https://cbs.ui.ac.ir/ Research in Cognitive and Behavioral Sciences en daily 1 Sat, 23 Aug 2025 00:00:00 +0330 Sat, 23 Aug 2025 00:00:00 +0330 https://cbs.ui.ac.ir/article_29479.html In the cultural and traditional context of Iran, individuals identified as gender dysphoria often encounter social ostracization and rejection sensitivity, leading to feelings of injustice, victimhood, and stigmatization, exacerbating suicidal ideation. This research aimed to determine the relationship between experiences of rejection & suicide propensity among people with gender dysphoria, while considering the mediating influence of depressive symptoms. A total of 266 people with gender dysphoria were selected to participate in the study in 2022-2023 using purposive and snowball sampling methods. The data collection instruments included the Beck Suicide Ideation Scale (1979), the Rejection Sensitivity Questionnaire(1996), and the Beck Depression Inventory(1961). Subsequent analysis involved Pearson correlation and structural equation modeling techniques facilitated by SPSS 28 and AMOS 24 software suites. The analysis revealed a statistically significant positive correlation between experiences of rejection and depression with suicidal propensity (p < 0.05). A notable positive correlation emerged between experiences of rejection and depression (r = 0.55; p < 0.05). These variables accounted for 45% of the variance in suicide propensity. The mediating role of depression in the relationship between experiences of rejection and suicidal tendency was substantiated. The empirical insights gleaned from this investigation underscore the importance of addressing the interconnectedness of experiences of rejection with psychological maladies, such as depression, and consequent elevations in suicide risk. https://cbs.ui.ac.ir/article_30290.html This study aimed to understand the predictive role of mindfulness and cognitive emotion regulation in perfectionism among adolescent girls. The present study employed a descriptive-correlational research design. The statistical population comprised all female adolescents in Zahedan in 2024. As the study sample, 159 individuals were selected by a two-stage cluster design. The research tools were the Perfectionism Inventory (PI), the Five Facet Mindfulness Questionnaire (FFMQ), and the Cognitive Emotion Regulation Questionnaire (CERQ). Data were analyzed using SPSS version 27. The results showed that there was a significant correlation between aware actions (r = 0.227, p = 0.004), non-judgmental inner experience (r = 0.174, p = 0.029), and maladaptive cognitive emotion regulation strategies (r = 0.335, p < 0.001) with perfectionism. Moreover, maladaptive strategies predicted 11.2% of the variance of perfectionism. Overall, the findings indicated that none of the mindfulness facets significantly predicted perfectionism. In contrast, the use of maladaptive cognitive emotion regulation strategies was significantly associated with perfectionism and served as an effective predictor of it. Therefore, based on the findings, in designing educational and therapeutic programs for adolescents with perfectionistic tendencies, it is important to consider the theoretical foundation of the approaches, whether they are based on mindfulness or on cognitive emotion regulation. https://cbs.ui.ac.ir/article_30170.html Consistent with similar cross-cultural studies, this research aimed to validate the Student Career Construction Inventory (SCCI) within the Iranian student population.Therefore, the present study aimed to investigate the psychometric properties of the Persian version of the SCCI. This inventory is designed to measure students' adapting responses. Using convenience sampling, 800 undergraduate students (582 females, 218 males) from the University of Isfahan participated in the study and completed the SCCI, the Career Adapt-Ability Scale (CAAS), and the Vocational Identity Scale (VIS). The data were randomly divided into two sample groups for exploratory factor analysis (EFA; n = 400) and confirmatory factor analysis (CFA; n = 400). EFA revealed a three-factor structure of self-concept Crystallizing, career Exploring, and Deciding-Preparing, which differs from the original four-factor structure (Crystallizing, Exploring, Deciding, and Preparing). CFA was conducted with the remaining sample (n = 400). Fit indices indicated acceptable fit. Convergent validity was examined and confirmed with career adaptability and vocational identity, while differential validity was assessed using the HTMT criterion. The reliability of the inventory was also confirmed using Cronbach's alpha. These findings suggest that the SCCI, with its three-factor structure, can be a useful tool for assessing adapting responses in students, providing valuable insights for both researchers and practitioners in the field of career development, particularly in collectivist educational settings. https://cbs.ui.ac.ir/article_30197.html The present article aimed to examine the components