to one of the three groups (15 per group). The interventions consisted of a 12-session schema therapy program based on Young’s model and a single-session (two-hour) psychological debriefing protocol based on Mitchell and Everly’s model. Research instruments included the Endler and Parker Coping Inventory for Stressful Situations (CISS) and the PTSD Symptom Scale developed by Weathers et al. Data were analyzed using mixed-design analysis of variance (ANOVA) with a significance level of p < .05. Findings: The results showed that both interventions led to a significant increase in problem-focused coping and a significant reduction in emotion-focused and avoidance coping styles, as well as decreased emotional arousal symptoms among adolescent girls in the experimental groups compared to the control group (p < .05). The within-group and interaction effects of time and group were statistically significant, while no significant differences were observed between the two intervention groups, indicating comparable efficacy of psychological debriefing and schema therapy in reducing post-traumatic symptoms. Conclusion: Both schema therapy and psychological debriefing are effective trauma-focused interventions for adolescent girls affected by sexual abuse, improving coping strategies and reducing hyperarousal symptoms. Integrating these methods into a staged treatment protocol may optimize recovery outcomes for this vulnerable population.
Copyright (c) 2025 Marzieh Azizi (Author); Alinaghi Aghdasi (Corresponding Author); Alireza Agdamibaher, Javad Mesrabadi (Author)
Identifying the Subjective Experience of Learning Under High Performance Pressure
Objective: This study aimed to identify and explore the subjective emotional, cognitive, and social experiences of learners operating under high performance pressure within South African educational contexts. Methods and Materials: Using a qualitative design, this study adopted an interpretivist approach to understand the lived experiences of individuals facing intense performance expectations. Data were collected through semi-structured interviews with 24 participants drawn from universities and professional training programs across South Africa. Participants were selected purposively to ensure diversity in academic and occupational backgrounds, and interviews continued until theoretical saturation was reached. All interviews were audio-recorded, transcribed verbatim, and analyzed thematically using NVivo 14 software. Thematic analysis followed Braun and Clarke’s six-step method, and credibility was enhanced through member checking, peer debriefing, and reflexive documentation. Findings: Three overarching themes emerged from the data. First, emotional and cognitive responses to pressure revealed that anxiety, cognitive overload, and fluctuating motivation coexisted with resilience and growth mindset. Second, social and environmental influences demonstrated that institutional grading systems, peer comparison, family expectations, and digital monitoring amplified stress, while supportive instructor feedback and empathetic climates enhanced engagement. Third, coping, adaptation, and meaning-making highlighted that learners adopted both adaptive (mindfulness, reframing, time management) and maladaptive (avoidance, overstudying) strategies, with resilience and self-reflection transforming pressure into an opportunity for personal and academic development. Conclusion: Learning under high performance pressure simultaneously challenges and strengthens learners, shaping emotional resilience, motivation, and self-concept. The findings underscore the need for educational systems to balance high expectations with psychological safety, supportive pedagogy, and reflective learning practices to transform pressure into growth.
Identifying the Role of Digital Self-Presentation in Adolescent Identity Formation
Objective: This study aimed to identify and interpret the role of digital self-presentation in shaping adolescent identity formation among Chilean youth within the broader context of social media engagement and self-concept development. Methods and Materials: A qualitative research design was employed using semi-structured, in-depth interviews with 33 adolescents aged 14–19 years from Santiago, Valparaíso, and Concepción, Chile. Participants were selected through purposive sampling to ensure diversity in gender, socioeconomic background, and social media usage. Data collection continued until theoretical saturation was reached. All interviews were conducted in Spanish, transcribed verbatim, and analyzed using thematic analysis with NVivo 14 software. The analysis involved open, axial, and selective coding to generate core themes reflecting participants’ lived experiences and meaning-making processes in digital environments. To enhance the study’s credibility, member checking and peer debriefing were performed. Findings: Three overarching themes emerged: (1) Digital Platforms as Identity Arenas, illustrating how adolescents strategically curate and manage their online personas; (2) Negotiating Authenticity and Social Expectation, revealing tensions between genuine self-expression and conformity to peer norms; and (3) Identity Development through Digital Interaction, emphasizing how feedback, role experimentation, and online reflection foster evolving self-awareness. The findings demonstrated that adolescents actively use social media to construct, test, and regulate their sense of self, while feedback mechanisms and social comparison dynamics significantly influence emotional well-being and self-esteem. Participants with stronger self-regulation and supportive family relationships displayed greater digital resilience and identity coherence. Conclusion: Digital self-presentation functions as both a developmental opportunity and a psychosocial challenge. It enables adolescents to explore diverse self-aspects and foster identity growth while simultaneously exposing them to social pressures and validation dependence. Conscious and reflective engagement in digital spaces can enhance identity integration and emotional balance in adolescence.
