دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 17 1 2027 03 21 Investigating the effect of cognitive bias modification on physical appearance on cognitive flexibility and physical activity in overweight women attending fitness clubs تأثیر اصلاح سوگیری شناختی نسبت به ظاهر فیزیکی بر انعطاف‌پذیری شناختی و فعالیت بدنی در زنان چاق مراجعه‌کننده به باشگاه‌های بدنسازی 1 20 30492 10.22108/cbs.2026.146999.2088 FA علی پاکیزه دانشیار، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه خلیج فارس، بوشهر، ایران رضا عباسی دانشجوی کارشناسی ارشد،‌ گروه روانشناسی، دانشکده علوم انسانی، دانشگاه خلیج فارس، بوشهر، ایران نگار اوجی دانشجوی کارشناسی ارشد،‌ گروه روانشناسی، دانشکده علوم انسانی، دانشگاه خلیج فارس، بوشهر، ایران Journal Article 2025 10 10 Although obesity is associated with psychological and physical consequences, the quantity and quality of these consequences, especially psychological consequences, depend on the individual's perspective on obesity and physical appearance. Therefore, cognitive biases regarding physical appearance can exacerbate the physical and psychological consequences of obesity. This research was conducted to investigate the effect of cognitive bias modification regarding physical appearance on cognitive flexibility and physical activity in obese women attending fitness clubs. The statistical population of the present study, which was conducted in a quasi-experimental design with a pretest and posttest and control group, included overweight women aged 18 to 55 attending fitness clubs in Shiraz City in the first half of the year 2022. From the mentioned statistical population, 40 individuals were purposefully selected and randomly assigned to two groups: experimental and control (20 participants in each). The experimental group underwent cognitive bias modification intervention using Dot-prob software, while the control group participated in regular club activities. Data were collected using the Cognitive Flexibility Inventory (CFI) and the International Physical Activity Questionnaire (IPAQ), and analyzed through Analysis of Covariance (ANCOVA) in SPSS-22. The results indicated that cognitive bias modification significantly increased cognitive flexibility and physical activity in the experimental group compared to the control group (p <0/05). Interventions aimed at correcting cognitive biases related to body appearance reduce these biases, paving the way for increased cognitive flexibility and ultimately leading to more physical activity, thus making weight control programs more effective. Introduction Obesity is a chronic, progressive, and relapsing health condition characterized by excessive fat accumulation and recognized as one of the most significant public health concerns worldwide (Bray et al., 2017). According to the World Health Organization (2024), the prevalence of obesity has increased substantially over recent decades and is associated with elevated risks of cardiovascular disease, metabolic disorders, and premature mortality. Beyond its physical consequences, obesity is closely linked to psychological difficulties, including emotional distress, social stigma, reduced self-esteem, and impaired quality of life. These challenges are particularly salient among women, who frequently report greater dissatisfaction with their physical appearance and body image than men (Fuller-Tyszkiewicz et al., 2018). Body image dissatisfaction has been identified as a significant factor influencing health-related behaviors. Research indicates that women who perceive their bodies negatively are less likely to engage in regular physical activity, whereas individuals with a more positive body image demonstrate stronger motivation to adopt healthy lifestyles and participate in exercise (Gualdi-Russo et al., 2022). Physical activity is widely recognized as a protective factor for both physical and mental health and has been associated with lower levels of anxiety, depression, and psychological distress (Herring et al., 2024). Another important psychological construct associated with adaptive functioning is cognitive flexibility, defined as the ability to modify cognitive strategies, shift perspectives, and adapt responses to changing environmental demands. Higher levels of cognitive flexibility have been associated with better emotional regulation, greater resilience, and lower levels of psychological symptoms (Lakin et al., 2023). In contrast, cognitive rigidity often contributes to maladaptive coping patterns and persistent negative thinking. One factor contributing to such maladaptive processes is cognitive bias. Cognitive biases are systematic distortions in information processing that influence attention, interpretation, and memory. Among women with obesity, appearance-related cognitive biases may strengthen negative body perceptions, social avoidance, and reduced participation in physical activity. Cognitive Bias Modification (CBM) interventions have shown promise in altering maladaptive attentional patterns and improving psychological functioning across various populations. Despite growing evidence supporting the effectiveness of CBM, little research has examined its influence on cognitive flexibility and physical activity among women with obesity. Therefore, the present study investigated the effectiveness of appearance-related cognitive bias modification on cognitive flexibility and physical activity among obese women attending fitness centers in Shiraz, Iran. Method This study employed a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of obese women attending fitness centers in Shiraz. Six fitness clubs from different areas of the city were purposively selected. Among women with a body mass index (BMI) of 30 or higher who met the inclusion criteria, 87 volunteers expressed interest in participating. Forty participants were randomly selected and assigned to either an experimental group or a control group. Data were collected using the Cognitive Flexibility Inventory (CFI; Dennis & Vander Wal, 2010) and the short form of the International Physical Activity Questionnaire (IPAQ). The CFI contains 20 items measuring individuals’ perceived ability to generate alternative perspectives and maintain cognitive control under challenging circumstances. The IPAQ assesses physical activity levels during the previous week and has demonstrated satisfactory psychometric properties across different populations. The intervention consisted of an appearance-related Cognitive Bias Modification program administered through a computerized dot-probe task. Participants in the experimental group completed eight weekly individual sessions lasting approximately 20–30 minutes. During each trial, pairs of photographs depicting attractive and ordinary-looking women were simultaneously presented. To modify attentional bias, the probe appeared behind the neutral stimulus in more than 90% of trials, thereby gradually redirecting attention away from appearance-related threat cues. Participants in the control group received no intervention. Data were analyzed using descriptive statistics and one-way analyses of