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)
The Effectiveness of Emotion-Focused Therapy in Improving Psychological Flexibility and Zest for Life Among University Students Who Have Experienced a Romantic Breakup
Objective: This study aimed to investigate the effectiveness of emotion-focused therapy in improving psychological flexibility and zest for life among university students who had experienced a romantic breakup. Methods and Materials: This study employed a quasi-experimental pretest–posttest control-group design with a follow-up assessment. The statistical population comprised all university students in Birjand who had experienced a romantic breakup during the 2025–2026 academic year. Participants were recruited through convenience sampling, and 30 eligible students were selected based on the inclusion and exclusion criteria and randomly assigned to an experimental group (n = 15) or a control group (n = 15). The research instruments included the Psychological Flexibility Questionnaire (2010) and the Zest for Life After Romantic Breakup Questionnaire (Shomali & Barkhordari, 2026). The experimental group received group-based emotion-focused therapy in eight 90-minute sessions held twice weekly, whereas the control group received no intervention during this period. The data were analyzed using repeated-measures analysis of variance and the Bonferroni post hoc test. Statistical analyses were conducted using SPSS version 27. Findings: The results indicated that emotion-focused therapy had a significant effect on increasing psychological flexibility and zest for life among university students who had experienced a romantic breakup (p < .01). These effects were also maintained at the one-month follow-up assessment, and the differences between the experimental and control groups remained statistically significant for both variables (p < .05). Conclusion: Based on the findings, emotion-focused therapy can be used as an effective intervention to improve psychological flexibility and enhance zest for life among university students who have experienced a romantic breakup. It is recommended that this therapeutic approach be implemented systematically within university psychological and counseling services, particularly for students experiencing emotional distress following romantic breakups.
Copyright (c) 2026 Samaneh Seyedabadi (Author); Maryam Nasri (Corresponding Author); Fatemeh Shahabizadeh (Author)
The Mediating Role of Self-Injurious Thoughts in the Relationship Between Psychological Distress and Death Obsession with Suicide Attempts Among Adolescents Experiencing War Anxiety
Objective: This study aimed to examine the mediating role of self-injurious thoughts in the relationship between psychological distress and death obsession with suicide attempts among adolescents experiencing war anxiety. Methods and Materials: This applied study was conducted using a correlational design based on structural equation modeling. The statistical sample consisted of 215 adolescents aged 15 to 18 years living in Mahshahr, who were selected through voluntary sampling. The research instruments included the Shomali and Barkhordari War Anxiety Questionnaire, the Osman et al. Suicide Attempt Questionnaire, the Abdel-Khalek Death Obsession Scale, the Kessler et al. Psychological Distress Scale, and the Shomali and Barkhordari Self-Injurious Thoughts Questionnaire. Data were analyzed using Pearson correlation and structural equation modeling through SPSS version 27 and AMOS version 24. Findings: The inferential results showed that the direct effects of psychological distress and self-injurious thoughts on suicide attempts were positive and statistically significant. The direct effects of psychological distress and death obsession on self-injurious thoughts were also positive and statistically significant. In addition, the indirect effects of psychological distress and death obsession on suicide attempts through self-injurious thoughts were positive and statistically significant. However, the direct effect of death obsession on suicide attempts was not significant in the final structural model. These findings confirmed the mediating role of self-injurious thoughts in the relationship between psychological distress, death obsession, and suicide attempts among adolescents experiencing war anxiety. Conclusion: The findings indicate that self-injurious thoughts are a key cognitive-emotional mechanism linking psychological distress and death obsession to suicide attempts in adolescents exposed to war-related anxiety. Therefore, preventive and therapeutic interventions should prioritize the early identification and modification of self-injurious thoughts, especially among vulnerable adolescents experiencing psychological distress and death-related preoccupations.
Copyright (c) 2026 Zainab Ameri (Author); Maryam Daram (Corresponding Author); Shida Asobar, Habibeh Khazael, Ziba Gol Aflak, Alireza Ahmadipour (Author)
The Effectiveness of Acceptance and Commitment Therapy on Psychological Flexibility and Anxiety Among Individuals Referred to Counseling Centers
Objective: This study aimed to determine the effectiveness of Acceptance and Commitment Therapy on psychological flexibility and anxiety among individuals referred to counseling centers in Tehran. Methods and Materials: The study employed a quasi-experimental pretest–posttest design with a control group. The statistical population included individuals referred to counseling centers in Tehran during 2025–2026. Thirty participants were selected through convenience sampling and randomly assigned to an experimental group and a control group, with 15 participants in each group. The experimental group received Acceptance and Commitment Therapy in eight weekly 90-minute sessions, while the control group received no specific psychological intervention during the study period. Data were collected using the Psychological Flexibility Questionnaire by Dennis and Vander Wal and the Beck Anxiety Inventory. Descriptive statistics, Kolmogorov–Smirnov normality tests, and analysis of covariance were applied to analyze the data, with pretest scores controlled in the inferential analysis. Findings: The results of analysis of covariance showed that Acceptance and Commitment Therapy had a significant effect on psychological flexibility and anxiety after controlling for pretest scores. The intervention significantly increased psychological flexibility in the experimental group compared with the control group, F = 58.74, p = .001, η² = .53. In addition, Acceptance and Commitment Therapy significantly reduced anxiety in the experimental group compared with the control group, F = 41.37, p = .001, η² = .52. These findings indicate large intervention effects on both outcome variables. Conclusion: Acceptance and Commitment Therapy was effective in enhancing psychological flexibility and reducing anxiety among individuals referred to counseling centers. By strengthening acceptance, cognitive defusion, present-moment awareness, values clarification, and committed action, this intervention can be considered a useful therapeutic approach for clients experiencing anxiety-related difficulties.
Copyright (c) 2026 Parinaz Ebrahimi (Author); Roshanak Khodabakhsh Pirkalani (Corresponding Author)
The Role of Self-Awareness, Self-Control, and Spirituality in the Prevention of Social Harms Among Youth
Objective: This study aimed to examine the role of self-awareness, self-control, and spirituality in the prevention of social harms among youth. Methods and Materials: A descriptive-correlational design with a predictive modeling approach was used. The sample consisted of 350 young people aged 18 to 29 years selected through multistage cluster sampling. Data were collected using the Self-Reflection and Insight Scale, Brief Self-Control Scale, Spiritual Well-Being Scale, Iranian Adolescents Risk-Taking Scale, and a demographic information form. Data were analyzed using Pearson correlation coefficients, hierarchical multiple regression, and structural equation modeling. Findings: Self-awareness, self-control, and spirituality were negatively associated with vulnerability to social harms (r = -.43, -.58, and -.49, respectively; p < .001). The hierarchical regression model was significant, F(6, 343) = 42.78, p < .001, and explained 42.8% of the variance. Self-control was the strongest negative predictor (β = -.37, p < .001), followed by spirituality (β = -.26, p < .001) and self-awareness (β = -.18, p = .002). The structural model showed acceptable fit, χ²/df = 2.22, CFI = .94, TLI = .92, RMSEA = .059, and SRMR = .046. Conclusion: Self-awareness, self-control, and spirituality appear to be important protective factors against vulnerability to social harms among youth. Prevention programs should strengthen reflective capacity, impulse regulation, meaning-making, and value-based decision-making.