Identifying Perceived Barriers to Seeking Psychological Help Among Rural Youth
Objective: This study aimed to identify and explore the perceived sociocultural, structural, and psychological barriers that prevent rural youth in Greece from seeking professional psychological help. Methods and Materials: This qualitative study employed a phenomenological design to capture the lived experiences of rural youth regarding help-seeking for mental health concerns. A purposive sample of 22 participants aged 18–25 from rural areas across Greece was selected. Data were collected through in-depth semi-structured interviews conducted face-to-face and via online platforms until theoretical saturation was reached. Each interview lasted between 45 and 70 minutes and was audio-recorded with participants’ consent. Transcripts were analyzed using Braun and Clarke’s thematic analysis approach, supported by NVivo 14 software to code, categorize, and identify recurring patterns. Ethical standards, including confidentiality, informed consent, and participant anonymity, were strictly maintained throughout the research process. Findings: Analysis revealed four major themes explaining barriers to professional help-seeking: (1) cultural and social stigma, including fear of labeling, gender norms, and family expectations; (2) structural and logistical barriers such as distance, financial hardship, and lack of local services; (3) psychological and personal factors, including low mental health literacy, self-stigma, and fear of self-disclosure; and (4) interpersonal and environmental influences involving peers, family, schools, and community norms. These themes reflect the intertwined effects of cultural identity, limited infrastructure, and individual beliefs on help-seeking behaviors. The results indicate that stigma, limited perceived behavioral control, and restrictive social norms jointly contribute to the low utilization of psychological services among rural youth. Conclusion: The study underscores that addressing help-seeking barriers requires multifaceted interventions integrating cultural sensitivity, mental health literacy, and accessible rural services. Promoting community-based psychoeducation and destigmatization campaigns may enhance openness toward professional psychological support among rural Greek youth.
Identifying Generational Gaps in Emotional Expression among Youth and Parents
Objective: This study aimed to identify and interpret generational differences in emotional expression between youth and parents, focusing on how social, cognitive, and cultural factors influence emotional communication patterns across generations. Methods and Materials: This qualitative research employed an exploratory design grounded in the interpretivist paradigm to capture the lived experiences of emotional communication within families. The study involved 20 participants from Canada, comprising 10 youth (aged 18–25) and 10 parents (aged 40–60), selected through purposive sampling to ensure diversity in gender, culture, and socioeconomic background. Semi-structured interviews were conducted in person and online, each lasting 45–70 minutes, until theoretical saturation was reached. Data were transcribed verbatim and analyzed thematically using NVivo 14 software. Thematic analysis followed Braun and Clarke’s six-step framework, with codes and categories refined through constant comparison and reflexive journaling to ensure credibility and consistency. Findings: Five major themes emerged: (1) Communication Styles Across Generations, reflecting youth’s verbal openness versus parental restraint; (2) Technological Mediation of Emotion, highlighting digital communication as both a bridge and barrier; (3) Emotional Norms and Cultural Expectations, emphasizing the impact of cultural scripts and gendered expression; (4) Perceptions of Empathy and Understanding, revealing emotional misattunement and validation gaps; and (5) Adaptation and Emotional Bridging Mechanisms, showing efforts toward intergenerational empathy and emotional literacy. The findings indicated that differences in emotional vocabulary, digital fluency, and cultural norms contribute to misinterpretations and emotional distance, while reflective dialogue and hybrid communication foster improved understanding. Conclusion: Generational gaps in emotional expression arise from interwoven social, cultural, and cognitive mechanisms that shape emotion socialization within families. Promoting emotional literacy, reciprocal empathy, and adaptive communication practices can enhance intergenerational cohesion and emotional well-being.
Ranking Adolescent Stressors Linked to Urban Lifestyle and Overexposure
Objective: This study aimed to identify and rank key stressors affecting adolescents in urban environments, focusing on how digital exposure, academic competition, environmental overload, and social comparison contribute to mental and emotional distress. Methods and Materials: The research employed a sequential exploratory mixed-methods design. In the qualitative phase, an extensive literature review was conducted using NVivo 14 software to identify major categories of urban stressors until theoretical saturation was achieved. Eight primary themes emerged—academic pressure, digital overexposure, social comparison, lifestyle imbalance, sensory overload, media-driven anxiety, urban isolation, and spatial constraints. In the quantitative phase, a structured questionnaire derived from these themes was distributed to 200 adolescents (aged 13–18) from urban regions of Hungary. Data were analyzed using SPSS version 26, with descriptive statistics, the Friedman test, and reliability analysis (Cronbach’s α = 0.89) applied to determine the relative significance of stressors. Findings: The Friedman test results indicated statistically significant differences in the mean ranks of stressors (p < 0.001). Academic and performance pressure ranked highest (mean rank = 4.67), followed by digital overexposure (4.51), social comparison (4.38), and lifestyle imbalance (4.21). Environmental and media-related stressors—such as sensory overload and media-driven anxiety—were moderately ranked, while urban isolation and physical constraints had the lowest rankings. These findings suggest that cognitive and social pressures related to performance and technology use are stronger predictors of adolescent distress than physical or environmental factors. Conclusion: The study demonstrates that the urban adolescent experience is characterized by overlapping academic and digital stressors that operate within a high-demand environment. Understanding the hierarchical structure of these stressors can inform interventions promoting balance, digital mindfulness, and academic reform to mitigate chronic urban stress among youth.
Ranking Internalized Beliefs Contributing to Body Image Dissatisfaction
Objective: This study aimed to identify and rank the internalized belief systems that contribute to body image dissatisfaction among adults through an integrated qualitative–quantitative framework. Methods and Materials: A sequential exploratory mixed-method design was employed. In the qualitative phase, a systematic literature review of 126 scholarly sources published between 2010 and 2025 was conducted to identify belief domains related to body image dissatisfaction. Data were analyzed using NVivo 14 through open, axial, and selective coding until theoretical saturation was achieved, resulting in seven overarching belief themes. In the quantitative phase, a structured survey derived from these qualitative results was distributed to 215 participants in Malaysia, aged 18–35 years. Responses were analyzed in SPSS 26 using the Friedman ranking test to determine the relative importance of each belief domain. Reliability was confirmed with Cronbach’s alpha above 0.70, and demographic variations were explored via independent t-tests and ANOVA. Findings: The Friedman test revealed significant differences across belief domains (χ² = 198.37, p < 0.001). The highest mean ranks were recorded for socio-cultural appearance ideals (6.45) and self-worth contingent on appearance (6.10), indicating that external cultural pressures and appearance-based self-evaluation are dominant predictors of body dissatisfaction. Perfectionistic body standards (5.72) and cognitive distortions and negative self-talk (5.21) were moderately influential, while gender and body role expectations (4.63), emotional regulation via body control (4.15), and consumerism and commercial influence (3.74) ranked lower. These results highlight a cognitive–sociocultural hierarchy of internalized beliefs shaping dissatisfaction. Conclusion: The findings suggest that body image dissatisfaction is primarily sustained by sociocultural idealization and self-worth dependency, with perfectionistic and cognitive distortions acting as reinforcing mechanisms. Addressing these internalized beliefs through integrative psychological, educational, and media-based interventions may reduce vulnerability to body dissatisfaction.