covariance (ANCOVA) in SPSS version 22 after verification of statistical assumptions. Results Descriptive findings indicated that the experimental and control groups were comparable at baseline in both cognitive flexibility and physical activity. For cognitive flexibility, the pretest mean scores were 85.57 (SD = 6.40) for the experimental group and 85.94 (SD = 5.10) for the control group. Following the intervention, the mean score of cognitive flexibility increased to 89.36 (SD = 4.22) in the experimental group, whereas only a marginal change was observed in the control group (M = 86.87, SD = 3.13). A similar pattern emerged for physical activity. The experimental group showed an increase from a pretest mean of 1119.47 (SD = 134.39) to 1227.89 (SD = 131.04) at posttest, while the control group exhibited only a slight increase from 1102.77 to 1126.66. Preliminary analyses confirmed that the assumptions required for inferential statistics were met. Skewness and kurtosis indices fell within acceptable ranges, indicating that the distributions of cognitive flexibility and physical activity approximated normality. In addition, Levene’s test revealed homogeneity of variances for cognitive flexibility, F(1,35) = 0.08, p >0.77, and physical activity, F(1,35) = 0.01, p >0.98, supporting the appropriateness of covariance analyses. To examine the effectiveness of cognitive bias modification toward physical appearance, separate one-way analyses of covariance (ANCOVA) were conducted while controlling for baseline scores. The results demonstrated a statistically significant difference between the experimental and control groups in cognitive flexibility after adjusting for pretest performance. This finding indicates that participation in the intervention was associated with a significant improvement in cognitive flexibility. Likewise, ANCOVA results for physical activity revealed a significant group effect. Participants who received the intervention reported higher levels of physical activity at posttest compared with those in the control group. The observed effect sizes suggest that the intervention accounted for a meaningful proportion of variance in both outcome variables. Overall, the findings support the effectiveness of cognitive bias modification related to physical appearance in enhancing cognitive flexibility and increasing physical activity among women with overweight and obesity (Table1). Table1 The Results of the Analysis of Covariance (ANCOVA) Variable F P Effect Size Interpretation Cognitive Flexibility 6.32 0.017 0.211 Significant group difference Physical Activity 6.04 0.019 0.337 Significant group difference Discussion and Conclusion The present study investigated the effectiveness of appearance-related cognitive bias modification on cognitive flexibility and physical activity among obese women. The findings demonstrated that participation in an eight-session CBM program significantly improved both outcomes. These results extend previous research on cognitive bias modification by highlighting its potential influence on cognitive and behavioral processes relevant to obesity. The observed improvement in cognitive flexibility may be explained by the modification of maladaptive attentional patterns. Cognitive biases direct attention toward appearance-related threats and reinforce negative self-evaluations. By repeatedly redirecting attention away from such cues, the intervention may have reduced dysfunctional processing patterns and facilitated more adaptive interpretations of appearance-related information. Consequently, participants may have become more capable of generating alternative perspectives, regulating emotional responses, and adapting to challenging situations. The increase in physical activity can be interpreted within the framework of body image and social evaluation concerns. Women with obesity frequently experience appearance-related anxiety and fear of negative judgment, which may discourage participation in exercise settings. Modification of appearance-related attentional biases may reduce sensitivity to threatening social cues and promote a more realistic and accepting perception of one’s body. Such changes are likely to increase motivation for engaging in health-promoting behaviors, including regular physical activity. The findings have important practical implications for obesity interventions. Integrating CBM into counseling services, obesity treatment programs, and fitness-based interventions may contribute to improved psychological functioning and increased participation in physical activity. Such approaches may complement existing cognitive-behavioral and lifestyle-based interventions by targeting underlying cognitive processes associated with body image dissatisfaction. Several limitations should be acknowledged. The sample consisted exclusively of obese women attending fitness centers, limiting generalizability to other populations. In addition, reliance on self-report measures may have introduced response bias, and the absence of follow-up assessments prevented evaluation of long-term effects. Future studies should investigate the durability of intervention outcomes, examine additional populations, and explore potential mediating variables such as body image, self-esteem, social anxiety, and exercise self-efficacy. In conclusion, appearance-related cognitive bias modification was effective in enhancing cognitive flexibility and increasing physical activity among obese women. These findings underscore the importance of addressing cognitive biases in obesity-related interventions and provide support for incorporating CBM into comprehensive health promotion and weight-management programs. هرچند چاقی با پیامدهای روانی و جسمی همراه است، کمّیت و کیفیت این پیامدها، به ویژه پیامدهای روان‌شناختی، به دیدگاه فرد نسبت به چاقی و ظاهر جسمانی بستگی دارد؛ بنابراین، سوگیری‌های شناختی در خصوص ظاهر جسمانی ممکن است تشدیدکنندۀ پیامدهای جسمانی و روان‌شناختی چاقی باشد. پژوهش حاضر با هدف بررسی تأثیر اصلاح سوگیری شناختی نسبت به ظاهر فیزیکی بر انعطاف‌پذیری شناختی و فعالیت بدنی در زنان چاق مراجعه‌کننده به باشگاه‌های بدنسازی انجام شد. جامعة آماری این پژوهش که به صورت نیمه‌آزمایشی و با استفاده از طرح پیش‌آزمون-پس‌آزمون و گروه کنترل انجام شد، زنان چاق مراجعه‌کننده به باشگاه‌های بدنسازی شیراز در نیمۀ نخست سال ۱۴۰1 بودند. از جامعة آماری یادشده، ۴۰ نفر به‌ صورت هدفمند انتخاب شدند و با استفاده از روش گمارش تصادفی در دو گروه آزمایش و کنترل (هر کدام 20 نفر) قرار گرفتند. گروه آزمایش تحت مداخلۀ اصلاح سوگیری شناختی با نرم‌افزار دات ‌پروب قرار گرفت و گروه کنترل در فعالیت‌های عادی باشگاه شرکت داشت. داده‌ها با پرسشنامه‌های انعطاف‌پذیری شناختی (CFI) و فعالیت بدنی (IPAQ) جمع‌آوری و با تحلیل کوواریانس در SPSS-22 تحلیل شدند. نتایج این پژوهش نشان داد مداخلة اصلاح سوگیری شناختی به طرزی معنادار موجب افزایش انعطاف‌پذیری شناختی و فعالیت بدنی در گروه آزمایش نسبت به گروه کنترل شد (05/0>P). با توجه به اثربخشی اصلاح سوگیری شناختی نسبت به ظاهر بدنی بر افزایش انعطاف‌پذیری شناختی و فعالیت‌های بدنی، این نوع مداخلات را می‌توان در کنار مداخلات رفتاری و درمانی معطوف به کاهش وزن و کاهش یا حذف پیامدهای روان‌شناختی چاقی به کار برد.

