Leila Ebrahimi Varzaneh, Fatemeh Nemati Sogolitappeh, Pariya Faramarzyan,
Volume 25, Issue 97 (5-2026)
Abstract
Aim: The present study aimed to examine the relationship between perceived social support and academic anxiety in students, and the mediating role of difficulties in emotion regulation in this relationship. Focusing on both interpersonal and intrapersonal mechanisms, the study sought to clarify how perceived support from family, friends, and teachers can reduce exam- and entrance-test-related anxiety by enhancing students’ emotion regulation capacities. Methods: This correlational study used a multistage cluster sampling method with 210 senior high school and pre-university students in Isfahan. Data were analyzed using multiple regression in SPSS after obtaining informed consent and ensuring confidentiality. Instruments included the Sarason Test Anxiety Questionnaire, the Multidimensional Scale of Perceived Social Support, and the short version of the Difficulties in Emotion Regulation Scale, all with established reliability and validity. Findings: Findings indicated that perceived social support had a significant negative direct effect on difficulties in emotion regulation, while difficulties in emotion regulation had a significant positive direct effect on academic anxiety. Bootstrap analysis showed a significant indirect effect of perceived social support on academic anxiety through difficulties in emotion regulation, confirming its mediating role. Conclusion: Results suggest that perceived social support is associated with reduced difficulties in emotion regulation and lower academic anxiety, with part of its effect operating through improved emotion regulation skills. These findings underscore the importance of strengthening supportive networks and teaching emotion regulation strategies in educational and psychological interventions to sustainably reduce students’ academic anxiety.
Sajjad Hajhosseini, Parviz Porzoor, Akbar Atadokht,
Volume 25, Issue 97 (5-2026)
Abstract
Aim: The present study aimed to examine the effectiveness of Acceptance and Commitment Therapy (ACT) in reducing internalized shame among students with social anxiety. ▌Methods: This study employed a semi-experimental pretest–posttest design with a control group. The statistical population consisted of all male upper secondary school students in Ardabil during the 2022–2023 academic year who exhibited symptoms of social anxiety. Following administration of the Social Phobia Inventory (SPIN) and a clinical interview, 34 students were selected through purposive sampling and randomly assigned to an experimental group (n = 17) and a control group (n = 17). The experimental group received an ACT intervention based on the protocol developed by Fleming, Kukowski, and Harris, whereas the control group received no intervention. The Internalized Shame Scale (ISS) was administered before and after the intervention. Data were analyzed using multivariate and univariate analyses of covariance (MANCOVA and ANCOVA). ▌Results: The findings revealed a significant difference between the experimental and control groups with respect to posttest scores of internalized shame. The results indicated that Acceptance and Commitment Therapy (ACT) significantly reduced internalized shame in students with social anxiety (p < .05). ▌Conclusion: The findings suggest that Acceptance and Commitment Therapy (ACT) is effective in reducing feelings of internalized shame among students with social anxiety and may be considered a useful intervention for this population.
Lale Jamalpour, Mohammad Rabiee, Rezvan Salehi Najafabadi,
Volume 25, Issue 98 (9-2026)
Abstract
Aim: This study aimed to examine the effect of interest self-awareness training based on True Colors Theory on career indecision among ninth-grade male students. ▌Methods: This study employed a quasi-experimental pretest–posttest control-group design with a one-month follow-up. The study population consisted of ninth-grade male students in Isfahan during the 2022–2023 academic year. A sample of 44 students was selected through multistage cluster random sampling and assigned to an experimental group (n = 22) and a control group (n = 22). The experimental group received seven 90-minute sessions of interest self-awareness training based on Don Lowry’s True Colors Theory (Kalil, 2005), whereas the control group remained on a waiting list. Data were collected using the Career Decision Scale developed by Osipow et al. (1976) and analyzed using repeated-measures analysis of variance in SPSS version 23. ▌Findings: Interest self-awareness training based on True Colors Theory significantly reduced career indecision among students. The experimental and control groups differed significantly in career indecision at posttest and follow-up, and the reduction in career indecision in the experimental group was maintained at the one-month follow-up (p < .05). ▌Conclusion: Interest self-awareness training based on True Colors Theory was effective in reducing career indecision among ninth-grade male students, with the effects maintained at follow-up. These findings suggest that school counselors, educators, and administrators may use this approach to help students develop greater self-awareness of their interests and address career indecision as they prepare to select an academic track.
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