Prioritizing Psychological Consequences of Online Peer Comparison: A Mixed-Methods Analysis Among Indonesian Youth
Objective: This study aimed to identify and prioritize the psychological consequences of online peer comparison among adolescents and young adults using a sequential mixed-methods design. Methods and Materials: The research adopted a two-phase sequential exploratory design. The qualitative phase involved a systematic literature review of studies related to online peer comparison, social media use, and mental health outcomes. Data were analyzed using NVivo 14 through open, axial, and selective coding until theoretical saturation was achieved, resulting in nine major psychological themes. The subsequent quantitative phase utilized a cross-sectional survey of 220 Indonesian participants aged 16–30 years, all active social media users. Participants rated the severity and frequency of each identified psychological outcome using a five-point Likert scale. Data were analyzed using SPSS version 26, employing the Friedman test to establish ranking orders and post-hoc Wilcoxon tests for inferential comparisons. Findings: The Friedman test revealed statistically significant differences among the perceived psychological consequences (χ² = 121.37, p < .001). Self-esteem depletion ranked highest (Mean Rank = 8.62), followed by anxiety and distress (Mean Rank = 8.11) and depression and emotional exhaustion (Mean Rank = 7.95). Mid-ranked outcomes included body image dissatisfaction (Mean Rank = 7.78) and envy and resentment (Mean Rank = 7.45). Cognitive distortion, social isolation, identity confusion, and motivation and productivity decline were comparatively lower in impact. The results suggest that emotional and self-evaluative processes constitute the core mechanisms through which online peer comparison affects psychological well-being. Conclusion: Online peer comparison primarily undermines self-esteem and emotional stability, producing multidimensional effects across emotional, cognitive, and behavioral domains. The findings emphasize the need for targeted interventions promoting self-compassion, emotional regulation, and digital literacy to mitigate comparison-induced distress in youth populations.
Prioritizing Pathways Linking Educational Stress to Mental Health Outcomes: A Mixed-Methods Analysis Among Moroccan Students
Objective: This study aimed to identify and prioritize the key pathways through which educational stress influences mental health outcomes among students in Morocco using an integrated qualitative–quantitative framework. Methods and Materials: A sequential exploratory mixed-method design was employed. In the first phase, a qualitative thematic analysis was conducted through a systematic review of global and regional studies on educational stress and psychological well-being until theoretical saturation was achieved. The data were analyzed using NVivo 14, generating seven major themes: academic pressure, parental expectations, cognitive coping, peer climate, institutional factors, emotional outcomes, and resilience. In the second phase, a quantitative survey was administered to 160 Moroccan participants, including students and educators, who ranked the relative importance of the identified pathways using a five-point Likert scale. Data analysis was performed in SPSS 26, employing descriptive statistics, mean ranking, and Kendall’s coefficient of concordance (W = 0.81, p < 0.001) to assess inter-rater agreement. Findings: Results indicated strong consensus among participants regarding the hierarchical influence of stress pathways on mental health. Academic pressure and performance anxiety emerged as the most influential pathway (M = 4.62, SD = 0.48), followed by parental and societal expectations (M = 4.40, SD = 0.55) and cognitive appraisal and coping styles (M = 4.25, SD = 0.59). Peer relations, institutional environment, and emotional outcomes ranked moderately, while resilience and protective mechanisms (M = 3.54, SD = 0.72) were perceived as reactive but essential buffers against stress-induced distress. Conclusion: Educational stress is a multidimensional construct shaped by academic, familial, cognitive, and institutional dynamics. Addressing these interconnected pathways through targeted interventions—such as resilience training, institutional reform, and family-based awareness—can significantly enhance students’ mental health outcomes and academic sustainability in the Moroccan context.