https://cbs.ui.ac.ir/article_30492_2aee20c66d375f0095105b5f0997a86c.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 17 1 2027 03 21 The Impact of Direct Instruction, Debates, and Educational Games on Enhancing Students' Reasoning Skills تأثیر آموزش مستقیم، مناظره و بازی آموزشی بر ارتقای مهارت استدلال‌ورزی دانش‌آموزان 21 40 30583 10.22108/cbs.2026.147262.2100 FA نرگس موسائی دانشجوی کارشناسی، آموزش علوم اجتماعی، دانشگاه فرهنگیان، بندرعباس، ایران 0000-0003-1925-4361 رامین نجفی استادیار گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران 0000-0001-7969-7258 Journal Article 2025 10 30 The present study aimed to examine the effectiveness of direct instruction, debate, and educational games in enhancing students’ reasoning skills. This study was conducted using a quasi-experimental method with a one group pretest posttest design. The research population consisted of eighth-grade students at a school in Bandar Abbas City during the 2024–2025 academic year. The sample was selected through convenience sampling, comprising one class of 24 students. Data were collected using a single open-ended question questionnaire, whose validity was confirmed by experts, and whose reliability was calculated using Cronbach’s alpha (0.81) and inter-rater agreement (0.68). To assess reasoning skills, students’ responses were scored on four main components of reasoning proposed by Elder and Paul: clarity, logical structure, persuasive power, and coherence. In addition, to analyze the responses, the frequency of common fallacies—including emotional reasoning, hasty generalization, ad hominem attacks, appeal to leading questions, and appeal to the majority—was extracted. Pretest findings indicated that students’ reasoning skills were estimated at 43%, and that the use of fallacies was observed to a considerable extent. Following the implementation of the educational intervention, the data were analyzed using a paired-samples t-test, the Wilcoxon signed-rank test, and effect size indices. Posttest results revealed a statistically significant improvement in students’ reasoning skills, an increase in the mean score to 50%, and a substantial reduction in the frequency of fallacies. The study's findings indicated that educational interventions can effectively enhance students’ reasoning skills. Introduction In today's complex world, reasoning ability, as one of the most fundamental components of critical thinking, plays an important role in informed decision-making and the resolution of everyday problems (Stenning & van Lambalgen, 2011). Despite the growing emphasis on the importance of reasoning, research findings indicate that many students experience difficulties in organizing coherent arguments, critically evaluating diverse viewpoints, and identifying reasoning fallacies (Bayat et al., 2021). Part of this challenge may be attributed to the predominance of traditional educational models, the emphasis on the transmission and reproduction of knowledge, and the lack of sufficient opportunities for learners to actively engage in reasoning and dialogue-based processes (Rapanta & Macagno, 2016). A review of the research literature indicates that interventions such as Philosophy for Children and dialogue-based programs have had positive effects on enhancing students' reasoning abilities (Iordanou & Rapanta, 2021; Taherzadeh Ghahfarrokhi et al., 2022). Method This study was conducted using a quasi-experimental method with a pretest posttest design. The statistical population consisted of eighth-grade female students at a girls’ school in Bandar Abbas during the 2024–2025 academic year. The sample was selected through convenience sampling and comprised 24 students. To assess reasoning skills, a single item open response questionnaire based on the reasoning components proposed by Elder and Paul (2020), including clarity, quality of reasons, responsiveness to opposing viewpoints, and coherence, was employed. The content validity of the instrument was confirmed by two experts, and its reliability was established with a Cronbach’s alpha coefficient of 0.81 and an inter-rater agreement coefficient of 0.68. In addition to the overall reasoning score, the frequency of reasoning fallacies was also extracted. The educational interventions included direct instruction in reasoning, structured debates, and the educational Snakes and Ladders Game. Following the implementation of the interventions, a questionnaire equivalent to the pretest, but with different content, was administered as the posttest. After scoring and examining the statistical assumptions, the data were analyzed using a paired-samples t-test to compare pretest and posttest scores. In addition, the Wilcoxon signed-rank test was used to examine changes in the frequency of reasoning fallacies, and the effect size was calculated to determine the magnitude of the intervention effect. Results The findings of the study showed that the implementation of the reasoning education program led to a significant improvement in students’ reasoning skills. The mean reasoning score increased from 43% to 50%. The results of the paired-samples t-test also indicated a significant difference between the pretest and posttest scores (t = 7.32, p = 0.0001). Furthermore, the calculated effect size (d = 1.63) showed that the educational program had a very strong effect on improving reasoning skills. In addition, the results of the content analysis of students’ responses showed that the frequency of all fallacies examined in the study decreased in the posttest compared with the pretest. The results of the Wilcoxon signed-rank test indicated that the reduction in all examined fallacies was statistically significant. Overall, the findings suggest that the reasoning education program not only improved the quality of students’ arguments but was also significantly effective in reducing reasoning errors and common fallacies. Discussion and Conclusion The findings indicated that the implementation of the reasoning education program could contribute to the enhancement of reasoning skills and the reduction of common fallacies. Despite the improvement in this skill, students’ level of reasoning remained below the desirable level. This issue may be attributed to the limited duration of the intervention, the dependence of reasoning on background knowledge, and the predominance of rote-learning patterns. Therefore, the development of this skill requires continuous and targeted educational programs. The limitations of the study include the use of a single-group design, a limited sample size, the implementation of the study in only one school, and the short duration of the intervention. هدف پژوهش حاضر بررسی اثربخشی آموزش مستقیم، مناظره و بازی آموزشی بر تقویت مهارت استدلال‌ورزی دانش‌آموزان بود. این پژوهش با روش شبه‌آزمایشی و طرح پیش‌آزمون-پس‌آزمون با یک گروه انجام شد. جامعۀ پژوهش شامل دانش‌آموزان پایۀ هشتم یک مدرسه در شهر بندرعباس در سال تحصیلی 1404-۱۴۰3 بود. نمونۀ پژوهش به‌ صورت در دسترس انتخاب شد و شامل یک کلاس ۲۴نفره بود. داده‌ها از طریق یک پرسشنامۀ باز تک‌پرسشی گردآوری شد که روایی آن به تأیید متخصصان رسید و پایایی آن با آلفای کرونباخ (81/0) و میزان توافق ارزیابان (68/0) محاسبه شد. به ‌منظور سنجش مهارت استدلال‌ورزی، پاسخ‌ها بر اساس چهار مؤلفۀ اصلی استدلال‌ورزی از دیدگاه الدر و پاول شامل وضوح، ساختار منطقی، توان اقناع و انسجام امتیازدهی شدند. همچنین، به ‌منظور تحلیل پاسخ‌ها، فراوانی انواع مغالطات رایج شامل دلایل احساسی، تعمیم شتاب‌زده، حمله به شخص، توسل به پرسش‌های جهت‌دار و توسل به اکثریت استخراج شد. یافته‌های پیش‌آزمون نشان داد سطح استدلال‌ورزی دانش‌آموزان معادل ۴۳ درصد است و استفاده از مغالطات به طرزی قابل ملاحظه مشاهده می‌شود. پس از اجرای مداخلات آموزشی، داده‌ها با استفاده از آزمون t زوجی، آزمون ویلکاکسون و شاخص اندازۀ اثر تحلیل شدند. نتایج پس‌آزمون حاکی از بهبود معنادار مهارت استدلال‌ورزی، افزایش میانگین نمره به ۵۰ درصد و کاهش چشمگیر فراوانی مغالطات بود. یافته‌های پژوهش نشان داد مداخله‌های آموزشی می‌توانند به طور مؤثر بر افزایش توانایی استدلال‌ورزی دانش‌آموزان تأثیرگذار باشند.

