دانشگاه اصفهانپژوهش های علوم شناختی و رفتاری2251-764216220260823Teachers' Perspectives on Bullying and Cyberbullying Among Students: An Analysis of Intervention Likelihood Based on Bullying TypeTeachers' Perspectives on Bullying and Cyberbullying Among Students: An Analysis of Intervention Likelihood Based on Bullying Type2143061810.22108/cbs.2026.147937.2129FAFaramarzAsanjaraniAssociate Professor, Department of Psychology and Counseling, Faculty of Humanities, Arak University, Arak, IranAmirGhamaraniAssociate Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, IranMaryamTorabiM.A. in Psychology, Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, IranJournal Article20251227Bullying and cyberbullying remain critical issues in school environments, with significant ramifications for students' mental health, academic achievement, and social development. Although teachers play an important role in addressing such behaviors, they may not always intervene effectively depending on the nature of the bullying. This mixed-methods study explored teachers' attitudes toward traditional bullying and cyberbullying, with particular attention to how the type of bullying influences their likelihood of intervention. Semi-structured interviews with 11 in-service teachers were analyzed qualitatively and revealed numerous forms of bullying, including traditional (e.g., physical, verbal, sexual) and cyberbullying (e.g., content creation, rumor spreading). Quantitative results from a vignette-based questionnaire administered to 100 student teachers indicated that teachers were more inclined to intervene in overt forms of bullying, such as sexual harassment, compared to less conspicuous forms, such as academic bullying. The findings revealed that younger student teachers (aged 18–19) demonstrated higher intervention rates (50%) compared to older participants (aged 24–25), who showed lower levels of intervention (20%). Gender differences also emerged, with female teachers more likely to intervene in racial-cultural and cyberbullying situations. The speed and nature of intervention varied across scenarios, with private warnings being the most frequent response (31.03% for females, 28.86% for males). These findings underscore the need for specialized professional training to enhance teachers' confidence and effectiveness in addressing both traditional and cyberbullying, particularly given the rise of digital aggression. The authors emphasize the importance of anti-bullying policies and gender-sensitive training as essential components for providing appropriate responses to all forms of bullying.Bullying and cyberbullying remain critical issues in school environments, with significant ramifications for students' mental health, academic achievement, and social development. Although teachers play an important role in addressing such behaviors, they may not always intervene effectively depending on the nature of the bullying. This mixed-methods study explored teachers' attitudes toward traditional bullying and cyberbullying, with particular attention to how the type of bullying influences their likelihood of intervention. Semi-structured interviews with 11 in-service teachers were analyzed qualitatively and revealed numerous forms of bullying, including traditional (e.g., physical, verbal, sexual) and cyberbullying (e.g., content creation, rumor spreading). Quantitative results from a vignette-based questionnaire administered to 100 student teachers indicated that teachers were more inclined to intervene in overt forms of bullying, such as sexual harassment, compared to less conspicuous forms, such as academic bullying. The findings revealed that younger student teachers (aged 18–19) demonstrated higher intervention rates (50%) compared to older participants (aged 24–25), who showed lower levels of intervention (20%). Gender differences also emerged, with female teachers more likely to intervene in racial-cultural and cyberbullying situations. The speed and nature of intervention varied across scenarios, with private warnings being the most frequent response (31.03% for females, 28.86% for males). These findings underscore the need for specialized professional training to enhance teachers' confidence and effectiveness in addressing both traditional and cyberbullying, particularly given the rise of digital aggression. The authors emphasize the importance of anti-bullying policies and gender-sensitive training as essential components for providing appropriate responses to all forms of bullying.https://cbs.ui.ac.ir/article_30618_5b587d6fe563f552030a6cc90ed5913f.pdfدانشگاه