Copyright (c) 2026 Seyed Naser Moshir Estekhareh (Corresponding Author)
The Mediating Role of Moral Development and Religious Orientation in the Relationship of Narcissism and Bullying with Academic Cheating among Upper Secondary School Students
Objective: This study aimed to model the effects of narcissism and bullying on academic cheating through the mediating roles of moral development and religious orientation among upper secondary school students. Methods and Materials: This applied correlational study was conducted among upper secondary school students in Zanjan during the 2024–2025 academic year. A total of 311 students, including 167 boys and 144 girls, were selected using multistage cluster sampling. Data were collected using Murdock and Stephens’ Academic Cheating Questionnaire, the 16-item Narcissistic Personality Inventory by Ames, Rose, and Anderson, the Illinois Bullying Scale by Espelage and Holt, Manavipour’s Moral Development Scale, and Allport and Ross’s Religious Orientation Scale. Data were analyzed using Pearson correlation coefficients, path analysis, and bootstrap testing in SPSS version 28 and AMOS version 24. Findings: The proposed model demonstrated acceptable fit indices (GFI = 0.90, CFI = 0.90, RMSEA = 0.053). Narcissism positively and significantly predicted academic cheating (β = 0.168, p = 0.003), and bullying also positively and significantly predicted academic cheating (β = 0.274, p < 0.001). Moral development negatively predicted academic cheating (β = -0.202, p < 0.001). Intrinsic religious orientation (β = -0.181, p < 0.001) and extrinsic religious orientation (β = -0.187, p < 0.001) also negatively and significantly predicted academic cheating. Narcissism (β = -0.270, p < 0.001) and bullying (β = -0.320, p < 0.001) negatively predicted moral development. Indirect effect analysis showed that moral development significantly mediated the relationships between narcissism (β = 0.054, p = 0.002) and bullying (β = 0.065, p < 0.001) with academic cheating. Intrinsic and extrinsic religious orientation also showed significant mediating effects. Conclusion: The findings indicate that moral development and religious orientation function as protective mechanisms in the relationships of narcissism and bullying with academic cheating. Preventive and educational interventions aimed at reducing academic cheating may benefit from strengthening moral reasoning, empathy, moral self-regulation, and the internalization of religious values among upper secondary school students.
Copyright (c) 2026 Atefeh Khanmohammadi, Homam Moyedfar (Author); Qamar Kiani (Corresponding Author)
The Relationship of Classroom Emotion, Self-Compassion, and Tolerance of Ambiguity with Academic Anxiety among Female Senior High School Students in District 9 of Karaj
Objective: This study aimed to examine the relationship of classroom emotion, self-compassion, and tolerance of ambiguity with academic anxiety among female senior high school students in District 9 of Karaj. Methods and Materials: The present study employed a descriptive-correlational research design. The statistical population consisted of female senior high school students in District 9 of Karaj, from whom 210 students were selected initially through multistage cluster sampling and finally through convenience sampling. Data were collected using the Friedman and Jacob Test Anxiety Questionnaire (1997), the Classroom Emotion Questionnaire developed by Titsworth et al. (2010), the Tolerance of Ambiguity Questionnaire developed by Weden et al. (2003), and the Short Form of the Self-Compassion Scale developed by Raes et al. (2011). The collected data were analyzed using descriptive indices, Pearson correlation coefficient, and stepwise multiple regression analysis. Findings: The inferential findings indicated a significant negative relationship between classroom emotion and academic anxiety, suggesting that more positive classroom emotional experiences were associated with lower levels of academic anxiety. A significant negative relationship was also found between self-compassion and academic anxiety, indicating that students with higher self-compassion experienced lower academic anxiety. In the stepwise regression analysis, classroom emotion emerged as the strongest predictor and explained 15.50% of the variance in academic anxiety. Self-compassion was added in the second step and explained an additional 2.20% of the variance. Together, classroom emotion and self-compassion accounted for 17.70% of the total variance in academic anxiety. Tolerance of ambiguity did not enter the final predictive model. Conclusion: The findings suggest that classroom emotion and self-compassion are important psychological and educational variables in predicting academic anxiety among female senior high school students. Strengthening positive classroom emotional experiences and promoting self-compassion may help reduce students’ academic anxiety.
Copyright (c) 2026 Maryam Mohamadbeiki Khortabi (Author); Morteza Tarkhan (Corresponding Author)
Prediction of Cognitive Flexibility Based on Attention Control, Working Memory, and Problem-Solving Skills in Adolescents Using CatBoost
Objective: The present study aimed to predict cognitive flexibility based on attention control, working memory, and problem-solving skills in adolescents using the CatBoost machine learning algorithm. Methods and Materials: This study was conducted using a quantitative, descriptive-correlational, and predictive design. The statistical population included adolescents studying in secondary schools in Tehran during the 2025–2026 academic year. The final sample consisted of 384 adolescents selected through multistage cluster sampling. Data were collected using standardized self-report instruments measuring cognitive flexibility, attention control, working memory, and problem-solving skills. After preliminary data screening, descriptive indices, reliability coefficients, Pearson correlation coefficients, and machine learning-based predictive analyses were conducted. The CatBoost algorithm was used to predict cognitive flexibility, and the dataset was divided into training and test subsets. Model performance was evaluated using mean absolute error, mean squared error, root mean squared error, coefficient of determination, and five-fold cross-validation. Feature importance analysis was also performed to determine the relative contribution of each predictor. Findings: The results showed that cognitive flexibility had significant positive correlations with problem-solving skills (r = 0.61, p < 0.01), attention control (r = 0.55, p < 0.01), and working memory (r = 0.48, p < 0.01). The CatBoost model demonstrated acceptable predictive accuracy. In the training set, the model explained 76.5% of the variance in cognitive flexibility, while in the test set, it explained 65.2% of the variance. The cross-validation results also supported the stability of the model, with an average R² of 0.636. Feature importance analysis indicated that problem-solving skills had the highest predictive contribution, followed by attention control and working memory. Conclusion: The findings indicate that cognitive flexibility in adolescents can be meaningfully predicted by problem-solving skills, attention control, and working memory. The CatBoost algorithm provided an effective predictive model and showed that problem-solving skills were the most important predictor.
Copyright (c) 2026 Negin Sanjarinia (Corresponding Author)
The Effectiveness of Group-Based Positive Youth Development Training on Attachment to Parents and Alexithymia in Male Adolescents with a Tendency Toward Addiction in Isfahan
Objective: This study aimed to determine the effectiveness of group-based Positive Youth Development training on attachment to parents and alexithymia among male adolescents with a tendency toward addiction in Isfahan. Methods and Materials: This quasi-experimental study used a pretest–posttest–follow-up design with a control group. The statistical population included male lower-secondary students with a tendency toward addiction in Isfahan during the 2023–2024 academic year. Thirty eligible adolescents were selected through purposive sampling and randomly assigned to experimental and control groups. The experimental group received twelve 90-minute weekly sessions of Positive Youth Development training, while the control group remained on a waiting list. Data were collected using the Inventory of Parent and Peer Attachment and the Toronto Alexithymia Scale. Data were analyzed using repeated-measures analysis of variance and Bonferroni post-hoc tests. Findings: Repeated-measures ANOVA indicated a significant time effect for attachment to mother, attachment to father, and alexithymia. The results showed that the intervention produced a significant improvement in attachment to mother and a significant reduction in alexithymia from pretest to posttest and follow-up. However, the between-group effect for attachment to father was not significant, and Bonferroni comparisons confirmed that changes in attachment to father were not statistically meaningful. The intervention effects for attachment to mother and alexithymia remained stable at follow-up. Conclusion: Group-based Positive Youth Development training can be considered an effective preventive and corrective intervention for improving attachment to mothers and reducing alexithymia in male adolescents with a tendency toward addiction. However, improving attachment to fathers may require longer, family-based, or father-inclusive interventions.