https://cbs.ui.ac.ir/article_30583_dd7e20d73997d8879304223f9a252b2a.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 17 1 2027 03 21 Investigating the psychometric properties of the Persian version of the Social Network Users Virtual Identity Questionnaire بررسی ویژگی‌های روان‌سنجی نسخه فارسی پرسشنامه هویت مجازی کاربران شبکه‌های اجتماعی 41 66 30337 10.22108/cbs.2026.146660.2073 FA محمد شاکرمی استادیار، گروه روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران مریم رئیس شهرکی کارشناس ارشد، گروه پژوهشی روان‌شناسی اندیشه جوان، اصفهان، ایران الناز زیبائی دانشجوی کارشناسی ارشد، گروه روان‌شناسی، دانشگاه آزاد اسلامی، واحد خمینی‌شهر، اصفهان، ایران Journal Article 2025 09 14 This study investigated the psychometric properties of the Persian version of the Social Network Users Virtual Identity Questionnaire. Utilizing a descriptive methodology and survey approach, the research targeted students aged 18 to 35 in Isfahan. A total of 399 participants (71 men and 328 women) were selected via convenience sampling to complete the Social Network Users Virtual Identity Questionnaire (VISMU), Cyberbullying Questionnaire (CQ), Mental Vitality Questionnaire (SVQ), and Addiction to Mobile-Based Social Networks Questionnaire (AMQSN). To assess validity, exploratory and confirmatory factor analyses were conducted alongside Pearson correlation methods, and reliability was evaluated using Cronbach's alpha. Data analysis was performed using SPSS 27 and AMOS 24. The exploratory factor analysis yielded a KMO value of 0.877 and a Bartlett's test statistic of 16893.33 (p < 0.001), validating 36 items categorized into three components: engaging in desirable behaviors in cyberspace, cyberspace addiction, and cyberspace self-presentation. Confirmatory factor analysis further supported these findings, showing 33 items confirmed,an RMSEA of 0.078 and a CMIN/DF of 2.89. Additionally, a positive correlation with cyberbullying (0.353) and cyberspace addiction (0.577) indicated convergent validity, while a negative correlation with the Vitality of Mind Questionnaire (-0.277) confirmed divergent validity. The overall Cronbach's alpha for the scale was 0.89, with component values of 0.83 (engaging in desirable behaviors), 0.79 (cyberspace addiction), and 0.79 (self-presentation). The questionnaire is therefore a valuable tool for assessing virtual network users. Introduction The rapid proliferation of social media platforms has reshaped cognitive functioning, catalyzed new activities, transformed social interactions, and fostered novel cultural patterns. Individuals who socialize in digitized environments accrue online experiences that contribute to a distinct “digital persona,” potentially differentiating their virtual identity from their offline self. Virtual environments may challenge adaptation to real-life demands and facilitate the emergence of a specific identity construct known as virtual identity. In online contexts, identity is formed through a dynamic, evolving sequence of personal decisions and continuous incorporation of social feedback stemming from online self-presentation. Accordingly, virtual identity denotes the integrated self-concept developed in online settings, which may diverge from real-life identity. This study aimed to examine the psychometric properties of the Persian version of the Virtual Identity Scale for Social Media Users (VISMU), providing an evidence-based instrument suited to the Iranian context. Method This descriptive, survey-based study was conducted among university students aged 18–35 in Isfahan, Iran. Using convenience sampling, 399 participants (71 men and 328 women) completed the Persian VISMU alongside the Cyberbullying Questionnaire (CQ), Subjective Vitality Questionnaire (SVQ), and Addiction to Mobile-Based Social Networks Questionnaire (AMQSN). Data analysis comprised descriptive indices (mean, standard deviation) and inferential procedures aligned with psychometric evaluation. Content validity was assessed by six faculty experts in psychology and counseling for item clarity, relevance, and simplicity, and the Content Validity Index (CVI) was calculated. Factorial validity was examined through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Convergent and divergent validity were evaluated via Pearson correlations with conceptually related measures (cyberbullying and addiction) and a theoretically inverse construct (subjective vitality). Reliability was assessed using Cronbach’s alpha coefficients for the total scale and subscales. All statistical analyses were performed in SPSS 27 and AMOS 24. Results Expert review yielded a CVI of 0.80, indicating satisfactory content validity for the translated items. Assumptions of normality were met, with univariate normality confirmed via the Kolmogorov–Smirnov test and multivariate normality indicated by Mahalanobis distance. The EFA demonstrated strong sampling adequacy (KMO = 0.877) and significant sphericity (Bartlett’s χ² = 16893.33, p < 0.01), supporting a three-factor solution across 36 items. The factors were labeled as socially desirable behaviors in virtual space, virtual space addiction, and self-presentation in virtual space. CFA corroborated the three-factor structure and 33 items, with acceptable fit indices (RMSEA = 0.078, CMIN/DF = 2.89), reflecting coherent latent dimensions consistent with theoretical expectations. Ten items (1, 5, 8, 9, 15, 16 20, 24, 25, and 33) were excluded due to non-significant loadings on any factor, improving structural clarity and scale parsimony. Convergent validity was supported by positive associations between