The Effectiveness of Emotion Regulation Training on Frustration Tolerance and Executive Functions in Adolescents of Tehran City
Objective: The present study aimed to investigate the effectiveness of emotion regulation training on frustration tolerance and executive functions among adolescents in Tehran City. Methods and Materials: The research method was quasi-experimental with a pretest–posttest design including a control group. The statistical population comprised all secondary school adolescents in Tehran during 2025, from which 30 participants were selected through convenience sampling and randomly assigned to experimental and control groups. The experimental group participated in ten 90-minute sessions of emotion regulation training, whereas the control group received no intervention. To assess the study variables, the Harrington Frustration Tolerance Questionnaire (2005) and the Barkley Deficits in Executive Functioning Scale (2011) were used. Findings: Findings indicated that emotion regulation training led to a significant increase in frustration tolerance and improvement in executive functions—including inhibitory control, cognitive flexibility, and self-regulation—in the experimental group (p < .05). Conclusion: These results suggest that emotion regulation training can effectively enhance cognitive and emotional resilience in adolescents by improving self-awareness, emotional management, and flexible thinking skills. Therefore, implementing such training programs in educational and counseling settings is recommended to promote mental health and executive functioning among adolescents. Keywords: Emotion Regulation Training, Frustration Tolerance, Executive Functions, Adolescents
Copyright (c) 2025 Zahra Etaati, Nowzar Ghorbani, Shahin Alipanah (Author); Nazanin Haghighat Bayan (Corresponding Author); Sara Rezaei (Author)
Exploring the Psychological Dimensions of Post-Traumatic Growth among Youth Exposed to Adversity
Objective: The objective of this study was to explore and interpret the psychological dimensions of post-traumatic growth (PTG) among Hungarian youth who have experienced adversity, focusing on how they reconstruct identity, relationships, meaning, and resilience through lived experiences. Methods and Materials: This qualitative study employed a phenomenological design to understand adolescents’ and young adults’ subjective experiences of growth after trauma. A purposive sample of 18 Hungarian participants aged 17–25 years, each having experienced significant adversity such as family conflict, bereavement, illness, or socioeconomic hardship, was selected. Data were gathered through semi-structured, in-depth interviews lasting 60–90 minutes and continued until theoretical saturation was reached. All interviews were audio-recorded, transcribed verbatim, and analyzed thematically using NVivo 14 software. The analysis followed Braun and Clarke’s six-phase framework, incorporating open, axial, and selective coding to identify key psychological dimensions of PTG. Trustworthiness was ensured through member checking, peer debriefing, and an audit trail of analytic decisions. Findings: Data analysis revealed four overarching dimensions of post-traumatic growth: (1) Reconstructing self-identity—youth reported enhanced self-awareness, emotional maturity, and value reorientation; (2) Strengthened interpersonal relationships—participants demonstrated increased empathy, family reconnection, and social responsibility; (3) Meaning-making and spiritual growth—adolescents engaged in existential reflection, gratitude, and spiritual or mindful coping; and (4) Resilience and future orientation—youth developed adaptive coping skills, self-efficacy, and forward-looking motivation. These findings highlight PTG as a multidimensional process integrating cognitive restructuring, emotional regulation, and relational transformation within sociocultural contexts. Conclusion: The study concludes that post-traumatic growth among Hungarian youth represents a transformative journey characterized by self-redefinition, relational strengthening, and renewed purpose.
Exploring the Psychological Indicators of Online Gaming Dependency in Teenagers
Objective: This study aimed to explore the psychological indicators underlying online gaming dependency among teenagers, focusing on emotional regulation, cognitive distortions, social belonging, and behavioral control mechanisms. Methods and Materials: A qualitative exploratory design was employed to examine the lived experiences of adolescents exhibiting signs of online gaming dependency. Data were collected through semi-structured, in-depth interviews with 19 teenagers aged 14–18 years from various regions of Greece. Participants were selected using purposive sampling until theoretical saturation was achieved. Each interview lasted between 45 and 70 minutes, addressing topics such as emotional motivations, gaming habits, and social relationships. Data were transcribed verbatim and analyzed thematically using NVivo 14 software. Coding followed Braun and Clarke’s six-phase framework, ensuring rigor through member checking, peer debriefing, and audit trail documentation to enhance trustworthiness and confirmability of the findings. Findings: Thematic analysis yielded four main categories: (1) emotional regulation through gaming, where adolescents used gaming as a coping mechanism for stress, anxiety, and emotional discomfort; (2) cognitive distortions and reward mechanisms, highlighting the influence of illusion of mastery, instant gratification, and reinforcement loops on dependency; (3) social dynamics and virtual belonging, revealing that online relationships provided validation and identity formation but often replaced real-world connections; and (4) loss of control and behavioral dependence, characterized by compulsive play, neglect of daily tasks, withdrawal symptoms, and tolerance development. Together, these themes depict online gaming as an emotionally and cognitively reinforcing behavior that fulfills psychological and social needs while fostering dependency. Conclusion: Online gaming dependency among adolescents emerges from a complex interplay of emotional, cognitive, social, and behavioral factors. Effective prevention requires integrating emotional regulation training, digital literacy education, and family-based interventions to promote healthy engagement with technology.
Dimensions of Emotional Exhaustion among Adolescents Experiencing Family Conflict
Objective: This study aimed to explore and identify the core dimensions of emotional exhaustion among adolescents experiencing family conflict in Indonesia. Methods and Materials: This qualitative study employed an exploratory design to examine the lived experiences of adolescents exposed to recurrent family conflicts. Using a purposive sampling approach, 22 adolescents aged 13 to 19 years (12 females and 10 males) from various urban and semi-urban regions in Indonesia participated in the research. Data were collected through semi-structured, in-depth interviews conducted in Bahasa Indonesia. Interviews were audio-recorded, transcribed verbatim, and analyzed using NVivo 14 software. Thematic analysis, following Braun and Clarke’s six-step approach, was applied to identify core themes and subthemes. Theoretical saturation determined the final sample size. Rigor and credibility were ensured through member checking, peer debriefing, and an external audit of the coding framework. Findings: Data analysis revealed four overarching themes: (1) Emotional Drain from Family Tension, (2) Inner Conflict and Self-Blame, (3) Coping and Emotional Regulation Strategies, and (4) Social and Academic Consequences. Adolescents described chronic fatigue, helplessness, and emotional numbness resulting from prolonged family disputes. Feelings of guilt, shame, and internalized responsibility for family discord intensified emotional exhaustion. Coping strategies ranged from avoidance and spiritual reliance to creative expression and reframing. However, ineffective regulation often perpetuated distress. Emotional exhaustion further extended into diminished academic engagement, social withdrawal, and a strong yearning for family harmony. The findings collectively highlight emotional exhaustion as a relational, systemic, and culturally embedded process. Conclusion: Emotional exhaustion among adolescents experiencing family conflict emerges as a multidimensional phenomenon rooted in persistent relational strain, internalized guilt, and limited emotional regulation resources. Strengthening family communication, emotional literacy, and support systems can mitigate exhaustion and promote adolescent emotional resilience.