اصفهانپژوهش های علوم شناختی و رفتاری2251-764216220260823Motivational-Cognitive Model of Maintaining Workplace Buoyancy through Career Goal-Progress DiscrepancyMotivational-Cognitive Model of Maintaining Workplace Buoyancy through Career Goal-Progress Discrepancy15283061710.22108/cbs.2026.147957.2131FAHajarBarati AhmadabadiAssistant Professor in Psychology, Department of Psychology , Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran0000-0002-9105-4367HamidrezaOreyzibProfessor in Psychology, Department of Psychology, Faculty of Education and Psychology, University of Isfahan, Isfahan, IranMohammadDalvi-EsfahaniAssistant Professor, Information Systems Department, Faculty of Information and Communication Technology (FICT), Universiti Tunku Abdul Rahman (UTAR), 31900, Kampar, Perak, MalaysiaJournal Article20251229Along a career path, employees face different stages whose attainment is regarded as a goal. When career goals are perceived as distant or unattainable, employees may experience negative emotional states.In such cases, employees first strive to overcome these negative emotions through emotion regulation and then maintain buoyancy via goal engagement/disengagement or control strategies. This longitudinal study examined this process. A total of 180 volunteer employees from the Isfahan Gas Company participated, with 166 completing both waves over one year. An a priori power analysis (α = .05, 1 − β = .80, f² = .15) indicated that the final sample size was adequate. Participants completed measures of workplace buoyancy, cognitive emotion regulation, career goal-progress discrepancy, and goal engagement/disengagement at two time points. Data were analyzed using factor analysis, correlations, cross-lagged panel analysis, and path analysis. Results supported the Motivational-Cognitive Life-Span Theory of Emotions. Career goal-progress discrepancy and its four sub-dimensions were negatively correlated with workplace buoyancy (<em>r</em> = -0.21 to -0.29, all <em>p</em> < 0.05). Cross-lagged analysis showed that emotion regulation at Time 1 predicted goal engagement (<em>r</em> = -0.31, <em>p</em> < 0.01) and disengagement strategies at Time 2 (<em>r</em> = 0.32, <em>p </em>< 0.01), which in turn predicted subsequent workplace buoyancy (engagement: <em>r</em> = 0.24, <em>p</em> < 0.05; disengagement: <em>r</em> = -0.17, <em>p</em> < 0.05). Based on the results, it is recommended that organizations train employees in adaptive emotion regulation strategies, such as positive refocusing, and that organizations set realistic career goals collaboratively with employees.Along a career path, employees face different stages whose attainment is regarded as a goal. When career goals are perceived as distant or unattainable, employees may experience negative emotional states.In such cases, employees first strive to overcome these negative emotions through emotion regulation and then maintain buoyancy via goal engagement/disengagement or control strategies. This longitudinal study examined this process. A total of 180 volunteer employees from the Isfahan Gas Company participated, with 166 completing both waves over one year. An a priori power analysis (α = .05, 1 − β = .80, f² = .15) indicated that the final sample size was adequate. Participants completed measures of workplace buoyancy, cognitive emotion regulation, career goal-progress discrepancy, and goal engagement/disengagement at two time points. Data were analyzed using factor analysis, correlations, cross-lagged panel analysis, and path analysis. Results supported the Motivational-Cognitive Life-Span Theory of Emotions. Career goal-progress discrepancy and its four sub-dimensions were negatively correlated with workplace buoyancy (<em>r</em> = -0.21 to -0.29, all <em>p</em> < 0.05). Cross-lagged analysis showed that emotion regulation at Time 1 predicted goal engagement (<em>r</em> = -0.31, <em>p</em> < 0.01) and disengagement strategies at Time 2 (<em>r</em> = 0.32, <em>p </em>< 0.01), which in turn predicted subsequent workplace buoyancy (engagement: <em>r</em> = 0.24, <em>p</em> < 0.05; disengagement: <em>r</em> = -0.17, <em>p</em> < 0.05). Based on the results, it is recommended that organizations train employees in adaptive emotion regulation strategies, such as positive refocusing, and that organizations set realistic career goals collaboratively with employees.https://cbs.ui.ac.ir/article_30617_16eb082924ad8b975e5610acb557f6f2.pdfدانشگاه اصفهانپژوهش های علوم شناختی و رفتاری2251-764216220260823The Comparison of Anxiety, Social Skills and Social