Copyright (c) 2026 Manije Ghazi (Author); Mohammad Ghasemi Pirbalouti (Corresponding Author); Fariba Kiani (Author)
A Comparison of the Effectiveness of Solution-Focused Therapy and Compassion-Focused Therapy on Rumination and Intolerance of Uncertainty among Adolescents with Inadequate Parental Care
Objective: The present study aimed to compare the effectiveness of Solution-Focused Therapy (SFT) and Compassion-Focused Therapy (CFT) on reducing rumination and intolerance of uncertainty among adolescents with inadequate parental care. Methods and Materials: This applied, quasi-experimental study employed a pretest–posttest control group design with a 9-month follow-up period. The study population consisted of adolescents with inadequate parental care who were under the supervision of welfare centers in Mashhad, Iran, during 2025. A total of 45 participants were selected through convenience sampling and randomly assigned to three groups: Solution-Focused Therapy (n = 15), Compassion-Focused Therapy (n = 15), and a control group (n = 15). Data were collected using the Ruminative Responses Scale (RRS) developed by Treynor et al. (2003) and the Intolerance of Uncertainty Scale (IUS) developed by Carleton et al. (2007). Participants in the intervention groups received the respective therapeutic protocols, while the control group received no intervention during the study period. Data were analyzed using repeated-measures analysis of variance in SPSS-26. Findings: The results revealed significant differences among the study groups over time. Compassion-Focused Therapy demonstrated superior effectiveness in reducing rumination compared with both Solution-Focused Therapy and the control group. Furthermore, Compassion-Focused Therapy produced a statistically significant reduction in intolerance of uncertainty compared with the control group. However, no significant difference was observed between Compassion-Focused Therapy and Solution-Focused Therapy regarding intolerance of uncertainty. In contrast, Solution-Focused Therapy did not produce statistically significant improvements in either rumination or intolerance of uncertainty when compared with the control group. The therapeutic gains associated with Compassion-Focused Therapy remained stable throughout the 9-month follow-up period. Conclusion: The findings suggest that Compassion-Focused Therapy is a more effective intervention than Solution-Focused Therapy for addressing maladaptive cognitive-emotional processes, particularly rumination, among adolescents with inadequate parental care.
Adolescents with Inadequate Parental Care.
Copyright (c) 2026 Ehsan Masoumzadeh Bejestani, Ahmad Mansouri, Hamid Nejat, Mustafa Bolghan Abadi (Author)
Explaining FOMO Symptoms Based on Maladaptive Perfectionism and Emotional Loneliness with Emphasis on the Mediating Role of Artificial Intelligence Dependency among Female High School Adolescents
Objective: The present study aimed to explain FOMO (Fear of Missing Out) symptoms based on maladaptive perfectionism and emotional loneliness, with a particular focus on the mediating role of artificial intelligence dependency among female high school adolescents. Methods and Materials: This correlational study employed a structural equation modeling approach to investigate the relationships among maladaptive perfectionism, emotional loneliness, artificial intelligence dependency, and FOMO symptoms. The statistical population consisted of all female students enrolled in secondary high schools in Dezful, Iran, during the 2025–2026 academic year. A total of 250 students were selected through convenience sampling. Data were collected using the Fear of Missing Out Scale developed by Przybylski et al. (2013), the Multidimensional Perfectionism Questionnaire by Hewitt and Flett (2004), the Social and Emotional Loneliness Scale by DiTommaso et al. (2004), and the Artificial Intelligence Dependency Questionnaire developed by Huang et al. (2024). Data analysis was conducted using descriptive and inferential statistics in SPSS and AMOS software packages. Path analysis and structural equation modeling were utilized to evaluate both direct and indirect relationships among the study variables and to assess the overall model fit. Findings: The results demonstrated that maladaptive perfectionism and emotional loneliness significantly predicted FOMO symptoms both directly and indirectly through artificial intelligence dependency. Maladaptive perfectionism showed a significant positive effect on artificial intelligence dependency (β = 0.411, p < .01), while emotional loneliness also exhibited a significant positive effect on artificial intelligence dependency (β = 0.506, p < .01). Furthermore, maladaptive perfectionism had a significant direct effect on FOMO symptoms (β = 0.267, p < .01) and a significant indirect effect through artificial intelligence dependency (β = 0.124, p < .01). Similarly, emotional loneliness exerted a significant direct effect on FOMO symptoms (β = 0.259, p < .01) and a significant indirect effect mediated by artificial intelligence dependency (β = 0.152, p < .01). Artificial intelligence dependency itself significantly and positively predicted FOMO symptoms (β = 0.301, p < .01). Model fit indices indicated a satisfactory fit of the proposed structural model to the observed data. Conclusion: The findings suggest that adolescents with higher levels of maladaptive perfectionism and emotional loneliness are more likely to develop dependency on artificial intelligence technologies, which in turn intensifies FOMO symptoms. Artificial intelligence dependency functions as a significant psychological mechanism linking individual vulnerabilities and social-emotional difficulties to heightened fear of missing out. These results highlight the importance of addressing maladaptive perfectionistic standards, strengthening real-world emotional relationships, and promoting healthy patterns of AI use in interventions designed to reduce FOMO among adolescents.
Copyright (c) 2026 Zohre Rajabzade Dezfuli (Author); Saeed Moshtaghi (Corresponding Author); Shahram Noori Samarein (Author)
Designing a professional learning community model for primary school teachers
Background and Aim: Professional learning community is an extensive or moderate learning process to strengthen cooperation between job-related tasks in the work environment and has a significant effect on improving the performance of human resources. This research was conducted with the aim of designing a professional learning community model for primary school teachers. Methods: A phenomenological qualitative method based on the Claizian stage analysis approach was used. The participants of the research are 26 people, including professors and faculty members of universities in the field of educational management, principals, assistant professors and successful teachers in elementary schools, and doctoral students or graduates of the field of educational management working in education, who through sampling A targeted opinion was selected. In order to collect data, in-depth interviews with research participants were used. In order to evaluate the validity, the methods of review by members, triangulation (three-way perspective) of data sources, review by colleagues and review by supervisors are used to increase the validity of the research. Also, to check the reliability, the strategies of reliability, assurance and trustworthiness, confirmation are used. or verifiability and transferability were exploited. Results: After analyzing the data, the final model of the research includes 2 major dimensions of the antecedents of teachers' professional learning community, including 4 components of educational leadership, organizational culture, collaborative learning, and organizational structure, and finally, the consequences of teachers' professional learning community, including 3 major dimensions of quality development performance, belonging to work and school, and job and professional satisfaction were depicted. Conclusion: In order to realize the professional learning community of teachers, it is necessary and necessary to pay attention to cultural elements and dimensions. The task of teachers' professional learning community is to stimulate things such as mission, vision, collective commitment and common goals, and value creativity, risk-taking, initiative and innovation, and the existence of an atmosphere based on mutual respect as an important part of teachers' professional learning community.
Copyright (c) 2023 Raheleh Amoozadeh (Author); Hamid Shafizadeh (Corresponding Author); Fakhredin Ahmadi (Author)
Comparing the Effectiveness of Metacognitive Therapy and Compassion-Focused Therapy on Repetitive Thinking in Female Students with Non-Clinical Depression
Objective: The present study aimed to compare the effectiveness of Metacognitive Therapy (MCT) and Compassion-Focused Therapy (CFT) in reducing repetitive thinking among female university students with non-clinical depression and to identify the more effective intervention. Methods and Materials: This quasi-experimental study employed a pretest–posttest control group design with a three-month follow-up assessment. The statistical population consisted of female students with non-clinical depression at Islamic Azad University, Sari Branch, during the 2025 academic year. Forty-five participants were selected through purposive sampling and assigned to three groups: Metacognitive Therapy (n=15), Compassion-Focused Therapy (n=15), and a control group (n=15). Participants in the intervention groups received eight 90-minute sessions based on Wells’ Metacognitive Therapy protocol and Gilbert’s Compassion-Focused Therapy protocol, respectively. Data were collected using the Repetitive Negative Thinking Scale and analyzed through repeated-measures ANOVA, Bonferroni post hoc tests, and Tukey comparisons. Findings: Repeated-measures ANOVA demonstrated significant main effects for group (F=25.519, p<0.01, η²=0.549) and time (F=50.583, p<0.01, η²=0.546), as well as a significant group-by-time interaction effect (F=14.483, p<0.01, η²=0.408). Bonferroni analyses revealed significant reductions in repetitive thinking from pretest to posttest and follow-up (p<0.001), whereas the difference between posttest and follow-up was not significant, indicating maintenance of treatment gains. Tukey comparisons further showed that Metacognitive Therapy produced significantly greater reductions in repetitive thinking than Compassion-Focused Therapy (p<0.01). Conclusion: Both therapeutic approaches effectively reduced repetitive thinking among female students with non-clinical depression; however, Metacognitive Therapy demonstrated superior effectiveness. The findings suggest that directly modifying maladaptive metacognitive beliefs and cognitive processing styles may be more beneficial than compassion-based interventions for reducing repetitive thinking and preventing progression toward clinical depression.