Contextual Factors Contributing to Adaptive Coping in Adolescents Under Academic Stress
Objective: This study aimed to explore the contextual, personal, and sociocultural factors that contribute to adaptive coping among adolescents experiencing academic stress, with a focus on understanding how environmental and individual elements interact to promote resilience. Methods and Materials: A qualitative research design was employed using an exploratory and descriptive approach. Seventeen adolescents (aged 14–18) from three secondary schools in Gauteng Province, South Africa, were selected through purposive sampling. Semi-structured interviews were conducted to capture participants’ lived experiences of academic stress and coping strategies. Data collection continued until theoretical saturation was reached. Interviews were transcribed verbatim and analyzed thematically using NVivo 14 software. Trustworthiness was ensured through member checking, peer debriefing, and maintaining an audit trail in accordance with Lincoln and Guba’s criteria of credibility, dependability, and confirmability. Findings: Analysis revealed four overarching themes: (1) Supportive Social Environment, encompassing family, peer, and teacher support as key buffers against stress; (2) Personal Coping Strategies, highlighting cognitive reframing, emotional regulation, and proactive help-seeking as adaptive mechanisms; (3) Academic and Institutional Context, identifying positive school climates and counseling services as facilitators of resilience; and (4) Cultural and Socioeconomic Influences, showing how family expectations, community values, and financial pressures both intensified and motivated coping responses. The findings indicated that adaptive coping is a multidimensional process rooted in the interaction between psychological flexibility, relational support, and cultural meaning-making. Conclusion: Adolescents’ ability to cope adaptively with academic stress depends on the convergence of personal resilience, supportive relationships, and culturally grounded values. Enhancing school-based and community-level support structures can strengthen adolescents’ capacity to transform academic pressure into personal growth and adaptive functioning.
Ranking the Psychological and Social Components of Life Purpose Formation in Adolescents
Objective: This study aimed to identify and rank the key psychological and social components that contribute to the formation of life purpose among adolescents. Methods and Materials: This research employed a mixed-method exploratory–sequential design. The first phase consisted of a qualitative literature-based analysis conducted through thematic coding using NVivo 14 to identify major psychological and social components of adolescent life purpose formation. The review continued until theoretical saturation was reached, yielding nine central themes. In the second phase, a quantitative ranking survey was carried out with 250 adolescents aged 15–18 years from various high schools in Mexico, using a structured Likert-scale questionnaire derived from the qualitative findings. The collected data were analyzed using SPSS version 26, applying Friedman’s test to determine the mean rank order of each component and Cronbach’s alpha to confirm reliability. Findings: The analysis revealed statistically significant differences in the importance adolescents attributed to various life purpose components (χ² = 64.37, p < 0.001). Self-Identity Development received the highest mean rank (4.56), followed by Motivation and Goal Orientation (4.48) and Emotional Regulation (4.41). Cognitive Maturity (4.33) and Family Influence (4.25) also demonstrated strong relevance, while Peer and Social Relationships (4.17) and Educational Context and Mentorship (4.12) held moderate positions. Cultural and Societal Values (3.95) and Existential Awareness and Meaning-Making (3.82) were ranked lower, indicating that adolescents prioritize internal psychological mechanisms over external sociocultural influences in constructing their sense of purpose. Conclusion: The study concludes that life purpose formation in adolescents is primarily driven by internal psychological processes—especially identity, motivation, and emotional regulation—supported by social contexts such as family and education. Strengthening these components through targeted educational and counseling programs can enhance adolescents’ psychological well-being and long-term goal orientation.
Ranking Socio-Psychological Factors Affecting Academic Engagement in Adolescents
Objective: This study aimed to identify and rank the socio-psychological factors influencing academic engagement among adolescents, integrating qualitative thematic analysis and quantitative ranking to determine the most influential predictors of engagement. Methods and Materials: The research adopted a sequential exploratory mixed-method design consisting of two phases. The first phase involved a qualitative literature-based content analysis conducted through NVivo 14, using thematic coding to identify socio-psychological factors influencing engagement until theoretical saturation was achieved. Eight main themes emerged: academic motivation, self-efficacy and competence beliefs, teacher–student relationship, peer relationships, family environment, emotional and behavioral regulation, school climate and belonging, and cultural-contextual influences. The second phase utilized a quantitative ranking survey with 180 adolescent participants from secondary schools in Brazil. Data were analyzed using SPSS version 26, applying descriptive statistics and the Friedman test to establish the priority order and significance of differences among the identified factors. Findings: Statistical analysis revealed significant variation in the perceived importance of socio-psychological factors (χ² = 124.27, p < 0.01). Academic motivation ranked highest (Mean = 4.61), followed by teacher–student relationship (Mean = 4.52) and self-efficacy and competence beliefs (Mean = 4.47). Lower mean scores were observed for peer relationships (Mean = 4.18) and cultural and contextual influences (Mean = 4.05). The hierarchical structure demonstrated that internal psychological drivers and relational supports play the most critical roles in sustaining adolescent engagement, while contextual variables exert indirect influence. Conclusion: The study concludes that academic engagement among adolescents is predominantly shaped by motivational, relational, and competence-based dimensions. Strengthening these socio-psychological factors through teacher support, family involvement, and self-efficacy enhancement programs can effectively foster sustained engagement and academic resilience in youth.