VISMU scores and cyberbullying (r = 0.353) and social media addiction (r = 0.577), aligning with the behavioral and psychosocial correlates of virtual identity. Divergent validity was evidenced by a negative correlation with subjective vitality (r = −0.277), suggesting that higher virtual identity scores may be linked to reduced vitality, as theoretically anticipated. Reliability analyses indicated strong internal consistency, with Cronbach’s alpha of 0.89 for the total scale and 0.83, 0.79, and 0.79 for the three subscales, respectively. Discussion The Persian VISMU demonstrated acceptable validity and reliability, furnishing a culturally adapted instrument for assessing virtual identity among Iranian social media users. The three-factor structure aligns with the original Russian instrument, with adjustments to factor labels that better capture the semantic nuances in Persian: subcultural acceptance was reframed as socially desirable behaviors in virtual space, and cyber addiction as virtual space addiction. These label refinements strengthen interpretability by anchoring factors in observed item content and usage patterns within the Iranian digital milieu. Cross-cultural convergence between Iranian and Russian samples suggests that foundational dimensions of virtual identity exhibit relative stability in collectivist-oriented contexts, supporting the broader applicability of the construct in non-Western cultures. Meanwhile, the excluded items clustered around extreme perfectionism, stringent self-censorship, and guilt tied to self-presentation—standards that appear unrealistic and potentially harmful. The pattern implies that, although Iranian users value image management, they resist normalizing maladaptive perfectionism or endorsing guilt-laden self-display as integral to virtual identity. This resistance may reflect a culturally embedded coping stance that moderates the psychological pressures of social comparison and performative demands on social media. These findings carry methodological and practical implications. Methodologically, they validate the Persian VISMU as a coherent, internally consistent measure, enabling rigorous inquiries into virtual identity and facilitating cross-cultural comparisons. Practically, they highlight the importance of culturally sensitive adaptation of psychological instruments: elements that codify excessive perfectionism and punitive self-standards may undermine measurement validity in contexts where users consciously counter such pressures. The insights can inform the design of educational interventions to enhance media literacy, encouraging reflective self-presentation, balanced engagement, and resilience against addictive or perfectionistic tendencies. By mapping how Iranian users constitute their virtual identity, stakeholders can devise targeted programs that mitigate risks (e.g., cyberbullying involvement, compulsive use) while promoting healthy online participation. Furthermore, the validated scale opens avenues for examining links between virtual identity and mental health indicators, academic functioning, interpersonal dynamics, and coping mechanisms. Future studies may explore longitudinal trajectories of virtual identity, its moderators (e.g., gender, platform type, usage patterns), and outcomes across life domains. Integrating VISMU with behavioral data or qualitative narratives could deepen understanding of identity negotiation processes in digitally saturated environments. Conclusion The Persian version of VISMU exhibits robust psychometric properties, with a confirmed three-factor structure, sound convergent and divergent validity, and high internal consistency. The adapted factor labels enhance cultural resonance without departing from the original conceptual framework, signaling cross-cultural stability of core virtual identity dimensions. The instrument provides a reliable foundation for research and practice in Iran, supporting interventions that foster media literacy and psychologically healthy engagement with social media. Overall, the study underscores the value of culturally attuned measurement in capturing the complex, evolving nature of identity within virtual spaces. پژوهش حاضر با هدف بررسی ویژگی‌های روان‌سنجی نسخۀ فارسی پرسشنامۀ هویت مجازی کاربران شبکه‌های اجتماعی اجرا شد. پژوهش از نظر روش توصیفی و از نظر روش گردآوری داده‌ پیمایشی بود. جامعۀ پژوهشی دانشجویان 18 الی 35 سالۀ شهر اصفهان بودند. از بین آنها، 399 نفر (71 مرد و 328 زن) با روش نمونه‌گیری در دسترس انتخاب شدند و به پرسشنامه‌های هویت مجازی کاربران شبکه‌های اجتماعی (VISMU)، قلدری سایبری (CQ)، سرزندگی ذهنی (SVQ) و اعتیاد به شبکه‌های اجتماعی مبتنی ‌بر موبایل (AMQSN) پاسخ دادند. برای بررسی روایی از روش‌های تحلیل عاملی اکتشافی و تأییدی و همبستگی پیرسون و برای بررسی پایایی از روش‌ آلفای‌کرونباخ استفاده شد. تحلیل داده‌ها در نرم‌افزارهای SPSS27 و AMOS24 انجام شد. نتایج تحلیل عامل اکتشافی (877/0 = KMO، 33/16893 = Bartlett و 001/0 > p) نشان داد 36 گویه تأیید شدند و در سه مؤلفۀ انجام رفتارهای مورد پسند در فضای مجازی، اعتیاد به فضای مجازی و نمایش خود در فضای مجازی قرار گرفتند و در تحلیل عاملی تأییدی نیز 33 گویه تأیید شدند (078/0 = RMSEA، 89/2 = CMIN/DF). همبستگی مثبت با قلدری مجازی (353/0) و اعتیاد به فضای مجازی (577/0) تأییدکنندۀ روایی همگرا و همبستگی منفی آن با پرسشنامۀ سرزندگی ذهنی (277/0-) مؤید روایی واگرای پرسشنامه بود. آلفای کرونباخ کل مقیاس و مؤلفه‌های انجام رفتارهای مورد پسند در فضای مجازی، اعتیاد به فضای مجازی و نمایش خود در فضای مجازی به ترتیب 89/0، 83/0، 79/0 و 79/0 بود. با توجه به تأیید شاخص‌های روایی و پایایی پرسشنامۀ یادشده، می‌توان از آن برای سنجش وضعیت کابران شبکه‌‌های مجازی استفاده کرد.

