Journal of Adolescent and Youth Psychological Studies (JAYPS)

Structural Modeling of Academic Buoyancy Based on Academic Engagement and Perceived Teacher Support: The Mediating Role of Academic Self-Efficacy among Female Upper-Secondary School Students

Masoumeh Vaygani , Arsalan Khanmmohammadi Otaghsara ^* , Rajabali Mohammadzadeh Admolaee

Objective: The present study aimed to test a structural model of academic buoyancy based on academic engagement and perceived teacher support, with the mediating role of academic self-efficacy among female upper-secondary school students.

Methods and Materials: This applied quantitative study used a descriptive-correlational design and structural equation modeling. The statistical population included all female upper-secondary school students in Babol, Iran, during the 2024 academic year. A sample of 350 students was selected through multistage cluster random sampling. Data were collected using the Academic Buoyancy Questionnaire, Academic Engagement Scale, Perceived Teacher Support Scale, and Self-Efficacy Questionnaire. Data were analyzed using SPSS and AMOS through descriptive statistics, correlation analysis, confirmatory factor analysis, and structural equation modeling.

Findings: The proposed structural model showed acceptable fit to the data: χ²/df = 1.45, RMSEA = 0.03, CFI = 0.98, NFI = 0.96, GFI = 0.96, and AGFI = 0.94. Academic engagement had a positive and significant direct effect on academic buoyancy (β = 0.12, p = .02). Perceived teacher support also had a positive and significant direct effect on academic buoyancy (β = 0.17, p = .001). Academic self-efficacy had the strongest direct effect on academic buoyancy (β = 0.32, p = .001). In addition, academic self-efficacy significantly mediated the relationship between academic engagement and academic buoyancy (β = 0.138, p = .001) and the relationship between perceived teacher support and academic buoyancy (β = 0.06, p = .04).

Conclusion: Academic buoyancy among female upper-secondary school students is shaped by behavioral engagement, perceived teacher support, and self-efficacy beliefs. The findings suggest that strengthening students’ engagement in learning, improving supportive teacher-student relationships, and enhancing academic self-efficacy may help students cope more effectively with everyday academic challenges.

Structural Modeling of Generalized Anxiety Disorder Symptom Level Based on Positive and Negative Metacognitive Beliefs: The Mediating Role of Intolerance of Uncertainty among University Students

Majid Pourpashang iD , Sayed Abbas Haghayegh ^* iD , Sheida Jabalameli iD , Akram Dehghani iD

Objective: The present study aimed to test a structural model of generalized anxiety disorder symptom level based on positive and negative metacognitive beliefs, with the mediating role of intolerance of uncertainty among university students.

Methods and Materials: This applied quantitative study used a descriptive-correlational design and structural equation modeling. The statistical population consisted of students at Islamic Azad University, Najafabad Branch, Iran. An initial sample of 300 students was selected using accessible purposive sampling, and 294 valid questionnaires were included in the final analysis. Data were collected using a demographic information form, the Metacognitions Questionnaire, the Intolerance of Uncertainty Questionnaire, and the Generalized Anxiety Disorder Scale. Data were analyzed using SPSS version 24 and AMOS version 24 through descriptive statistics, Pearson correlation coefficients, and structural equation modeling.

Findings: The structural model showed acceptable fit to the data: χ²/df = 1.784, NFI = .999, CFI = 1.00, IFI = 1.00, RMSEA = .057, and Hoelter = 289. Positive metacognitive beliefs did not have a significant direct effect on generalized anxiety disorder symptoms (β = -.036, p = .358), but they had a significant indirect effect through intolerance of uncertainty (β = .016, p = .050). Negative metacognitive beliefs had a positive and significant direct effect on generalized anxiety disorder symptoms (β = .220, p = .011) and also had a significant indirect effect through intolerance of uncertainty (β = .081, p = .050). Intolerance of uncertainty had a positive and significant direct effect on generalized anxiety disorder symptoms (β = .186, p = .019).

Conclusion: The findings support the mediating role of intolerance of uncertainty in the relationship between metacognitive beliefs and generalized anxiety disorder symptoms. Negative metacognitive beliefs appear to be a stronger direct predictor of generalized anxiety symptoms, whereas positive metacognitive beliefs may influence symptoms mainly through intolerance of uncertainty. These results highlight the importance of targeting dysfunctional metacognitive beliefs and intolerance of uncertainty in prevention and intervention programs for university students.