Prioritization of Psychological and Contextual Factors Contributing to Parent–Child Relationship Quality
Objective: This study aimed to identify and prioritize the key psychological and contextual factors that influence the quality of parent–child relationships among Malaysian families. Methods and Materials: This research employed a sequential exploratory mixed-methods design consisting of two distinct phases. In the qualitative phase, a systematic literature review was conducted to identify psychological and contextual determinants of parent–child relationship quality until theoretical saturation was achieved. The data were coded and categorized thematically using NVivo 14 software. Seven major themes emerged: emotional regulation and expression, communication quality, parenting style and discipline, attachment and bonding, contextual family environment, cultural and social values, and parental psychological well-being. In the quantitative phase, a structured questionnaire derived from the qualitative findings was distributed to 210 Malaysian parents selected through stratified random sampling. Participants rated each factor on a 5-point Likert scale, and data were analyzed using SPSS version 26, applying descriptive statistics and the Friedman ranking test to determine the relative importance of each factor. Findings: The results indicated significant differences in the perceived importance of the seven identified factors (χ² = 64.21, p < .001). Emotional regulation and expression received the highest mean importance score (M = 4.65), followed by communication quality (M = 4.52), parenting style and discipline (M = 4.41), and attachment and bonding (M = 4.38). Contextual family environment (M = 4.26), cultural and social values (M = 4.11), and parental psychological well-being (M = 4.03) ranked lower but remained statistically significant. These findings highlight the predominance of emotional and communicative processes in shaping family relationship quality. Conclusion: The study concludes that parent–child relationship quality in Malaysian families is primarily determined by emotional regulation, communication, and parenting style, while contextual and cultural factors play complementary roles.
Prioritization of Personality and Environmental Predictors of Emotional Dysregulation among High School Students
Objective: This study aimed to identify, categorize, and prioritize personality and environmental predictors of emotional dysregulation among Malaysian high school students using a sequential exploratory mixed-method design. Methods and Materials: A sequential exploratory mixed-method approach was employed in two distinct phases. The first phase involved a qualitative thematic analysis through an extensive literature review conducted until theoretical saturation, using NVivo 14 for coding and theme development. Nine main categories of predictors were identified: impulsivity and poor self-control, neuroticism, low emotional awareness, family dysfunction, peer stress, academic pressure, digital exposure, coping deficits, and social-cultural expectations. The second phase used a quantitative ranking design with 180 Malaysian students aged 15–18 years, selected via stratified random sampling. A structured Likert-scale questionnaire based on the qualitative themes was administered. Reliability and validity were confirmed, and data were analyzed using SPSS version 26 through descriptive and inferential statistics. Findings: Results indicated that personality-based factors were the strongest predictors of emotional dysregulation, with impulsivity and poor self-control (M = 4.63) ranked highest, followed by neuroticism and emotional instability (M = 4.51) and low emotional awareness and alexithymia (M = 4.42). Among environmental predictors, family dysfunction and parenting style (M = 4.37) and peer relationship stress (M = 4.28) were most influential. The lowest-ranked predictor was social and cultural expectations (M = 3.82). Statistical comparisons revealed significant mean differences (p < 0.05) between personality and environmental domains, confirming that internal dispositional factors exert a stronger influence on emotional dysregulation than contextual stressors. Conclusion: The findings underscore that impulsivity, emotional instability, and family dysfunction are key determinants of adolescent emotional dysregulation. These insights emphasize the need for school-based interventions and family-centered programs that enhance emotional awareness, impulse control, and supportive communication within cultural contexts.
Effectiveness of Cognitive–Behavioral Therapy on Weight Management, Dietary Adherence, and Anger Control in Overweight Students
Objective: This study aimed to examine the effectiveness of cognitive–behavioral therapy (CBT) on improving weight management, dietary adherence, and anger control among overweight secondary school students. Methods and Materials: The research utilized a quasi-experimental design with a pretest–posttest structure and a control group. The statistical population included all overweight female secondary school students in Mashhad during the 2023–2024 academic year. A total of 30 students with a body mass index (BMI) greater than 25 were selected through purposive sampling and randomly assigned to experimental and control groups (15 participants each). The experimental group received ten 60-minute sessions of group-based cognitive–behavioral therapy based on Agha Harris’s (2022) model, focusing on cognitive restructuring, self-regulation, and behavioral modification strategies. Measurement tools included the Kagan and Squires (1984) Weight Management Questionnaire, the Morisky et al. (1986) Dietary Adherence Scale, and the Spielberger (2003) Anger Control Inventory. Data were analyzed using multivariate and univariate analyses of covariance (MANCOVA and ANCOVA) via SPSS version 26 after confirming all statistical assumptions. Findings: The results revealed significant differences between the experimental and control groups in posttest scores of weight management (F = 57.418, p < .01, η² = .699), dietary adherence (F = 5.487, p < .01, η² = .723), and anger control (F = 234.282, p < .01, η² = .852). Participants who received CBT demonstrated improved weight regulation, higher dietary adherence, and enhanced anger control compared to those in the control group. Conclusion: Cognitive–behavioral therapy effectively enhanced weight management, dietary adherence, and anger control among overweight students by modifying maladaptive cognitions and improving emotional and behavioral self-regulation. These findings underscore the importance of incorporating CBT-based interventions into adolescent weight management and emotional health programs.