of teachers' motivation in the teaching-learning process. The approach of this study is qualitative, and its method is a systematic review based on the model of Wright. The scope of the research comprises 350 articles about the components of teachers' motivation in the teaching-learning process, published between 2020 and 2025 in reputable scientific journals. The research sample includes 31 articles that were purposefully collected and selected based on thematic data screening. Inclusion criteria for this study were the publication of articles related to the motivational components of teachers, having sufficient information relevant to the research objectives, and availability as a complete online or printed article. Exclusion criteria included lack of necessary scientific quality, being outside the research time frame, and insufficient information. The research data were obtained from qualitative analysis of the documents studied. Based on data analysis, the components of teachers' motivation in the teaching-learning process were classified into four dimensions and 14 factors including individual-personal components (comprising personal values, background, and personal factors), social components (including social mission and social approval), micro-organizational components (including physical environment, management, professional-interactive environment, psychological environment, and individual integration with the organization), and macro-organizational components (including livelihood policies, organizational policies, and educational policies). Therefore, teachers' motivation can be examined in various dimensions, and four important components along with the key elements of each were introduced in this research accordingly. https://cbs.ui.ac.ir/article_30293.html Inhibitory control, as a fundamental component of executive functions, plays a crucial role in children’s cognitive, behavioral, and social development. This non-experimental study aimed to examine the developmental trajectory of inhibitory control in boys aged 5 to 9 years from Babol city. The sample comprised 175 boys (aged 5 years to 9 years 11 months), selected from the population of boys in Babol's kindergartens and elementary schools using a multistage cluster sampling procedure. The assessment battery included the Child Behavior Checklist (CBCL), the Flanker task (measuring interference control), and the Stop-Signal Task (measuring response inhibition). Multivariate Analysis of Variance (MANOVA) was used for data analysis. The results indicated that children’s performance on both inhibitory tasks improved gradually with age. However, post-hoc comparisons revealed significant developmental improvements in the Stop-Signal Task specifically between the 5–6 and 7–8 year age groups. Polynomial trend analyses showed a partially nonlinear trajectory for stop-signal reaction time (SSRT), suggesting that the maturation of motor inhibition may not follow a strictly linear pattern. Overall, the findings demonstrate a clear developmental progression in inhibitory control while indicating that its different domains may follow distinct maturational trajectories. The results underscore the importance of using multiple, domain-specific measures in assessment and highlight the need to consider developmental characteristics when designing cognitive and self-regulatory interventions. https://cbs.ui.ac.ir/article_30134.html 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_30222.html The present study aimed to examine the relationship between adolescents’ behavioral problems and interpersonal cognitive distortions, with the mediating role of emotional reactivity, among adolescents in Ilam City. This research employed a descriptive–correlational design using structural equation modeling (SEM). The statistical population consisted of all adolescents aged 12 to 18 years in Ilam City (N = 32,678). A sample of 384 participants was selected using convenience sampling. Data were collected using the Adolescents’ Behavioral Problems Scale, the Interpersonal Cognitive Distortions Scale, and the Emotional Reactivity Scale. Data analysis was conducted using SPSS version 29 and AMOS version 30. The results indicated that the proposed structural model demonstrated a good fit to the data. Moreover, interpersonal cognitive distortions had significant direct effects on both behavioral problems and emotional reactivity (p< .01), and emotional reactivity showed a significant direct effect on behavioral problems. In addition, the mediating role of emotional reactivity in the relationship between interpersonal cognitive distortions and behavioral problems was confirmed (p< .01). These findings suggest that adolescents who experience higher levels of interpersonal cognitive distortions are more likely to exhibit behavioral problems, particularly when accompanied by heightened emotional reactivity. Therefore, emotional reactivity functions not only as an independent predictor but also as a mediating mechanism