Designing a Qualitative Model of Factors Influencing Academic Competence among Female Secondary School Students: A Thematic Analysis Study Based on Triangulation

Arghavan Asgari iD , Faramarz Asanjarani ^* iD , Mohammad Mehdi Jahangiri iD

Objective: This study aimed to develop a context-sensitive qualitative model of the factors influencing the academic competence of female secondary school students in Arak, Iran, through the triangulation of perspectives from academic experts, experienced teachers, and documentary sources.

Methods and Materials: This qualitative study employed thematic analysis based on Braun and Clarke’s six-phase framework. Participants included 14 academic experts in educational psychology, education, and school counseling and 20 experienced teachers with at least 10 years of successful teaching experience, selected through criterion-based and snowball sampling. In addition, three high-level educational policy documents and 42 credible scientific sources were reviewed. Data were collected through in-depth semi-structured interviews and document analysis and were coded and analyzed using MAXQDA 2022. The trustworthiness of the findings was established through data-source triangulation and member checking.

Findings: The analysis generated 487 initial codes, 87 preliminary themes, 39 subthemes, 18 main themes, and four overarching dimensions. The individual dimension comprised academic motivation, learning self-regulation, academic self-efficacy, cognitive characteristics, affective-personality characteristics, and mental health. The educational dimension included classroom psychosocial climate, teachers’ instructional styles, curriculum quality, academic assessment, educational facilities and resources, and interpersonal relationships at school. The family dimension encompassed parenting style, family cultural capital, socioeconomic status, family academic support, and parental academic expectations. The social dimension included peer culture, gender stereotypes, media and cyberspace, and community social capital. Learning self-regulation and intrinsic motivation emerged as the most prominent factors. Triangulation indicated that seven main themes were shared across all three data sources, while member checking demonstrated an overall agreement rate of 95.6%.

Conclusion: The proposed model provides a comprehensive indigenous framework for understanding female students’ academic competence by integrating individual, educational, familial, and social determinants.

Design and Validation of a Psychological Empowerment Program for University Students from Divorced Families

Maryam Behbahani iD , Shohreh Ghorban Shiroudi ^* iD , Javad Khalatbari iD

Objective: This study aimed to design and validate a psychological empowerment program grounded in the lived experiences and specific psychosocial needs of university students from divorced families.

Methods and Materials: The study employed a qualitative developmental design. Participants included 15 dentistry students from divorced families, aged 19–28 years, who were selected through purposive sampling, with recruitment continuing until thematic saturation was reached. Data were collected through in-depth semi-structured interviews addressing the psychological, emotional, relational, social, educational, and economic consequences of parental divorce. The interview transcripts were analyzed using thematic analysis based on Attride-Stirling’s thematic-network approach with the assistance of MAXQDA software. The extracted themes were integrated with relevant psychological theories and intervention models to develop a ten-session psychological empowerment program. Content validation was subsequently conducted by 12 experts in clinical psychology, counseling, health psychology, and family studies. Expert judgments concerning necessity, relevance, clarity, simplicity, sequencing, and feasibility were examined using the Content Validity Ratio and Content Validity Index.

Findings: The analysis generated 397 initial codes, which were consolidated into 79 basic themes, 15 organizing themes, and five global themes: the lived experience of difficulties associated with parental divorce, psychological resilience, strengthening communication skills, personal and cognitive development, and development of social support. These themes informed ten intervention sessions focused on acceptance, resilience, cognitive reconstruction, communication, coping, self-compassion, future planning, support-network development, integration, and maintenance. In the initial validation, the overall Content Validity Ratio was 0.72 and the Content Validity Index was 0.89. Following expert-recommended revisions, all sessions exceeded the required validity threshold, while the overall indices increased to 0.73 and 0.91, respectively.

Conclusion: The developed program demonstrated adequate conceptual coherence and content validity and provides a multidimensional, context-sensitive framework for strengthening psychological empowerment among university students from divorced families.

The Effectiveness of Emotion-Focused Therapy on Self-Criticism and Internalized Shame in Students Experiencing Failure in the University Entrance Exam

Marzieh Assareh iD , Sima Khamedi ^* iD , Ghorban Fathi Aghdam iD , Jafar Pouyamanesh iD

Objective: The present study aimed to investigate the effectiveness of Emotion-Focused Therapy (EFT) on reducing self-criticism and internal shame in female students who experienced failure in the university entrance exam (Konkoor).