Copyright (c) 2026 Marziyeh Zare Zari Mahaleh (Author); Yar Ali Dousti (Corresponding Author); Saeid Ahmad Khosravi (Author)
Investigating the Structural Relationships Between Self-Regulated Learning and Academic Motivation with the Mediating Role of Self-Esteem Among Upper Secondary School Students in Babolsar
Objective: The present study aimed to examine the structural relationships between self-regulated learning and academic motivation and to determine the mediating role of self-esteem among upper secondary school students in Babolsar. Methods and Materials: This applied study employed a correlational design based on structural equation modeling (SEM). The statistical population consisted of all tenth-, eleventh-, and twelfth-grade students in Babolsar during the 2025–2026 academic year. Using multistage cluster random sampling, 300 students were selected and included in the final analysis. Data were collected using the Self-Regulated Learning Questionnaire developed by Bouffard et al. (1995), the Academic Motivation Scale developed by Vallerand (1992), and the Rosenberg Self-Esteem Scale (1965). Descriptive statistics and Pearson correlation coefficients were calculated using SPSS, while the hypothesized structural model was tested using AMOS through maximum likelihood estimation. The adequacy of the model was evaluated using standard fit indices, including χ²/df, RMSEA, CFI, IFI, GFI, PNFI, and PCFI. Findings: The results indicated that all correlations among the principal study variables were positive and statistically significant (p < .001). Self-regulated learning demonstrated a significant positive direct effect on academic motivation (β = .545, p < .001) and self-esteem (β = .504, p < .001). Self-esteem also had a significant positive direct effect on academic motivation (β = .264, p < .001). Furthermore, the indirect effect of self-regulated learning on academic motivation through self-esteem was significant (β = .133, p < .001), confirming the mediating role of self-esteem. The structural model demonstrated satisfactory fit with the observed data (χ²/df = 1.47, RMSEA = .040, CFI = .995, IFI = .995, GFI = .986, PNFI = .563, PCFI = .569), supporting the proposed theoretical framework. Conclusion: The findings suggest that self-regulated learning is a significant predictor of academic motivation both directly and indirectly through self-esteem. Students with stronger self-regulatory skills tend to possess higher self-esteem, which in turn enhances their academic motivation.
Copyright (c) 2026 Mohammad Zavvari Amiri (Author); Ghasem Yaghoubi (Corresponding Author); Seyedeh Zahra Sadati, Jamal Sadeghi (Author)
Health on the Way to School: A Comparison of High-Risk Behaviors Among Students Across Different Modes of School Transportation
Objective: The manner in which students commute to school and its psychological implications have received limited attention from parents and psychologists. Although observational learning (modeling) during students’ daily journeys to and from school plays a significant role in shaping their behaviors and everyday learning experiences, relatively little research has been conducted in this area. The present study aimed to examine the tendency toward high-risk behaviors among secondary school students across different modes of school transportation. Methods and Materials: The present research employed an ex post facto (causal-comparative) design. The sample consisted of 360 students, including 180 female and 180 male students. Participants were selected using a combination of cluster and stratified sampling methods. Data were collected using the Iranian Adolescents Risk-Taking Scale (IARS) developed by Zadeh Mohammadi et al. (2011). Findings: The results of multivariate analysis of variance (MANOVA) indicated a statistically significant difference between school transportation methods and students’ tendencies toward high-risk behaviors. Except for two cases in which female students demonstrated higher mean scores than males on tendencies toward high-risk behaviors, male students generally exhibited higher mean scores across different school transportation methods. Female students reported higher mean scores for sexual relationships and sexual behaviors in the active transportation group compared to male students. Furthermore, female students demonstrated higher mean scores for relationships with the opposite sex in the family transportation group than their male counterparts. In addition, the mean tendency toward substance use was higher among students who used public transportation. Conclusion: Although students’ commuting patterns constitute an important component of their daily activities, peer and community modeling—whether positive or negative—also represents an inseparable aspect of every culture and remains a recurring concern for parents. Therefore, greater attention should be paid to this issue and its psychological effects on both female and male students.
Copyright (c) 2026 Vahid Firuz Jahantigh (Author); Gholamreza Sanagouye Moharer (Corresponding Author); Mohammadali Fardin (Author)
Predicting Cyberbullying Victimization Experiences Based on Family Communication Patterns and Inner Self-Talk in Adolescents
Objective: The present study aimed to predict adolescents’ experiences of cyberbullying victimization based on family communication patterns and dimensions of inner self-talk. Methods and Materials: This applied correlational study was conducted among high school students in Shiraz, Iran, during the 2026 academic year. The statistical population consisted of adolescents enrolled in secondary schools, from which 200 participants were selected through convenience sampling. Data were collected using the Cyber Bully/Victim Experience Questionnaire, the Family Communication Patterns Questionnaire, and the Inner Self-Talk Questionnaire. After data collection, the responses were analyzed using SPSS version 26. Pearson correlation coefficients were employed to examine relationships among variables, and multiple regression analysis was conducted to determine the predictive power of family communication patterns and inner self-talk dimensions in explaining cyberbullying victimization experiences. Findings: The results of the multiple regression analysis indicated that the combined dimensions of inner self-talk and family communication patterns explained 31.5% of the variance in cyberbullying victimization experiences. Social assessment emerged as a significant negative predictor of cyberbullying victimization (β = −0.256, p = 0.005), indicating that higher levels of constructive social evaluation were associated with lower victimization experiences. Self-regulation was also a significant negative predictor (β = −0.311, p < 0.001), suggesting that adolescents with stronger self-regulatory inner dialogue reported fewer cyberbullying victimization experiences. Regarding family communication patterns, conversation orientation significantly and negatively predicted cyberbullying victimization (β = −0.298, p < 0.001), whereas conformity orientation significantly and positively predicted victimization experiences (β = 0.303, p < 0.001). These findings demonstrate that both personal cognitive processes and family communication dynamics contribute significantly to adolescents’ vulnerability to cyberbullying victimization. Conclusion: The findings indicate that inner self-talk and family communication patterns play substantial roles in understanding and predicting cyberbullying victimization among adolescents. Specifically, higher levels of self-regulation, constructive social assessment, and open family conversation are associated with reduced vulnerability to cyberbullying, whereas greater conformity-oriented family communication is linked to increased victimization risk.