linking interpersonal cognitive distortions to adolescents’ behavioral problems. https://cbs.ui.ac.ir/article_30223.html The present study aimed to examine the mediating role of cognitive disturbance in the relationship between personality traits and chronic pain acceptance among patients with musculoskeletal disorders. This research employed a descriptive-correlational design using path analysis. The study population consisted of patients scheduled for orthopedic surgery at Milad Hospital in Isfahan during the first half of 2024. A purposive convenience sampling method was applied. Initially, 300 patients were selected; after excluding incomplete cases, data from 250 participants were analyzed. The participants completed the NEO Personality Inventory, the Chronic Pain Acceptance Questionnaire, and the Cognitive Disturbance Questionnaire. Data were analyzed using AMOS statistical software. The path analysis results indicated that neuroticism and openness to experience were significantly associated with pain acceptance through the mediating role of cognitive disturbance. In addition, conscientiousness, agreeableness, extraversion, and openness to experience showed direct relationships with pain acceptance. These findings highlight the critical role of cognitive disturbance in linking personality traits to pain acceptance. Accordingly, designing and implementing individual and group interventions focused on cognitive restructuring may facilitate greater pain acceptance among patients. https://cbs.ui.ac.ir/article_30289.html This study aimed to examine the effect of help-seeking strategies training on social isolation and academic boredom among withdrawn students. The research employed a quasi-experimental pretest-posttest design with a control group. The statistical population consisted of female junior high school students in Nourabad County during the 2023-2024 academic year, from which 40 withdrawn students were selected through purposive sampling and randomly assigned to experimental and control groups (20 students each). Measurement tools included: the Social Isolation Questionnaire (Modaresi Yazdi, 2014), Academic Boredom Scale (Pekrun et al., 2005), and Help-Seeking Strategies Training Protocol (Habibi Kliber, 2012). The experimental group received 13 sessions of help-seeking strategies training, followed by a posttest. Results from multivariate analysis of covariance (MANCOVA) revealed a statistically significant difference (p<0.01) between the experimental and control groups in mean scores of social isolation and academic boredom, indicating that the training effectively reduced both social isolation and academic boredom. Findings demonstrate that help-seeking strategies training serves as an effective intervention for simultaneously mitigating social isolation and academic boredom in withdrawn students. These results underscore the importance of developing educational intervention programs focused on enhancing communication skills in school settings. https://cbs.ui.ac.ir/article_30295.html The present study aimed to examine the mediating role of meaning in life in the relationship between character strengths and rejection sensitivity among individuals with physical disabilities. This applied research employed a correlational design using structural equation modeling (SEM). The statistical population comprised all individuals with physical disabilities residing in Mashhad in 2023, whose disabilities had been confirmed by experts from the Welfare Organization. Using a convenience sampling method and based on inclusion and exclusion criteria, 350 eligible participants were initially selected. After removing incomplete and outlier data, responses from 330 participants were included in the final SEM analysis. The research instruments included the Values in Action Inventory of Strengths (VIA-IS) to assess character strengths, the Rejection Sensitivity Questionnaire (RSQ), and the Meaning in Life Questionnaire (MLQ). Data were analyzed using Pearson’s correlation and structural equation modeling with SPSS and AMOS version 23. The results revealed that character strengths had a significant negative direct effect on rejection sensitivity (β = −0.43, p = 0.005) and a significant positive direct effect on meaning in life (β = 0.49, p = 0.001). Moreover, meaning in life had a significant negative direct effect on rejection sensitivity (β = −0.15, p = 0.014). The analysis of indirect effects indicated that meaning in life significantly mediated the relationship between character strengths and rejection sensitivity. These findings suggest that individuals with higher levels of meaning in life experience lower rejection sensitivity, and that character strengths contribute to reduced rejection sensitivity by enhancing meaning in life. https://cbs.ui.ac.ir/article_30311.html Middle-aged single women, as a growing demographic group, face unique psychological and social challenges. Identifying factors that influence psychological well-being and