Methods and Materials: This research was a single-case experimental design with a multiple baseline and one-month follow-up. The statistical population consisted of female Konkoor repeaters in Karaj with at least one unsuccessful attempt in the 2024-2025 national exam. Three participants were selected voluntarily based on inclusion and exclusion criteria and received the EFT protocol (Greenberg, 2004) in 8 individual 90-minute sessions. Research instruments included the Levels of Self-Criticism Scale (Thompson & Zuroff, 2004) (Thompson & Zuroff, 2004) and the Internalized Shame Scale (Cook, 2013) (Cook, 1998). Data were analyzed using within-condition (median, mean, stability envelope, range, relative and absolute level change) and between-condition analyses (trend and level changes, PND, Tau-U, NAP, IRD) along with Hedges’ g effect size.

Findings: Results indicated that self-criticism and internal shame scores were high and highly stable during the baseline phase. Following the intervention, a sharp, stable, and consistent decrease was observed in both variables across all participants. The PND index was 100% for both variables in all three cases. The mean percentage of improvement in the follow-up phase was 17.85% for self-criticism and 40.50% for internal shame. Tau-U and Hedges’ g effect sizes were also very large and significant.

Conclusions: Findings suggest that Emotion-Focused Therapy is an effective and durable deep cognitive-experiential intervention for reducing self-criticism and internal shame resulting from Konkoor failure in female students. It is recommended that this approach be applied in academic counseling centers.

Structural Relationships Between Perceived Parenting Styles and Propensity for Addiction Among Upper Secondary School Students: The Mediating Roles of Mental Toughness and Self-Efficacy

Hossein Zarei iD , Ali KhanehKeshi ^* iD

Objective: This study aimed to examine the structural relationships between perceived parenting styles and propensity for addiction among upper secondary school students, with mental toughness and self-efficacy as mediating variables.

Methodology: This fundamental, descriptive-correlational study used structural equation modeling. The statistical population consisted of approximately 46,000 upper secondary school students in Qazvin County. Using multistage cluster random sampling, 260 students were selected from public and non-public schools; after excluding four incomplete or invariant-response questionnaires, data from 256 students were analyzed. Data were collected using the Grolnick Perceived Parenting Questionnaire, Iranian Addiction Potential Scale, Sherer General Self-Efficacy Scale, and 48-item Mental Toughness Questionnaire. Descriptive statistics, Pearson correlation coefficients, and structural equation modeling were performed using SPSS version 27 and AMOS version 30.

Findings: All dimensions of perceived parenting had significant negative direct effects on addiction propensity (β = −0.33 to −0.36, p < .001) and significant positive direct effects on mental toughness (β = 0.31 to 0.37, p < .001) and self-efficacy (β = 0.30 to 0.35, p < .001). Mental toughness (β = −0.36, p < .001) and self-efficacy (β = −0.34, p < .001) significantly and negatively predicted addiction propensity. Bootstrap analysis showed significant negative indirect effects of all parenting dimensions through mental toughness (β = −0.11 to −0.13, p < .001) and self-efficacy (β = −0.10 to −0.12, p < .001). The model demonstrated good fit: χ²/df = 2.219, RMSEA = 0.047, CFI = 0.951, TLI = 0.938, and IFI = 0.952.

Conclusion: Supportive parenting characterized by involvement, autonomy support, and warmth may reduce students’ propensity for addiction both directly and indirectly by strengthening mental toughness and self-efficacy.

Development and Psychometric Evaluation of the Digital Native Identity Scale among Upper Secondary School Students in Tehran

Mozhgan Moghareh Aabed iD , Azita Amirfakhraei ^* iD , Saeid Kiani iD

Objective: The present study aimed to develop and analyze the psychometric properties of the Digital Native Identity Scale among upper secondary school students in Tehran.

Methods and Materials: This study employed an exploratory sequential mixed-methods design and was conducted in two qualitative and quantitative phases. In the qualitative phase, semi-structured interviews were conducted with 24 experts in educational sciences, psychology, sociology, and information technology. Thematic analysis was used to identify the dimensions and components of digital native identity, based on which a 21-item scale comprising six dimensions was developed. In the quantitative phase, data were collected from 402 students, including 206 girls and 196 boys, who were selected through multistage cluster sampling. The data were analyzed using confirmatory factor analysis, Cronbach’s alpha and McDonald’s omega coefficients, and the graded response model within the framework of item response theory.