Copyright (c) 2025 Mojgan Agahheris (Corresponding Author); Nasrin Hejri Khalilabad, Gita Goodarzi, Ana Imani Aghdam, Ezatollah Kordmirza Nikoozadeh, Mahdieh Rahmanian (Author)
Comparison of the Effectiveness of Imago Therapy and Schema Therapy on Executive Functions in Students with Academic Burnout
Objective: This study aimed to compare the effectiveness of Imago therapy and schema therapy in improving executive functions among university students experiencing academic burnout. Methods and Materials: The research employed a quasi-experimental design with a pretest–posttest–follow-up structure and a control group. The statistical population consisted of undergraduate students from Shiraz Nonprofit University during the 2024–2025 academic year who met the criteria for academic burnout. Forty-five students were selected using convenience sampling and randomly assigned to three groups: two experimental groups (Imago therapy and schema therapy) and one control group, each comprising 15 participants. The experimental groups received Imago therapy (seven 120-minute modules) and schema therapy (eight 90-minute sessions), while the control group received no intervention. Data were collected at three stages—pretest, posttest, and follow-up—using the Academic Burnout Questionnaire and the Behavior Rating Inventory of Executive Function–Adult Version (BRIEF-A). Data analysis was performed using repeated measures analysis of variance (ANOVA) and Bonferroni post hoc tests with SPSS version 25. Findings: The results demonstrated that both therapeutic interventions led to statistically significant improvements in executive functions—including working memory, cognitive flexibility, and response inhibition—compared with the control group (p < .001). Additionally, Imago therapy showed significantly greater effectiveness than schema therapy in both the posttest and follow-up stages (F(4,114) = 12.021, p < .001, η² = .297). Conclusion: These findings highlight the importance of relationship-based and reflective interventions in improving cognitive regulation and reducing academic burnout.
Copyright (c) 2025 Leila Karimiabadeh (Author); Hossein Bigdeli (Corresponding Author); Mohsen Ahmadi Tahour Soltani (Author)
Comparison of the Effectiveness of Cognitive and Metacognitive Strategies Training and Mindfulness on Academic Self-Regulation Components in Female High School Students
The objective of this study was to compare the effectiveness of cognitive and metacognitive strategy training and mindfulness training on the components of academic self-regulation—metacognition, cognition, and motivation—among female high school students. This applied, semi-experimental study employed a pre-test, post-test, and follow-up design with a control group. The statistical population consisted of female high school students in District 13 of Tehran during the 2024–2025 academic year. Using cluster sampling, 45 students with low academic self-regulation, hope, and buoyancy scores were selected and randomly assigned to three groups: cognitive and metacognitive strategies training (n = 15), mindfulness training (n = 15), and control (n = 15). Interventions consisted of eight weekly one-hour sessions based on McCombs’ cognitive-metacognitive training protocol and Kabat-Zinn’s mindfulness training protocol. Data were collected using the validated Academic Self-Regulation Questionnaire (Bouffard et al., 1995; Ghasemi & Fooladchang, 2011) at pre-test, post-test, and three-month follow-up. Data were analyzed using mixed ANOVA and Bonferroni post-hoc tests in SPSS v.22. Inferential results showed significant main effects of time and significant time-by-group interactions for all components of academic self-regulation (p < .0005). Cognitive and metacognitive strategy training produced the largest improvements in cognition and motivation, whereas mindfulness training was particularly effective in enhancing metacognitive awareness and demonstrated sustained improvements at follow-up. Bonferroni comparisons indicated that both intervention groups significantly outperformed the control group across all components, with cognitive and metacognitive strategies training showing stronger effects on motivation and cognition, while mindfulness training exhibited more durable effects on metacognition.
Copyright (c) 2025 Fatemeh Hoodarsha (Author); Mozghan Sepahmansour (Corresponding Author); Majid Barzegar (Author)
Developing a Dialectical Behavior Therapy-Based Addiction Prevention Package for Adolescents: A Qualitative Study
Objective: This study aimed to design and validate an addiction prevention training package for adolescents based on the theoretical and practical framework of Dialectical Behavior Therapy (DBT). Methods and Materials: This qualitative research was conducted using conventional content analysis following the Hsieh and Shannon (2005) approach. Relevant literature on DBT and adolescent addiction was systematically reviewed according to inclusion and exclusion criteria until theoretical saturation was reached. Data analysis identified two core dimensions in DBT (pathology and interventions) and two major dimensions in adolescent addiction (predisposing and protective factors). The DBT dimensions included emotional vulnerability, invalidating environment, and emotion dysregulation, while the intervention dimension encompassed individual and group skill training (mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness). Adolescent addiction dimensions included family, individual, social, educational, and policy factors. Using Yusefi and Golparvar’s (2023) seven-step model, these dimensions were integrated to develop the prevention package. The content and structure of the program were reviewed and validated by university faculty and clinical psychologists specializing in adolescent psychotherapy. Findings: A ten-session DBT-based educational package was developed and validated. The content analysis yielded 106 primary codes for adolescent addiction and 75 for DBT. Expert evaluation confirmed the conceptual alignment and cultural adaptability of the package, with high inter-rater agreement indicating strong content validity. The sessions emphasized dialectical thinking, mindfulness, distress tolerance, emotion regulation, and interpersonal communication, each tailored to adolescent developmental needs and contextualized within Iranian cultural norms. Conclusion: The developed DBT-based prevention package provides a structured, evidence-informed educational framework to enhance adolescents’ emotional regulation, resilience, and interpersonal skills, thereby reducing susceptibility to substance use. Its theoretical rigor and cultural fit suggest strong potential for school- and community-level implementation in adolescent addiction prevention programs.