Acceptance in Children with ADHD, SLD and TD: Insights into Behavioral and Emotional ChallengesThe Comparison of Anxiety, Social Skills and Social Acceptance in Children with ADHD, SLD and TD: Insights into Behavioral and Emotional Challenges29383053410.22108/cbs.2026.147036.2090FAAliSharifiAssistant Professor, Department of Psychology and Education of people with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan. Iran0000-0001-6009-6823ZahraBadrypourPhD candidate, Department of Psychology and Education of people with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, IranMarziyehRahimiPhD candidate, Department of Psychology and Education of people with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, IranSamanKamari SonghorabadiPost-Doctoral Researcher in Cognitive Neuroscience at the Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy.Journal Article20251015This study employed a comparative cross-sectional quantitative design to compare anxiety levels, social skills, and social acceptance in school-aged children with attention deficit/hyperactivity disorder (ADHD), specific learning disorder (SLD), and typically developing (TD) children. A total of 83 participants (30 TD, 26 ADHD, and 27 SLD) were recruited from clinical and educational settings using purposive sampling, which should be considered when interpreting the findings. All three groups were evaluated using Spence’s Child Anxiety Scale, Ford and Robin’s Social Acceptance Scale, and Gresham and Elliott’s Social Skills Grading Scale. Data were analyzed using MANOVA followed by post-hoc tests. Results indicated clear and systematic group differences across several domains. The TD group demonstrated significantly lower overall anxiety scores compared to both the ADHD and SLD groups, while children with SLD exhibited the highest levels of anxiety overall. In the Separation Anxiety subscale, children with ADHD scored significantly higher than both the TD and SLD groups, whereas no significant group differences were observed in the Fear of Physical Harm, Obsessive–Compulsive, or Panic–Agoraphobia subscales. Regarding social skills, both the TD and SLD groups outperformed the ADHD group in cooperation, assertiveness, self-control, and total social skills. Social acceptance scores were highest in the TD group, followed by the SLD group, with the ADHD group showing the lowest levels. In conclusion, children with ADHD and SLD exhibit distinct profiles of anxiety, social skills, and social acceptance compared to typically developing peers. These findings underscore the importance of targeted assessment and intervention strategies tailored to the specific psychosocial needs of each clinical group.
This study employed a comparative cross-sectional quantitative design to compare anxiety levels, social skills, and social acceptance in school-aged children with attention deficit/hyperactivity disorder (ADHD), specific learning disorder (SLD), and typically developing (TD) children. A total of 83 participants (30 TD, 26 ADHD, and 27 SLD) were recruited from clinical and educational settings using purposive sampling, which should be considered when interpreting the findings. All three groups were evaluated using Spence’s Child Anxiety Scale, Ford and Robin’s Social Acceptance Scale, and Gresham and Elliott’s Social Skills Grading Scale. Data were analyzed using MANOVA followed by post-hoc tests. Results indicated clear and systematic group differences across several domains. The TD group demonstrated significantly lower overall anxiety scores compared to both the ADHD and SLD groups, while children with SLD exhibited the highest levels of anxiety overall. In the Separation Anxiety subscale, children with ADHD scored significantly higher than both the TD and SLD groups, whereas no significant group differences were observed in the Fear of Physical Harm, Obsessive–Compulsive, or Panic–Agoraphobia subscales. Regarding social skills, both the TD and SLD groups outperformed the ADHD group in cooperation, assertiveness, self-control, and total social skills. Social acceptance scores were highest in the TD group, followed by the SLD group, with the ADHD group showing the lowest levels. In conclusion, children with ADHD and SLD exhibit distinct profiles of anxiety, social skills, and social acceptance compared to typically developing peers. These findings underscore the importance of targeted assessment and intervention strategies tailored to the specific psychosocial needs of each clinical group.
https://cbs.ui.ac.ir/article_30534_96b1546eedf1f9d10172385a2f4eb65c.pdf