Copyright (c) 2026 Seyedeh Maryam Mousavi, Shoukofeh Naderlou (Author); Farnaz Nasiri (Corresponding Author)
The Relationship Between Early Maladaptive Schemas and Adolescents’ Social Anxiety: The Mediating Role of Locus of Control
Objective: The present study aimed to investigate the relationship between early maladaptive schemas and adolescents’ social anxiety and to examine the mediating role of locus of control in this relationship. Methods and Materials: This descriptive-correlational study was conducted among male students enrolled in vocational high schools in District 8 of Tehran, Iran. Based on Morgan’s sample size table, 210 students were selected using convenience sampling. Data were collected using the Young Schema Questionnaire–Short Form (YSQ-SF), the Social Phobia Inventory (SPIN), and Rotter’s Locus of Control Scale. The study focused on five schema domains that demonstrated the strongest relationships with social anxiety, including Social Isolation/Alienation, Defectiveness/Shame, Emotional Inhibition, Negativity/Pessimism, and Failure. Descriptive statistics and Pearson correlation coefficients were computed to examine relationships among variables. Multiple regression analysis was used to identify the strongest predictors of social anxiety, and structural equation modeling was employed to test the mediating role of locus of control. Statistical analyses were performed using SPSS and AMOS software at a significance level of 0.05. Findings: The results revealed significant positive correlations between all five schema domains and social anxiety (p < .01). Social Isolation/Alienation demonstrated the strongest association with social anxiety (r = .61), followed by Defectiveness/Shame (r = .58), Negativity/Pessimism (r = .57), Emotional Inhibition (r = .56), and Failure (r = .54). All schema domains were also significantly associated with external locus of control (p < .01). Multiple regression analysis indicated that the five schema domains collectively explained 55% of the variance in social anxiety scores (R² = .55, p < .001), with Social Isolation/Alienation emerging as the strongest predictor. Structural equation modeling demonstrated that locus of control significantly mediated the relationship between maladaptive schemas and social anxiety. The indirect effect through locus of control was statistically significant (β = .16, p < .001), while the direct effect remained significant (β = .51, p < .001), indicating partial mediation. Conclusion: The findings suggest that maladaptive schemas related to social disconnection, shame, emotional suppression, pessimistic thinking, and perceived failure are important cognitive vulnerabilities associated with adolescent social anxiety.
Copyright (c) 2026 Zahra Asnafy (Author); Rajabali Mohammadzadeh (Corresponding Author); Mehdi Arastehfard (Author)
The Effectiveness of Cognitive–Behavioral Therapy on Anxiety Sensitivity and Intrusive Obsessive Thoughts in High School Students
Objective: The present study was conducted to determine the effectiveness of cognitive–behavioral therapy (CBT) on anxiety sensitivity and intrusive obsessive thoughts among high school students. Methods and Materials: This was a quasi-experimental study with a pretest–posttest design and a two-month follow-up, including a control group. The statistical population consisted of male and female high school students in Tehran in 2026. Following the initial screening process, participants completed the Taylor and Cox Anxiety Sensitivity Questionnaire and the Obsessive Thoughts Questionnaire developed by the Obsessive Compulsive Cognitions Working Group. Subsequently, 30 students were selected through purposive sampling and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group received cognitive–behavioral therapy during eight 60-minute sessions based on the model proposed by Beck, Emery, and Greenberg, along with exposure and response prevention components developed by Foa and Kozak. The control group received no intervention during this period. Data were analyzed using the independent samples t-test, Fisher’s exact test, two-way repeated-measures analysis of variance, and Bonferroni post hoc tests in SPSS version 26. Findings: The results indicated that the experimental and control groups did not differ significantly in terms of demographic characteristics. Furthermore, the results of the two-way repeated-measures analysis of variance demonstrated a significant interaction effect between group and time on anxiety sensitivity and intrusive obsessive thoughts. Mean comparisons showed that anxiety sensitivity and intrusive obsessive thought scores decreased from the pretest to the posttest in the experimental group, and these reductions remained largely stable at the two-month follow-up assessment. In contrast, no substantial changes were observed in the control group. Conclusion: Based on the findings, cognitive–behavioral therapy can effectively reduce anxiety sensitivity and intrusive obsessive thoughts among high school students. Therefore, the implementation of this intervention in schools, student counseling centers, and psychological clinics may be beneficial for modifying catastrophic interpretations of anxiety-related symptoms, reducing avoidance behaviors, decreasing reassurance-seeking and repetitive checking behaviors, and improving the management of intrusive thoughts.
Copyright (c) 2026 Mohammadmahdi Mohammadi Sani Kakhki , Arezoo Azizikhadem (Author); Masoumeh Hassani (Corresponding Author)
The Effectiveness of Emotional Schema Therapy on Executive Functions in Adolescents with Emotional Dysregulation in Isfahan
Objective: The present study aimed to investigate the effectiveness of Emotional Schema Therapy on the executive functions of adolescents with emotional dysregulation. Materials and Methods: This study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of middle and high school students in Isfahan during 2025 who had been referred to educational counseling centers. The sample included 30 adolescents selected through purposive sampling from individuals with low emotion regulation scores and randomly assigned to an experimental group and a control group (15 participants in each group). The research instruments included the Executive Functions Questionnaire and the Difficulties in Emotion Regulation Scale. The experimental group received Emotional Schema Therapy in twelve 60-minute sessions. Data were analyzed using Multivariate Analysis of Covariance (MANCOVA). Findings: The results indicated that after the intervention, there was a significant difference between the experimental and control groups regarding the dimensions of executive functions (p < .01). Specifically, executive functions improved in the experimental group. Conclusion: The findings suggest that Emotional Schema Therapy is effective in improving the cognitive-behavioral components of adolescents with emotional dysregulation. This therapeutic approach may serve as an effective intervention in counseling and treatment programs for adolescents.
Copyright (c) 2026 Azadeh Malekian (Corresponding Author); Leila Prande (Author)
Development of a Parent–Adolescent Relationship Training Program Based on the Lived Experiences of Mothers of Children with Social Anxiety Disorder and Examination of Its Effectiveness on Adolescents’ Social Adjustment, Social Anxiety, and Emotion Regulation
Objective: The present study aimed to develop a parent–adolescent relationship training program based on the lived experiences of mothers of adolescents with social anxiety disorder and to examine its effectiveness on adolescents’ social adjustment, social anxiety, and emotion regulation. Methods and Materials: The study employed an exploratory sequential mixed-methods design. In the qualitative phase, semi-structured interviews were conducted with 20 mothers of adolescents with social anxiety disorder selected through purposeful sampling, and the data were analyzed using Colaizzi’s descriptive phenomenological method, resulting in the extraction of eight main themes and 24 subthemes. Based on these findings, an eight-session parent–adolescent relationship training program was developed and its content validity was evaluated by 20 experts in psychology and counseling. In the quantitative phase, the study used a quasi-experimental pretest–posttest design with a three-month follow-up and a control group. Thirty adolescents aged 12–16 years with social anxiety disorder were selected through convenience sampling and randomly assigned to experimental and control groups. The experimental group participated in eight weekly 90-minute group sessions for mothers, while the control group received no intervention. Data were collected using the Adolescent Social Anxiety Questionnaire, Social Adjustment Questionnaire, and Cognitive Emotion Regulation Questionnaire. Data analysis was conducted using multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and paired-samples t-tests with Bonferroni adjustment in SPSS version 26. Findings: The results of multivariate analysis of covariance demonstrated that the parent–adolescent relationship training program had a significant effect on the linear combination of social adjustment, social anxiety, and emotion regulation variables (Wilks’ lambda = 0.28, F = 21.35, p < .001, η² = 0.72). Univariate analyses indicated that the intervention significantly increased social adjustment (F = 19.55, p < .001, η² = 0.42), significantly reduced social anxiety (F = 43.12, p < .001, η² = 0.62), and significantly improved emotion regulation (F = 12.18, p = .002, η² = 0.31). The results of paired-samples t-tests at the three-month follow-up stage showed no significant differences between posttest and follow-up scores (p > .05), indicating the stability of intervention effects over time. Conclusion: The findings indicate that a parent–adolescent relationship training program grounded in the lived experiences of mothers can effectively reduce adolescents’ social anxiety while improving social adjustment and emotion regulation. The stability of intervention effects at follow-up suggests that experiential and family-centered educational approaches may create enduring emotional and relational changes within the family system. Therefore, integrating parents’ lived experiences into intervention design may provide a culturally sensitive and practically effective approach for improving psychological functioning among adolescents with social anxiety disorder.
