Showing 2 results for University Students
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.
Marieh Abdolghaderi,
Volume 25, Issue 98 (9-2026)
Abstract
Abstract T his study explores the cycle of hope and despair by examining the fluctuating experiences of suicidal ideation among university students over the course of an academic semester during escalating tensions between Iran and the United States. The study aimed to understand the dynamic and context-dependent nature of suicidal thoughts in relation to personal pressures, the academic structure, and broader social crises. Using a descriptive phenomenological design based on Colaizzi's seven-step method, data from in-depth, semi-structured interviews with eleven students were analyzed. Seven major themes emerged: the collapse of the sense of security, the accumulation of psychological stress, the oscillating cycle of hope and despair, suicidal ideation as a language of helplessness, political crisis as a qualitative amplifier of distress, protective factors, and existential rethinking. The findings indicate that suicidal ideation is not a static phenomenon but a cyclical experience profoundly shaped by the interaction between personal pressures and broader threats. These findings highlight the need to reconsider university screening systems by moving beyond cross-sectional assessments toward longitudinal, context-sensitive, and multilevel approaches. Clinical interventions should extend beyond symptom-focused assessment to understand the internal logic of entrapment, monitor fluctuations in suicide risk over time, and facilitate
