University of Isfahan Research in Cognitive and Behavioral Sciences 2251-7642 16 1 2026 08 23 The role of self-esteem, emotional irritability, and interpersonal sensitivity in predicting social anxiety symptoms in students: Examining the mediating role of emotional balance The role of self-esteem, emotional irritability, and interpersonal sensitivity in predicting social anxiety symptoms in students: Examining the mediating role of emotional balance 113 136 30134 10.22108/cbs.2025.146342.2059 FA Masoud Qorbanalipour Assistant Professor, Department of Psychology, Islamic Azad University, Khoy Branch, Iran. Neda Moradkhani Department of Psychology and Educational Sciences, Khoy Branch, Islamic Azad University, Khoy, Iran Romina Hazrati Hodar Department of Psychology and Educational Sciences, Khoy Branch, Islamic Azad University, Khoy, Iran Journal Article 2025 08 16 The present study aimed to investigate the role of self-esteem, emotional reactivity, and interpersonal sensitivity in predicting social anxiety symptoms among high school students, emphasizing the mediating role of emotional balance. This research employed a descriptive-correlational design based on structural equation modeling (SEM). The statistical population included all second-grade high school students in Khoy city during the 2024–2025 academic year (N = 4,621). A sample of 450 students was selected using a multistage cluster sampling method. The research instruments included the Rosenberg Self-Esteem Scale (Rosenberg, 1965), the Emotional Reactivity Scale (Nock et al., 2008), the Interpersonal Sensitivity Measure (Boyce & Parker, 1989), the Affect Balance Scale (Bradburn, 1969), and the Social Phobia Inventory (Connor et al., 2000). Data were analyzed using Pearson correlation and structural equation modeling techniques. The findings revealed a significant negative relationship between self-esteem and social anxiety(β = -0.32, p < 0.01).Moreover, emotional reactivity and interpersonal sensitivity showed significant positive relationships with social anxiety(β = 0.35 and β = 0.33, respectively; p < 0.01). Emotional balance had a significant negative direct effect on social anxiety(β = -0.45, p < 0.001),and its mediating role in the relationships between the independent variables and social anxiety was also confirmed. The indirect effects were significant as well. These results suggest that emotional balance can explain part of the influence of internal and interpersonal factors on adolescents’ social anxiety. The findings highlight the importance of teaching emotional regulation skills, strengthening self-esteem, and implementing cognitive-emotional interventions to reduce adolescents’ vulnerability to social anxiety. The present study aimed to investigate the role of self-esteem, emotional reactivity, and interpersonal sensitivity in predicting social anxiety symptoms among high school students, emphasizing the mediating role of emotional balance. This research employed a descriptive-correlational design based on structural equation modeling (SEM). The statistical population included all second-grade high school students in Khoy city during the 2024–2025 academic year (N = 4,621). A sample of 450 students was selected using a multistage cluster sampling method. The research instruments included the Rosenberg Self-Esteem Scale (Rosenberg, 1965), the Emotional Reactivity Scale (Nock et al., 2008), the Interpersonal Sensitivity Measure (Boyce & Parker, 1989), the Affect Balance Scale (Bradburn, 1969), and the Social Phobia Inventory (Connor et al., 2000). Data were analyzed using Pearson correlation and structural equation modeling techniques. The findings revealed a significant negative relationship between self-esteem and social anxiety(β = -0.32, p < 0.01).Moreover, emotional reactivity and interpersonal sensitivity showed significant positive relationships with social anxiety(β = 0.35 and β = 0.33, respectively; p < 0.01). Emotional balance had a significant negative direct effect on social anxiety(β = -0.45, p < 0.001),and its mediating role in the relationships between the independent variables and social anxiety was also confirmed. The indirect effects were significant as well. These results suggest that emotional balance can explain part of the influence of internal and interpersonal factors on adolescents’ social anxiety. The findings highlight the importance of teaching emotional regulation skills, strengthening self-esteem, and implementing cognitive-emotional interventions to reduce adolescents’ vulnerability to social anxiety. https://cbs.ui.ac.ir/article_30134_f955316bff9cd3042b308c23ac3acb82.pdf