Copyright (c) 2026 Zohre Tajabadi (Author); Farangis Kazemi (Corresponding Author); Shahla Pezeshk , Mahdiyeh Azizi , Fahimeh Dehghani (Author)
The Relationship Between Impulsivity, Cognitive Consequences, and the Severity of Sports Injuries Among Iraqi Swimmers
Objective: This study aimed to investigate the relationship between impulsivity, Cognitive consequences of sports injuries, and the severity of sports injuries among Iraqi swimmers. Methods and Materials: This applied, quantitative, descriptive-survey study was conducted among competitive swimmers in Iraq. The statistical population consisted of Iraqi swimmers, from whom 129 participants were selected using purposive and convenience sampling methods based on the sample size estimated through G*Power software. Data were collected using the Cognitive consequences of Sports Injuries Questionnaire developed by Rokan Hassan et al. (2022) and the Barratt Impulsiveness Scale (1994). Descriptive statistics were used to summarize participant characteristics and study variables. Inferential analyses were performed using Pearson correlation coefficients and linear regression analyses in SPSS version 23. All statistical tests were conducted at a significance level of 0.05. Findings: The results demonstrated significant negative relationships between all dimensions of Cognitive consequences of sports injuries and swimmers’ impulsivity levels (p < .001). Greater awareness and understanding of the Cognitive consequences associated with sports injuries were linked to lower levels of impulsive behavior among athletes. Regarding the relationship between impulsivity dimensions and sports injuries, cognitive impulsivity was not significantly associated with injury occurrence or severity (p = .677). However, a significant positive relationship was found between non-planning impulsivity and sports injuries (p = .004), indicating that swimmers who exhibited poorer planning tendencies experienced higher injury rates. Furthermore, motor impulsivity showed a significant positive association with sports injuries (p = .050), suggesting that athletes with greater tendencies toward acting without sufficient control were more likely to sustain injuries. Overall, the findings highlight the predictive role of specific impulsivity dimensions in sports injury occurrence among swimmers. Conclusion: The findings suggest that cognitive awareness regarding the consequences of sports injuries and lower levels of impulsive behavior are associated with a reduced likelihood of injury among swimmers. In particular, non-planning and motor impulsivity appear to be important risk factors for sports injuries, whereas cognitive impulsivity does not significantly contribute to injury occurrence.
Copyright (c) 2026 Omar Rokan Hassan Moniralajili (Author); Mohammadtaghi Aghdasi (Corresponding Author); Seyed Hojat Zamani Sani (Author)
Parental Reflective Functioning and Object Relations in Adolescents: A Path Model of the Direct and Indirect Effects on Reactive Aggression through Mentalization
Objective: The present study aimed to investigate the direct and indirect effects of parental reflective functioning and object relations on reactive aggression among adolescents through the mediating role of mentalization. Methods and Materials: This study employed a descriptive-correlational design based on path analysis. The statistical population included adolescents enrolled in the second cycle of secondary education (grades 10–12) during the 2025–2026 academic year. Participants were selected using a multistage cluster sampling method, and after screening incomplete responses, the final sample consisted of 463 adolescents aged 15–18 years. Data were collected using the Parental Reflective Functioning Questionnaire–Adolescent Version (PRFQ-A), Bell Object Relations and Reality Testing Inventory (BORRTI), Reflective Functioning Questionnaire for Youth (RFQY), and Reactive–Proactive Aggression Questionnaire (RPQ). Data analysis was performed using SPSS version 27 and AMOS version 26. Descriptive statistics, Pearson correlation analysis, and path analysis with bootstrap estimation were used to examine direct and indirect relationships among variables. Findings: The results showed that parental reflective functioning significantly and positively predicted mentalization (β = 0.389, p < .001), and object relations also had a significant positive effect on mentalization (β = 0.208, p < .001). Mentalization significantly and negatively predicted reactive aggression (β = -0.447, p < .001). Furthermore, parental reflective functioning (β = -0.145, p < .001) and object relations (β = -0.183, p < .001) had significant direct negative effects on reactive aggression. Bootstrap analysis confirmed the significant mediating role of mentalization in the relationship between parental reflective functioning and reactive aggression (indirect effect = -0.174, 95% CI [-0.224, -0.129]) and between object relations and reactive aggression (indirect effect = -0.093, 95% CI [-0.140, -0.051]). The final model explained 38.5% of the variance in reactive aggression. Conclusion: The findings highlight the importance of parental reflective functioning and adaptive object relations in reducing adolescents’ reactive aggression by strengthening mentalization capacities.
Copyright (c) 2026 Hanieh Abbasi (Author); Afnan Jafari (Corresponding Author); Mona Khalednejad, Javad Khalatbari, Fakhri Sadat Hosseini (Author)
The Effectiveness of Cognitive Behavioral Therapy on Resilience and Perceived Stress in Depressed Adolescents
Objective: The present study aimed to determine the effectiveness of cognitive behavioral therapy on resilience and perceived stress in adolescents with depression. Methods and Materials: This study employed a quasi-experimental design with a pretest–posttest control group structure. The statistical population consisted of adolescents with depressive disorder who were referred to counseling centers in Tehran during 2026. A total of 28 participants were selected through convenience sampling and randomly assigned into an experimental group (n=14) and a control group (n=14). Data collection was conducted using the Connor–Davidson Resilience Scale (CD-RISC) and the Perceived Stress Scale (PSS). The experimental group received cognitive behavioral therapy in eight 90-minute sessions, whereas the control group received no psychological intervention during the study period. Data were analyzed using descriptive statistics, Levene’s test, and analysis of covariance (ANCOVA). Findings: The findings demonstrated significant differences between the experimental and control groups in posttest scores of resilience and perceived stress after controlling for pretest scores. ANCOVA results indicated that cognitive behavioral therapy significantly increased resilience among depressed adolescents (F=16.854, p<0.001, η²=0.621). In addition, cognitive behavioral therapy significantly reduced perceived stress in the experimental group compared with the control group (F=14.348, p<0.001, η²=0.589). The results confirmed that participation in cognitive behavioral therapy sessions led to improved psychological adjustment and reduced stress perception among adolescents with depressive symptoms. Conclusion: The results of the present study suggest that cognitive behavioral therapy is an effective intervention for enhancing resilience and decreasing perceived stress in depressed adolescents.
Copyright (c) 2026 Aylar Nazem , Amirreza Kabiri Dehkordi (Author); Fatemeh Zahra Babaei Afra (Corresponding Author); Negar Hashemi , Vahideh Soleymani (Author)
The Effectiveness of Cognitive Behavioral Therapy on Social Anxiety and Academic Procrastination in Adolescents
Objective: The present study aimed to determine the effectiveness of cognitive behavioral therapy on social anxiety and academic procrastination among adolescents. Methods and Materials: The present study employed a quasi-experimental design with a pretest–posttest structure and a control group. The statistical population consisted of adolescents who were referred to counseling and psychological services clinics in Tehran during 2025. Using convenience sampling, 30 adolescents were selected and randomly assigned into experimental and control groups, with 15 participants in each group. Data were collected using the Social Anxiety Scale for Adolescents and the Academic Procrastination Scale. After the pretest assessment, the experimental group participated in eight 90-minute sessions of cognitive behavioral therapy, while the control group continued their routine daily activities without intervention. At the completion of the intervention, both groups completed the posttest measures. Data were analyzed using descriptive statistics and analysis of covariance (ANCOVA) through IBM SPSS Statistics. Findings: The findings indicated that cognitive behavioral therapy had a significant effect on reducing social anxiety and academic procrastination among adolescents. After controlling for pretest scores, the results of analysis of covariance showed that the group effect on posttest social anxiety scores was statistically significant, F(1, 27) = 42.32, p < .001, η² = .62. Additionally, the group effect on academic procrastination scores was significant, F(1, 27) = 32.64, p < .001, η² = .57. The obtained effect sizes demonstrated that cognitive behavioral therapy produced substantial improvements in both psychological and academic functioning among participants in the experimental group compared to the control group. Conclusion: The results of the present study demonstrated that cognitive behavioral therapy is an effective intervention for reducing social anxiety symptoms and academic procrastination among adolescents.