https://cbs.ui.ac.ir/article_30337_0b1118fc92b347974ac671667365204a.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 17 1 2027 03 21 Examining the Structural Model of Academic Buoyancy based on Perception of School Counselor Services and Academic Self-Concept with the Mediating role of Achievement Motivation بررسی مدل ساختاری پایستگی تحصیلی بر اساس ادراک خدمات مشاور مدرسه و خودپندارۀ تحصیلی با نقش میانجی انگیزۀ پیشرفت 67 94 30712 10.22108/cbs.2026.148634.2152 FA معصومه کریمی دوستان کارشناس ارشد رشتۀ مشاورۀ مدرسه، گروه مشاوره، دانشکدۀ علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران انور دست باز استادیار گروه مشاوره، دانشکدۀ علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران Journal Article 2026 04 06 The present study examines the structural model of academic buoyancy based on perception of school counselor services and academic self-concept with the mediating role of achievement motivation. The present study is a descriptive correlational study that used the structural equation method to examine the relationships between variables. The statistical population of the present study included all students aged 13 to 16 in the junior high school of Sanandaj in the academic year 2024-2025, from whom 450 people (197 girls and 253 boys) were selected based on Klein's rule in the structural equation model and through the convenience sampling method. For data collection, questionnaires on academic buoyancy (Martin & Marsh, 2008), perception of school counselor services (Ohert et.al, 2022), academic self-concept (Yesen-Chen, 2004), and achievement motivation (Hermans, 1970) were used. SPSS-27 and AMOS-24 software were used for data analysis. The indices (RMSEA= 0.03), ( CFI= 0.94), ( TLI= 0.95) and ( IFI= 0.96) showed that the structural model of the research had a good fit. The direct effect of perception of school counselor services, academic self-concept, and achievement motivation on academic buoyancy was positive and significant. The indirect effect of perception of school counselor services and academic self-concept on academic buoyancy through achievement motivation was also significant. Based on the results of this study, it seems that improving and strengthening the perception of school counselor services and academic self-concept provides a suitable platform for increasing motivation for progress. This process ultimately leads to increased academic buoyancy in students. Introduction Academic buoyancy refers to students' ability to effectively cope with the routine setbacks, pressures, and challenges encountered during learning. Unlike academic resilience, which concerns overcoming severe adversity, academic buoyancy reflects students' capacity to maintain engagement, persistence, and adaptive functioning in response to everyday academic difficulties. As a protective factor against academic stress, anxiety, disengagement, and school failure, it has received increasing attention in educational psychology and has been linked to higher academic achievement, psychological well-being, intrinsic motivation, and adaptive learning behaviors (Martin & Marsh, 2020; Putwain & Wood, 2023). Among the contextual factors influencing academic buoyancy, perceived school counseling services represent a key school-based resource. School counselors facilitate students' academic, personal, social, and career development by providing psychological support, strengthening self-regulation and coping skills, promoting problem-solving, and fostering positive educational experiences (Frank et al., 2025; Ohrt et al., 2022). Importantly, students' perceptions of the accessibility, usefulness, and effectiveness of counseling services are more influential than the mere availability of such services. Academic self-concept is another important determinant of successful educational functioning. It reflects students' beliefs about their academic competence and capability. Students with stronger academic self-concepts typically demonstrate greater confidence, persistence, adaptive coping, and willingness to engage in challenging learning activities (Arens et al., 2021; Marsh et al., 2019). Likewise, achievement motivation has consistently been identified as a major motivational force underlying academic success, encouraging students to set challenging goals, exert sustained effort, and persist despite obstacles (Eccles & Wigfield, 2020). Although previous studies have separately examined these constructs, limited research has investigated their simultaneous structural relationships. In particular, the mediating role of achievement motivation in linking perceived school counseling services and academic self-concept to academic buoyancy remains insufficiently understood. Therefore, this study examined a structural model of academic buoyancy based on perceived school counseling services and academic self-concept, with achievement motivation as a mediating variable among junior high school students in Sanandaj, Iran. The conceptual model of the present study is presented in Figure 1. Figure 1 Conceptual Model of the Research Method This applied study employed a descriptive-correlational design using structural equation modeling (SEM). The study population consisted of all male and female students enrolled in public junior high schools in Sanandaj during the 2024–2025 academic year. Following Kline's (2015) recommendation for SEM, 450 students were selected through convenience sampling. Data were collected using four standardized instruments: the Academic Buoyancy Scale (Martin & Marsh, 2008), the School Counselor Noncognitive Skills Scale (Ohrt et al., 2022), validated for Iranian students by Dastbaz et al. (2024), the Academic Self-Concept Questionnaire, and the Achievement Motivation Test (AMT). Data were analyzed using SPSS 27 and AMOS 24. Descriptive statistics, Pearson correlation coefficients, and SEM were employed. Direct and indirect effects were tested using bootstrap procedures, and model adequacy was evaluated through multiple goodness-of-fit indices. Results The findings indicated that the proposed structural model demonstrated an acceptable fit with the data. The fit indices, including RMSEA = .03, CFI = .94, TLI = .95, and IFI = .96, confirmed the adequacy of the proposed model. The results of the structural model showed that perceived school counseling services had a significant positive direct effect on academic buoyancy (β = .238, p <.001). Moreover, academic self-concept significantly and positively predicted academic buoyancy (β = .570, p < .001), indicating that students with stronger academic self-beliefs demonstrated greater persistence in dealing with academic challenges. Achievement motivation also had a significant positive direct effect on academic buoyancy (β = .641, p < .001), highlighting its important role as a motivational mechanism underlying students’ adaptive academic functioning. The analysis of indirect effects revealed that achievement motivation significantly mediated the relationship between perceived school counseling services and academic buoyancy (β = .135, p < .001). Furthermore, achievement motivation significantly mediated the association between academic self-concept