Copyright (c) 2025 Navid Nasr Esfahani (Author); Zahra Yousefi (Corresponding Author)
Identifying and Ranking Psychological Determinants of Teacher Readiness for AI Integration
Objective: This study aimed to identify and rank the key psychological determinants influencing teachers’ readiness for integrating artificial intelligence (AI) into educational practices. Methods and Materials: The research followed a sequential exploratory mixed-method design. In the first phase, a qualitative content analysis was conducted through a systematic literature review of peer-reviewed studies published between 2022 and 2025. Data were analyzed using NVivo 14, following open, axial, and selective coding until theoretical saturation was reached. Seven major psychological determinants emerged. In the second phase, a quantitative ranking analysis was performed using SPSS 26. A structured questionnaire, based on the qualitative findings, was distributed to 200 teachers in Tehran. The relative significance of each determinant was analyzed using Friedman’s test, with reliability and validity verified through Cronbach’s alpha and exploratory factor analysis. Findings: Results indicated a statistically significant difference among the seven determinants (χ² = 187.42, df = 6, p < 0.001). Technological self-efficacy ranked highest, followed by growth mindset and learning orientation, and cognitive flexibility and adaptability. Motivation and engagement and attitude toward AI integration occupied mid-ranks, while emotional readiness and regulation and social and collaborative orientation ranked lowest. These findings reveal that teachers’ internal cognitive and motivational capacities are stronger predictors of AI readiness than emotional or institutional factors. Conclusion: Teacher readiness for AI integration is primarily shaped by self-efficacy, continuous learning orientation, and adaptability. Psychological empowerment and professional reflection precede emotional and social readiness, underscoring the need for professional development programs that foster confidence, growth mindset, and adaptive cognition.
Copyright (c) 2025 Ali Aghaziarati (Corresponding Author); Kamdin Parsakia (Author)
Comparison of the Effectiveness of Compassion-Focused Therapy and Schema Therapy on the Severity of Clinical Symptoms in Adolescents with Social Anxiety Disorder
Objective: This study aimed to compare the effectiveness of compassion-focused therapy (CFT) and schema therapy (ST) on reducing the severity of clinical symptoms in adolescents diagnosed with social anxiety disorder. Methods and Materials: The research employed a quasi-experimental design with a pretest–posttest control group and a 2-month follow-up period. The statistical population consisted of male adolescents aged 14 to 18 years who attended psychological centers in Ramsar during the first quarter of 2024. Using purposive sampling, 45 participants were selected and randomly assigned to three groups: CFT experimental group (n = 15), ST experimental group (n = 15), and control group (n = 15). The Connor et al. (2000) Social Anxiety Questionnaire and the Derogatis et al. (1973) Symptom Checklist-90 (SCL-90) were used for data collection. The interventions were conducted according to Gilbert’s (2014) CFT protocol and Young et al.’s (2003) ST protocol. Data were analyzed using repeated-measures ANOVA and the Bonferroni post-hoc test via SPSS version 26. Findings: Results indicated a significant effect of time (P < .001, η² = .881) and a significant interaction between group and time (P < .001, η² = .797) on the severity of clinical symptoms. Both CFT and ST led to a significant reduction in symptom severity compared to the control group (P < .001). However, schema therapy demonstrated a greater effect than compassion-focused therapy in reducing clinical symptoms. No significant difference was observed between the posttest and follow-up scores, indicating the stability of treatment effects over time. Conclusion: Both compassion-focused therapy and schema therapy effectively reduced the severity of clinical symptoms in adolescents with social anxiety disorder, though schema therapy was found to be more effective overall. These findings highlight the importance of cognitive–emotional interventions in the treatment of adolescent social anxiety.
Copyright (c) 2025 Mahboubeh Halaji Sani (Author); Afsaneh Khajevand Khoshli (Corresponding Author); Javanshir Asadi (Author)
Comparison of the Effectiveness of Self-Regulation Training, Academic Help-Seeking Training, and Problem-Solving Training on Academic Optimism
Objective: The present study aimed to compare the effectiveness of self-regulation training, academic help-seeking training, and problem-solving training on academic optimism among male lower secondary school students in Bandar Abbas. Methods and Materials: The research method was applied in purpose and quasi-experimental in design, employing a pretest–posttest design with a control group. The statistical population consisted of all male lower secondary school students enrolled in Bandar Abbas during the 2023–2024 academic year. The study sample was selected using a convenience sampling method. Participants were randomly assigned to three experimental groups and one control group (15 members per group). The standardized Academic Optimism Scale developed by Schenken-Moran et al. (2013) was used to measure the dependent variable. Based on the existing training protocols, the experimental groups received relevant interventions over one month (12 sessions in total), while the control group received no intervention. Data were analyzed using SPSS version 27. Findings: The results of multivariate covariance analysis (MANCOVA) and Bonferroni post hoc tests indicated that both self-regulation training and problem-solving training significantly increased academic optimism (p < .05), whereas academic help-seeking training did not produce a significant improvement in academic optimism. Furthermore, there was no significant difference between self-regulation training and problem-solving training in their impact on academic optimism. Conclusion: Both self-regulation and problem-solving training effectively improved students’ academic optimism, whereas academic help-seeking training showed weaker results.
Copyright (c) 2025 Neda Pegah, Kobra Hajializadeh, Seyed Abdolvahab Samavi, Azita Amirfakhraee (Author)