Copyright (c) 2026 Hanieh Rameshgar , Zeynab Naghipour , Ali Delfi , Hediyeh Fallahpour (Author); Eshagh SamKhaniani (Corresponding Author)
Dynamic Bayesian Networks of Self-Esteem Fluctuations and Social Feedback Sensitivity
Objective: The present study aimed to model the dynamics of state self-esteem fluctuations and social feedback sensitivity using Dynamic Bayesian Networks. Methods and Materials: A quantitative intensive longitudinal design was implemented with 287 university students from Slovenia who completed a 21-day ecological momentary assessment protocol. Participants responded to five semi-random prompts per day assessing state self-esteem, perceived social feedback valence, and negative affect, yielding 26,874 momentary observations. Baseline measures included trait self-esteem, rejection sensitivity, depressive symptoms, and social anxiety. Data were person-mean centered and preprocessed to ensure stationarity. A multilevel vector autoregressive model was first estimated to identify preliminary lagged associations. Subsequently, Dynamic Bayesian Networks were constructed using a two-time-slice framework with hill-climbing structure learning and Bayesian Information Criterion scoring. Bootstrapped model averaging (1,000 resamples) ensured stability of directed edges. Hierarchical Bayesian extensions examined moderation by trait rejection sensitivity, and predictive accuracy was evaluated via 10-fold cross-validation. Findings: State self-esteem demonstrated significant autoregressive stability (β ≈ 0.50, p < 0.001). Positive social feedback prospectively predicted increases in subsequent state self-esteem (β ≈ 0.24, credible intervals excluding zero), whereas negative affect predicted decreases (β ≈ -0.20, p < 0.001). Reciprocal effects between self-esteem and negative affect formed a significant feedback loop. Trait rejection sensitivity significantly moderated the feedback-to-self-esteem pathway, amplifying evaluative reactivity (posterior mean ≈ 0.15, credible intervals excluding zero). Bootstrapped inclusion probabilities for key edges exceeded 90%, and cross-validated predictive performance demonstrated satisfactory out-of-sample accuracy (RMSE ≈ 0.41). Conclusion: Self-esteem operates as a dynamically regulated state embedded within a probabilistic network of social and affective processes, where social feedback functions as a central driver and individual differences in rejection sensitivity shape the magnitude of evaluative updating across time.
Copyright (c) 2026 Selamawit Bekele (Author); Tanja Kralj (Corresponding Author)
Random Forest Prediction of Adolescent Risk-Taking Behaviors Based on Sensation Seeking, Online Disinhibition, Emotional Impulsivity, Peer Deviance, and Executive Dysfunction
Objective: The present study aimed to predict adolescent risk-taking behaviors using a Random Forest machine learning model based on sensation seeking, online disinhibition, emotional impulsivity, peer deviance, and executive dysfunction among adolescents in Argentina. Methods and Materials: The study employed a cross-sectional predictive-correlational design with a machine learning framework. The statistical population consisted of Argentine adolescents enrolled in secondary schools in Buenos Aires, Córdoba, and Rosario during the 2025–2026 academic year. Using multistage cluster sampling, 1,284 adolescents aged 14 to 18 years were selected. Data were collected using the Adolescent Risk-Taking Questionnaire, Brief Sensation Seeking Scale, Online Disinhibition Scale, UPPS-P Negative Urgency Subscale, Peer Deviance Scale, and the Behavior Rating Inventory of Executive Function. Preliminary statistical analyses were conducted using SPSS-28, while the Random Forest predictive model was implemented in Python using the Scikit-learn library. Data were divided into training and testing subsets using an 80/20 split procedure. Model performance was evaluated through accuracy, precision, recall, F1-score, area under the curve (AUC), cross-validation scores, and SHAP feature-importance analyses. Findings: The findings demonstrated significant positive correlations among all study variables. Peer deviance showed the strongest positive association with adolescent risk-taking behaviors, followed by emotional impulsivity and executive dysfunction. The Random Forest model demonstrated strong predictive performance, with testing accuracy of 0.87 and AUC of 0.90, indicating excellent classification capability. Feature importance analysis revealed that peer deviance was the most influential predictor, followed respectively by emotional impulsivity, executive dysfunction, online disinhibition, and sensation seeking. SHAP analyses further indicated substantial interaction effects among emotional, cognitive, and social variables in predicting adolescent risk-taking behaviors. Conclusion: The findings suggest that adolescent risk-taking behaviors emerge through complex interactions among emotional dysregulation, cognitive-control deficits, peer-related influences, and digital behavioral tendencies. The strong performance of the Random Forest model highlights the usefulness of machine learning approaches for identifying high-risk adolescents and understanding multidimensional psychosocial predictors of maladaptive behaviors. Early prevention efforts targeting emotional impulsivity, executive dysfunction, peer deviance, and online disinhibition may contribute significantly to reducing behavioral risk among adolescents.
Bayesian Network Modeling of Youth Substance Use Risk Based on Trauma Exposure, Reward Sensitivity, Peer Pressure, Sleep Instability, and Psychological Inflexibility
Objective: The present study aimed to develop and evaluate a Bayesian network model for predicting youth substance use risk based on trauma exposure, reward sensitivity, peer pressure, sleep instability, and psychological inflexibility among adolescents and emerging adults in the United States. Methods and Materials: This study employed a cross-sectional predictive modeling design using Bayesian probabilistic network analysis. The statistical population consisted of adolescents and emerging adults aged 15 to 22 years from educational institutions in the United States, from whom 1,248 participants were selected through multistage stratified sampling. Data were collected using the Substance Use Risk Profile Scale, Childhood Trauma Questionnaire-Short Form, Behavioral Activation System Scale, Peer Pressure Inventory, Sleep Condition Indicator, and Acceptance and Action Questionnaire-II. Data analysis was conducted using SPSS version 29 and Python 3.11. Bayesian network structure learning was implemented using the Hill-Climbing optimization algorithm with Bayesian Information Criterion scoring. Predictive performance was evaluated using classification accuracy, precision, recall, F1-score, sensitivity, specificity, and area under the receiver operating characteristic curve. Findings: The findings demonstrated significant positive relationships among trauma exposure, reward sensitivity, peer pressure, sleep instability, psychological inflexibility, and substance use risk. Psychological inflexibility showed the strongest correlation with substance use risk (r = .65, p < .01), followed by trauma exposure (r = .61, p < .01). The Bayesian network model demonstrated high predictive performance with a training accuracy of 89.41%, testing accuracy of 86.93%, and area under the curve value of 0.91. Sensitivity analysis indicated that psychological inflexibility represented the strongest predictor within the network structure, followed by trauma exposure, peer pressure, reward sensitivity, and sleep instability. The probabilistic network further revealed that trauma exposure functioned as a central upstream variable influencing psychological inflexibility, peer pressure susceptibility, and sleep instability pathways associated with elevated substance use vulnerability. Conclusion: The findings suggest that youth substance use vulnerability is shaped by a multidimensional network of emotional, cognitive, behavioral, and social risk mechanisms. Bayesian network modeling provided a powerful computational framework for identifying conditional dependency pathways among trauma exposure, reward sensitivity, peer pressure, sleep instability, psychological inflexibility, and substance use risk. The results highlight the importance of trauma-informed and multidimensional prevention strategies targeting emotional regulation, sleep health, peer influence processes, and psychological flexibility in adolescents and emerging adults.