and academic buoyancy (β = .249, p < .001). These findings suggest that both contextual resources, such as supportive counseling services, and individual cognitive resources, such as positive academic self-concept, contribute to academic buoyancy partly by enhancing students’ achievement motivation. Conclusion The findings of the present study indicated that students’ positive perceptions of school counseling services not only had a direct effect on academic buoyancy but also enhanced students’ ability to cope with everyday academic challenges through increasing achievement motivation. This finding is consistent with previous studies (Frank et al., 2025; Habibi et al., 2024; Nurhidayat et al., 2024; Soheili et al., 2025 ), suggesting that school counselors, through academic guidance, emotional support, coping skills training, and strengthening self-efficacy, play an important role in promoting students’ motivation and persistence. Moreover, academic self-concept emerged as a significant personal predictor of academic buoyancy. Students with more positive perceptions of their academic abilities tend to set more challenging educational goals, perceive failures as more controllable, demonstrate greater persistence in academic tasks, and consequently show higher levels of academic buoyancy. This finding is consistent with Situated Expectancy-Value Theory (Eccles & Wigfield, 2020), Marsh et al.’s (2019) perspective, and empirical evidence reported by Guo et al. (2024), Johannsen et al. (2024), and Liu (2025). The mediating role of achievement motivation further demonstrated that school counseling services and positive academic self-concept contribute to academic buoyancy primarily by strengthening the desire for achievement, goal setting, sustained effort, and active engagement in learning activities. Overall, the findings highlight the importance of developing professional school counseling services, implementing programs to enhance academic self-concept, and designing motivational interventions. However, the use of self-report measures, convenience sampling, and restriction of the sample to junior high school students in Sanandaj should be considered when generalizing the findings. [1] Master of Science in School Counseling, Counseling Department, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran Email: karimidostanmasomeh@gmail.com [2] Corresponding Author: Assistant Professor, Counseling Department, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran Email: Anvardastbaz@uok.ac.ir پژوهش حاضر با هدف بررسی مدل ساختاری پایستگی تحصیلی بر اساس ادراک خدمات مشاور مدرسه و خودپندارۀ تحصیلی با نقش میانجی انگیزۀ پیشرفت در دانش‌آموزان انجام شد. این پژوهش توصیفی از نوع همبستگی بود و برای بررسی روابط بین متغیر‌ها از روش معادلات ساختاری استفاده شد. جامعۀ آماری پژوهش حاضر شامل همۀ دانش‌آموزان 13 تا 16 سال مقطع متوسطۀ اول شهر سنندج در سال تحصیلی 1403-1404 بود که از میان آنها، تعداد 450 نفر (197 دختر و 253 پسر)، بر اساس قاعدۀ کلاین در مدل معادلات ساختاری و به روش نمونه‌گیری در دسترس انتخاب شدند. برای جمعآوری داده‌ها، از پرسشنامه‌های‌ پایستگی تحصیلی مارتین و مارش (2008)، ادراک خدمات مشاور مدرسۀ اوهرت و همکاران (2022)، خودپندارۀ تحصیلی چن و تامپسون (2004) و انگیزۀ پیشرفت هرمانز (1970) استفاده شد. برای تجزیهوتحلیل داده‌ها از نرم‌افزارهای SPSS‑27 و AMOS‑24 استفاده شد. شاخص‌ها (03/0=RMSEA)، (94/0=CFI)، (95/0=TLI) و (96/0=IFI) نشان داد مدل ساختاری پژوهش از برازشی مطلوب برخوردار بود. اثر مستقیم ادراک خدمات مشاور مدرسه (001/0> p و 238/0=β)، خودپندارۀ تحصیلی (001/0> p و 570/0=β)؛ و انگیزۀ پیشرفت (001/0> p و 641/0=β) بر پایستگی تحصیلی مثبت و معنادار بود. اثر غیرمستقیم ادراک خدمات مشاور مدرسه (001/0> p و 135/0=β)، و خودپندارۀ تحصیلی (001/0> p و 249/0=β)، بر پایستگی تحصیلی از طریق انگیزۀ پیشرفت نیز معنادار بود. بر مبنای نتایج این پژوهش، ارتقا و تقویت ادراک خدمات مشاور مدرسه و خودپندارۀ تحصیلی زمینه‌ای مناسب برای افزایش انگیزۀ پیشرفت فراهم می‌کند و این فرایند در نهایت به افزایش پایستگی تحصیلی در دانش‌آموزان منجر می‌شود.

https://cbs.ui.ac.ir/article_30712_e36e4bb959509fde2bbf37e344d79cc5.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 17 1 2027 03 21 Comparing The Effects of Two Psychotherapeutic Interventions on the Self-Concept of Adolescents Living in Alternative Care Center: Well-Being Therapy vs. Existentialism Acceptance and Commitment Therapy مقایسۀ تأثیر دو مداخلۀ روان‌درمانی بر خودپندارۀ نوجوانان مقیم مراکز شبه‌خانواده: بهزیستی‌درمانی در برابر پذیرش و تعهد وجودنگر 95 120 30533 10.22108/cbs.2026.147408.2109 FA رعنا شاوران دانشجوی دکتری روانشناسی، گروه روانشناسی، دانشکدۀ تعلیم و تربیت، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران سید حمید آتش‌پور دانشیار، گروه روانشناسی، دانشکدۀ تعلیم و تربیت، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران هادی فرهادی دانشیار، گروه روانشناسی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران Journal Article 2025 11 17 This study aimed to compare the effectiveness of Well-Being Therapy and Existential Acceptance and Commitment Therapy on the self-concept of adolescents residing in foster care centers. Utilizing a quasi-experimental design with a pretest-posttest control group and a three-month follow-up, the research involved adolescents in the Welfare Organization of Isfahan Province. Forty-five participants were randomly selected and divided into three groups. Data were collected with the Beck Self-Concept Questionnaire. Results from the repeated-measures analysis of variance indicated significant improvements in self-concept and its components for both interventions compared to the control group (p <0.001). Additionally, the Bonferroni test revealed that Existential Acceptance and Commitment Therapy was more effective than Well-Being Therapy in enhancing overall self-concept, physical attractiveness, occupational ability, and moral issues. Findings suggest both therapeutic approaches effectively promote mental health in adolescents at foster care centers, with the existential approach demonstrating greater efficacy in reconstructing identity and meaning-related aspects of self-concept. Introduction In recent decades, social and economic changes—such as rising divorce rates, addiction, poverty, and family-related adversities—have led to an increase in orphaned and inadequately supervised children and adolescents. Many of these individuals are supported by the Welfare Organization and reside in foster care centers. While these centers strive to provide supportive conditions similar to family environments, the lack of stable parental relationships and experiences of separation can significantly impact adolescents' psychological and social development. Adolescence is a particularly vulnerable stage of human development. This period is marked by physical, cognitive, and emotional transformations, during which individuals confront critical questions concerning their identity, meaning, and self-worth. The manner in which they answer these questions can profoundly influence their mental health. Adolescents in foster care centers, who face not only typical developmental challenges but also issues like loss, rejection, and emotional deprivation, are at greater risk for psychological difficulties. Self-concept, defined as the collection of