effectiveness in this population is therefore essential. The aim of the present study was to examine the relationship between self-compassion and self-efficacy, with metacognition as a mediating variable, in single women aged 40 to 65 years. This study employed a descriptive–correlational design within the framework of developmental research. Data were collected in 2025 from 225 middle-aged single women residing in Tehran using convenience sampling. The instruments included the Self-Compassion Scale, the General Self-Efficacy Scale, and the Metacognitions Questionnaire. Data analysis was conducted using structural equation modeling with SPSS version 26 and LISREL version 8. After confirming the measurement model, structural modeling was used to examine the direct and indirect relationships among the variables. The findings indicated that self-compassion was positively and significantly related to both metacognition and self-efficacy. In addition, metacognition significantly predicted self-efficacy, and its mediating role in the relationship between self-compassion and self-efficacy was confirmed (p < 0.01). Self-compassion may contribute to enhanced resilience and a greater sense of competence—and, consequently, higher self-efficacy—by improving mindfulness as a component of metacognition. The results underscore the importance of cognitive and personality factors, particularly metacognition and self-compassion, in the design of psychological interventions to enhance self-efficacy among middle-aged single women. https://cbs.ui.ac.ir/article_30319.html This study investigated the efficacy of transcranial direct current stimulation (tDCS) in alleviating obsessive–compulsive symptoms among university students. A single-group, quasi-experimental design with pre-test, post-test, and one-month follow-up assessments was employed. The study population comprised all undergraduate psychology students at Imam Khomeini International University (Qazvin) during the 2023–2024 academic year. Participants were screened using the Yale–Brown Obsessive–Compulsive Scale (Y-BOCS; 1989), and 10 eligible students were recruited via purposive sampling. The intervention consisted of 10 consecutive daily sessions of active tDCS (20 minutes each, 1 mA intensity), targeting the right temporo-parietal junction (P4). The Y-BOCS was administered at baseline, immediately after the intervention, and at follow-up. Data were analyzed using repeated measures ANOVA. Results indicated that tDCS produced a statistically significant reduction in both obsessive thoughts and compulsive behaviors (p < 0.05). Post-hoc comparisons revealed significant improvements from baseline to post-test for both symptom dimensions, with follow-up results partially confirming the persistence of treatment effects. These findings suggest that tDCS may represent a promising non-invasive intervention for mitigating obsessive–compulsive symptoms in student populations. Nevertheless, the absence of a control group and the small sample size limit the generalizability of the results, and placebo effects or test–retest influences cannot be ruled out. Future research should employ randomized controlled designs with larger, more diverse samples to confirm these preliminary findings. https://cbs.ui.ac.ir/article_30336.html This study was conducted to validate the Persian version of the Career Decision-Making Profile (CDMP) questionnaire among students at Shahrekord University in the academic year 2025. The sample consisted of 447 students (213 males and 234 females) selected through a parametric Kline method, requiring a minimum of 10 samples per variable, and random sampling. Data collection instruments included the Career Decision-Making Profile questionnaire and the Career Decision-Making Difficulties Questionnaire. Confirmatory Factor Analysis results indicated that the initial model of the questionnaire (36 items and 11 factors) did not exhibit a good fit. Consequently, after removing five items with weak factor loadings, the final structure, comprising 31 items and 11 factors, achieved an acceptable fit. The reliability of the test was also established at a satisfactory level for the entire instrument and all factors, as evidenced by Cronbach's Alpha, test-retest, McDonald's Omega, Guttman's Lambda, and composite reliability coefficients (ranging from 0.73 to 0.98). Divergent validity was confirmed through a negative correlation with the Career Decision-Making Difficulties Questionnaire. Furthermore, all items demonstrated appropriate discrimination and difficulty indices, and normative tables were developed for the statistical population. In conclusion, the Persian version of the Career Decision Profile questionnaire possesses suitable factorial structure, validity, reliability, and discrimination power. Thus, it can serve as a reliable instrument for career guidance and counseling, as well as for related research in Iran. https://cbs.ui.ac.ir/article_30337.html 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.