A Multimodal Machine Learning Approach to Adolescent Loneliness Using Social Disconnection, Parasocial Relationships, Emotional Inhibition, Family Cohesion, and Digital Isolation
Objective: The present study aimed to develop and evaluate a multimodal machine learning model for predicting adolescent loneliness based on social disconnection, parasocial relationships, emotional inhibition, family cohesion, and digital isolation among adolescents in the United States. Methods and Materials: The study employed a cross-sectional predictive correlational design using multimodal machine learning techniques. The statistical population consisted of adolescents aged 13 to 18 years enrolled in secondary schools across the United States during the 2025–2026 academic year. Using stratified multistage sampling, 1,248 adolescents were recruited, of whom 1,182 participants were included in the final analysis after data screening. Data collection involved standardized psychological instruments assessing loneliness, social disconnection, parasocial relationships, emotional inhibition, and family cohesion, alongside objective digital behavioral indicators including screen time, passive scrolling duration, nocturnal device usage, and solitary online activity. Data were analyzed using Python-based machine learning libraries and included Random Forest, Support Vector Machine, XGBoost, Multilayer Perceptron Neural Network, and a multimodal ensemble learning model. Model evaluation indices included accuracy, precision, recall, F1-score, and AUC-ROC values. SHAP-based explainable artificial intelligence analysis was additionally employed to determine feature importance. Findings: The findings indicated significant positive relationships between adolescent loneliness and social disconnection, emotional inhibition, parasocial relationships, and digital isolation, while family cohesion demonstrated a significant negative association with loneliness. The multimodal ensemble model achieved the highest predictive performance compared to all other machine learning models, with an accuracy of 0.94 and an AUC-ROC value of 0.97. SHAP feature importance analysis revealed that digital isolation was the strongest predictor of adolescent loneliness, followed by social disconnection, family cohesion, emotional inhibition, and parasocial relationships. Hierarchical regression analysis further demonstrated that the predictor variables collectively explained 71% of the variance in loneliness scores. Conclusion: The findings suggest that adolescent loneliness is a multidimensional phenomenon shaped by the interaction of emotional, social, familial, and digital behavioral factors. Multimodal machine learning approaches integrating psychosocial measures with objective digital behavior indicators may provide highly accurate and interpretable predictive models for identifying adolescents at risk for loneliness. Strengthening family cohesion, improving emotional communication, and promoting healthier patterns of digital engagement may contribute significantly to reducing loneliness and improving adolescent mental health outcomes.
LightGBM-Based Prediction of Academic Burnout among High School Students from Perfectionism, Test Anxiety, Academic Self-Efficacy, and School Climate Indicators
Objective: To develop and evaluate a machine learning model using LightGBM to predict academic burnout among high school students based on psychological and school environment factors. Methods and Materials: A total of 1,248 high school students from Denmark participated in this cross-sectional study. Data were collected on perfectionism, test anxiety, academic self-efficacy, and perceptions of school climate using validated self-report instruments. Academic burnout was measured with the Maslach Burnout Inventory–Student Survey. Demographic data including age, gender, grade level, and school type were also obtained. Data were cleaned, standardized, and analyzed using Python and LightGBM algorithms. The dataset was divided into training (80%) and testing (20%) sets, and five-fold cross-validation was employed for model optimization. Model performance was assessed using accuracy, precision, recall, F1-score, ROC-AUC, and feature importance via SHAP values. Findings: The LightGBM model accurately classified students into low- and high-risk burnout categories with 89.1% accuracy on the testing dataset. Test anxiety emerged as the strongest predictor, followed by academic self-efficacy, school climate, and perfectionism. Higher test anxiety and perfectionism were associated with increased burnout risk, whereas higher self-efficacy and more positive school climate perceptions were protective. The SHAP summary plot revealed the individual contributions of each predictor and indicated heterogeneity in their effects across students. Demographic variables contributed minimally to predictive performance. Conclusion: This study demonstrates the effectiveness of a LightGBM-based model for predicting academic burnout using psychological and environmental factors. Findings emphasize the importance of addressing test anxiety, promoting academic self-efficacy, and fostering supportive school climates to reduce burnout risk among adolescents. Machine learning approaches can inform targeted interventions and early identification of at-risk students.
Copyright (c) 2026 Ricardo Fúnez (Author); Søren Mikkelsen (Corresponding Author); Jihyun Park (Author)
Explainable Deep Learning Models of Adolescent Eating Disorders Based on Appearance Comparison, Influencer Exposure, Emotion Dysregulation, Self-Criticism, and Weight Stigma
Objective: The present study aimed to develop and interpret explainable deep learning models for predicting adolescent eating disorder symptoms based on appearance comparison, influencer exposure, emotion dysregulation, self-criticism, and weight stigma. Methods and Materials: This study employed a cross-sectional predictive design using explainable artificial intelligence approaches among 1,219 Canadian adolescents aged 14 to 18 years recruited from secondary schools in Ontario, British Columbia, and Quebec. Participants completed standardized measures assessing eating disorder symptoms, appearance comparison, influencer exposure, emotion dysregulation, self-criticism, and weight stigma through an online survey platform. Data were analyzed using TensorFlow, Keras, and Scikit-learn libraries. The dataset was divided into training, validation, and testing subsets, and a multilayer explainable deep neural network was developed. SHapley Additive exPlanations (SHAP) and Local Interpretable Model-Agnostic Explanations (LIME) were used to enhance model interpretability and identify the relative contribution of predictors. Model performance was compared with logistic regression, support vector machine, and random forest algorithms. Findings: Significant positive associations were observed among all study variables and eating disorder symptoms. Self-criticism demonstrated the strongest association with eating pathology, followed by emotion dysregulation and weight stigma. The explainable deep learning model achieved the highest predictive performance compared to alternative machine learning models, with superior accuracy, precision, recall, F1-score, and area under the receiver operating characteristic curve values. SHAP analyses identified self-criticism as the strongest predictor, followed by emotion dysregulation, weight stigma, appearance comparison, and influencer exposure. Interaction analyses further demonstrated that the predictive effects of appearance comparison and weight stigma intensified when combined with elevated self-criticism and emotional dysregulation. Conclusion: The findings suggest that adolescent eating disorders are shaped by complex interactions among emotional vulnerabilities, maladaptive self-evaluative processes, and digitally reinforced appearance pressures. Explainable deep learning models provide a powerful and interpretable framework for identifying multidimensional psychological risk patterns associated with eating pathology and may support more personalized prevention and intervention strategies for adolescents.
Random Forest Classification of Non-Suicidal Self-Injury Risk among Adolescents Using Trauma History, Shame, Impulsivity, and Peer Victimization Variables
Objective: The objective of this study was to develop and evaluate a Random Forest classification model to identify adolescents at elevated risk of non-suicidal self-injury (NSSI) using trauma history, shame, impulsivity, and peer victimization as predictors. Methods and Materials: A cross-sectional study was conducted in Chile with 1,248 adolescents aged 13–18 years (mean = 15.67, SD = 1.42) recruited from public and private schools. Participants completed validated self-report measures assessing trauma history, shame, impulsivity, peer victimization, and NSSI behaviors. The dataset was split into training (80%) and testing (20%) subsets. A Random Forest classification algorithm was applied to predict NSSI risk, and hyperparameters were optimized using grid search with five-fold cross-validation. Performance metrics included accuracy, precision, recall, F1-score, and area under the receiver operating characteristic curve (AUC). Feature importance was calculated to determine the relative contribution of each predictor variable. Findings: Inferential analyses revealed that adolescents classified as high-risk for NSSI reported significantly higher levels of trauma history, shame, impulsivity, and peer victimization compared with low-risk peers. The Random Forest model achieved an overall accuracy of 89.2%, precision of 86.1%, recall of 84.5%, F1-score of 85.3%, and AUC of 0.938. Feature importance rankings indicated that shame was the strongest predictor, followed by trauma history, peer victimization, and impulsivity. These results suggest that emotional, developmental, interpersonal, and behavioral factors jointly contribute to adolescent self-injury risk. Conclusion: The findings demonstrate that Random Forest algorithms can accurately classify adolescents at elevated risk for NSSI, highlighting the importance of integrating trauma history, shame, impulsivity, and peer victimization into early identification and prevention efforts. Interventions should target emotional regulation, trauma recovery, and social support to reduce the likelihood of self-injurious behaviors.
Copyright (c) 2026 Rúnar Guðmundsson (Author); Valentina Paredes (Corresponding Author); Ilze Kalniņa (Author)