perceptions, beliefs, and evaluations individuals hold about themselves, is crucial for mental health during this stage. According to Shavelson and Bolus (1982), self-concept is multidimensional and hierarchical, comprising various dimensions such as intellectual ability, social skills, physical attractiveness, and moral values. The family context primarily shapes self-concept development; therefore, adolescents without stable familial interactions may struggle with identity formation and self-concept enhancement. Research indicates that adolescents in foster care centers generally experience poorer self-concept in various dimensions compared to their peers, along with elevated risks of anxiety, depression, loneliness, and social maladjustment. Factors such as caregiving quality, social support, and individual resilience are also vital in nurturing a positive self-concept. Thus, designing psychological interventions aimed at improving self-image for these adolescents is imperative. Two promising approaches are Well-Being Therapy and Existential Acceptance and Commitment Therapy. Well-Being Therapy, founded on Ryff's model (1989) of psychological well-being, focuses on dimensions like self-acceptance, personal growth, purpose in life, positive relationships, autonomy, and environmental mastery. It seeks to enhance psychological functioning. Conversely, Existential Acceptance and Commitment Therapy combines concepts from Acceptance and Commitment Therapy and existential meaning-centered approaches, emphasizing the acceptance of painful experiences and the discovery of meaning aligned with personal values. This approach aims to reduce detrimental fusion with negative thoughts and facilitate authentic identity development. For adolescents in foster care centers, who frequently grapple with meaning and identity crises, this therapeutic method could be pivotal in reconstructing their self-concept. Despite existing support for the efficacy of these approaches, direct comparisons between them concerning adolescents in foster care centers are scarce. This study addresses this gap by exploring the impact of both therapies on the self-concept of this vulnerable population. Method The study employed a quasi-experimental design with a pretest-posttest control group framework. The sample comprised adolescents aged 12-18 residing in foster care centers in Isfahan Province. Using a random selection method, 45 participants were divided into three groups: one receiving Well-Being Therapy, another undergoing Existential Acceptance and Commitment Therapy, and a control group. Data were gathered using the Beck Self-Concept Questionnaire, which assesses various dimensions of self-concept. The intervention spanned several weeks, with follow-up assessments conducted three months after the treatment. Findings Results of the repeated-measures analysis of variance indicated that both therapeutic interventions significantly enhanced self-concept and its components compared to the control group (p <0.001). Further analysis through the Bonferroni test demonstrated that Existential Acceptance and Commitment Therapy had a superior effect compared to Well-Being Therapy in domains such as overall self-concept, physical attractiveness, occupational ability, and moral issues. Discussion and Conclusion The purpose of this study was to compare the effectiveness of Well-Being Therapy and Existential Acceptance and Commitment Therapy on the self-concept of adolescents residing in foster care centers. Findings demonstrated that both therapeutic approaches significantly improved self-concept and its components. Results further indicated that Existential Acceptance and Commitment Therapy showed greater effectiveness than Well-Being Therapy in dimensions such as physical attractiveness, occupational ability, moral issues, and overall self-concept. These findings are consistent with previous studies. The effectiveness of Well-Being Therapy may be explained by its emphasis on experiencing positive emotions, cognitive restructuring, and focusing on personal strengths. Through this intervention, adolescents have opportunities to identify their abilities and positive characteristics rather than concentrating on traumatic experiences and past failures, thereby gaining a more balanced understanding of themselves. This process may enhance feelings of competence and self-acceptance. On the other hand, Existential Acceptance and Commitment Therapy likely demonstrated greater effectiveness because it addresses deeper psychological needs of adolescents residing in foster care centers. These adolescents often experience rejection, meaninglessness, loneliness, and identity crises. By emphasizing acceptance of suffering, responsibility, personal values, and meaning-making, the existential approach helps adolescents redefine difficult experiences and develop new understandings of their identities. Study limitations included restricting the sample to female adolescents, geographical limitations, and reliance on self-report measures. Therefore, findings should be generalized cautiously. Future research is recommended to include more diverse samples and different age groups. Simultaneous implementation of psychological interventions, social skills training, and supportive programs in quasi-family centers may further promote adolescents’ mental health and improve self-concept. نوجوانان بی‌سرپرست و بدسرپرست، علاوه بر چالش‌های خاص مرحلۀ نوجوانی، با مشکلات ناشی از فقدان خانواده مواجه هستند که این امر موجب پدیدآمدن آسیب‌های زیادی در این افراد می‌شود. هدف این پژوهش مقایسۀ اثربخشی بهزیستی‌درمانی و درمان پذیرش و تعهد وجودنگر بر خودپندارۀ نوجوانان مقیم مراکز شبه‌خانواده بود. روش پژوهش نیمه‌آزمایشی بود و طرح پیش‌آزمون و پس‌آزمون با گروه کنترل و پیگیری سه‌ماهه اجرا شد. در این مطالعه، 45 نفر از دختران نوجوان 12 تا 18 سال از طریق نمونه‌گیری تصادفی انتخاب و به ‌صورت تصادفی در دو گروه آزمایش و یک گروه کنترل (هر گروه 15 نفر) قرار گرفتند. سپس، گروه آزمایش بهزیستی‌درمانی تحت هشت جلسه و گروه آزمایش پذیرش و تعهد وجودنگر تحت ده جلسه درمان قرار گرفتند و گروه کنترل هیچ درمانی دریافت نکردند. هر سه گروه قبل، بعد و سه ماه پس از مداخله با پرسشنامۀ خودپندارۀ بک و همکاران (1990) ارزیابی شدند. نتایج نشان داد هر دو مداخلۀ بهزیستی‌درمانی و درمان پذیرش و تعهد وجودنگر تأثیری معنادار بر خودپنداره و مؤلفه‌های آن در نوجوانان مقیم مراکز شبه‌خانوادۀ بهزیستی داشتند (001/0>p). همچنین، نتایج آزمون تعقیبی بونفرونی نشان داد میانگین نمرات گروه پذیرش و تعهد وجودنگر در خودپندارۀ کلی، جذابیت جسمانی، توانایی شغلی و مسائل اخلاقی به طرزی معنادار بالاتر از گروه بهزیستی‌درمانی و کنترل بود (001/0>p) و فقط در مؤلفه‌های توانایی ذهنی و مهارت‌های اجتماعی تفاوت بین دو گروه ‌درمانی معنادار نبود و هر دو روش اثربخشی مشابهی نشان دادند. یافته‌های این پژوهش نشان می‌دهد هر دو رویکرد درمانی بهزیستی‌درمانی و پذیرش و تعهد وجودنگر در بهبود خودپندارۀ نوجوانان مقیم مراکز شبه‌خانواده اثربخش هستند، اما درمان پذیرش و تعهد وجودنگر در برخی از مؤلفه‌های خودپنداره (جذابیت جسمانی، توانایی شغلی و مسائل اخلاقی) برتری قابل ملاحظه‌ای نسبت به بهزیستی‌درمانی و گروه کنترل دارد که این امر لزوم توجه ویژه به این رویکرد را در مداخلات حمایتی از این گروه آسیب‌پذیر برجسته می‌کند.

https://cbs.ui.ac.ir/article_30533_52ea9231391749ab22e8f4dddd2acf83.pdf