Findings: The findings indicated that the six-factor model was confirmed with satisfactory goodness-of-fit indices (CFI = 0.942, TLI = 0.935, RMSEA = 0.054, and SRMR = 0.047), and all factor loadings ranged from 0.63 to 0.81. The reliability coefficients for the total scale (α = 0.91 and ω = 0.93) and the reliability coefficients for its dimensions, which ranged from 0.78 to 0.86, indicated excellent internal consistency. The graded response model analysis showed that 17 of the 21 items demonstrated an adequate fit to the model. The item discrimination parameters ranged from 1.56 to 2.12, indicating good to excellent discrimination. The information functions confirmed that the scale provided high levels of information across a broad range of the latent trait continuum. Differential item functioning analysis by gender showed that only one item exhibited minor DIF, indicating that the scale was essentially free from gender bias. Furthermore, comparison of the unidimensional and multidimensional item response theory models demonstrated the significant superiority of the multidimensional model.

Conclusion: Based on the findings, the Digital Native Identity Scale possesses satisfactory validity, reliability, and measurement information and can be used as a valid instrument for assessing different dimensions of identity formation among Iranian adolescents.

Prediction of Cognitive Flexibility Based on Attention Control, Working Memory, and Problem-Solving Skills in Adolescents Using CatBoost

Negin Sanjarinia ^* iD

https://doi.org/10.61838/

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.

Journal of Adolescent and Youth Psychological Studies (JAYPS)

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The Effectiveness of Systems Thinking Training and Creative Problem-Solving on Social-Emotional Skills in University Students

The Effectiveness of Anger Management Skills Training and Assertive Behavior Training on Interpersonal Relationships and Tendency Toward Drug Use Among Female High School Students

The Relationship Between Maladaptive Perfectionism and Academic Burnout with Students’ Mental Health: The Mediating Role of Spiritual Intelligence

Predicting Cyberbullying–Cybervictimization Experience Based on Parent–Child Relationship, Psychological Well-Being, and Internet Addiction in Adolescents in Isfahan City

The Effectiveness of Resilience-Based Group Training on Uncertainty Intolerance, Future Orientation, and Stress Appraisal in High School Students

Designing a Metacognitive Training Mobile Application and Evaluating Its Effectiveness on Meta-Worry and Metacognitive Beliefs in University Students with Anxiety Symptoms

Development of a Social Anxiety Model Based on Dark Personality Traits and Metacognition With the Mediating Role of Alexithymia Among University Students in Kermanshah

Comparing the Effectiveness of Mentalization-Based Therapy and Dialectical Behavior Therapy on Time Perception and Self-Forgiveness in Adolescents with Self-Injurious Behaviors

Design and Testing of a Model of the Effect of Social Situation Appraisal on Social Anxiety in Female University Students with the Mediating Role of Safety Behaviors and Social Beliefs and Thoughts

Developing a Structural Model of Academic Engagement Based on Academic Self-Regulation and Academic Buoyancy: The Mediating Role of Epistemological Beliefs in Students

Prediction of Students’ Academic Satisfaction Using Deep Learning Algorithms Based on Self-Efficacy, Professor–Student Interaction, Mental Health, and Achievement Motivation

Elastic Net Regression for Predicting Psychological Well-Being among Adolescents from Resilience, Self-Compassion, Gratitude, and Perceived Social Support

Hybrid XGBoost–SHAP Prediction of Adolescent Academic Achievement from Cognitive Emotion Regulation, Academic Motivation, Procrastination, and Sleep Quality

Cybervictimization and Disordered Eating Among Adolescent Girls: A Structural Equation Model of Appearance Comparison, Body Dissatisfaction, and Self-Esteem

Family Conflict and Adolescent Aggression: A Structural Equation Modeling Study of Parental Psychological Control, Autonomy Frustration, and Anger Dysregulation

Childhood Emotional Neglect and Substance Misuse among Emerging Adults: The Mediating Roles of Alexithymia, Experiential Avoidance, and Loneliness

ADHD Symptoms and Academic Performance Among Adolescents: The Roles of Executive Dysfunction, Smartphone Distraction, and Academic Procrastination

Classifying Nonsuicidal Self-Injury Risk Based on Childhood Trauma, Emotion Dysregulation, Peer Rejection, and Depressive Symptoms Using a Support Vector Machine

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