Journal of Adolescent and Youth Psychological Studies (JAYPS)

The Effectiveness of Emotion-Focused Therapy on Self-Criticism and Internalized Shame in Students Experiencing Failure in the University Entrance Exam

Marzieh Assareh iD , Sima Khamedi ^* iD , Ghorban Fathi Aghdam iD , Jafar Pouyamanesh iD

Objective: The present study aimed to investigate the effectiveness of Emotion-Focused Therapy (EFT) on reducing self-criticism and internal shame in female students who experienced failure in the university entrance exam (Konkoor).

Methods and Materials: This research was a single-case experimental design with a multiple baseline and one-month follow-up. The statistical population consisted of female Konkoor repeaters in Karaj with at least one unsuccessful attempt in the 2024-2025 national exam. Three participants were selected voluntarily based on inclusion and exclusion criteria and received the EFT protocol (Greenberg, 2004) in 8 individual 90-minute sessions. Research instruments included the Levels of Self-Criticism Scale (Thompson & Zuroff, 2004) (Thompson & Zuroff, 2004) and the Internalized Shame Scale (Cook, 2013) (Cook, 1998). Data were analyzed using within-condition (median, mean, stability envelope, range, relative and absolute level change) and between-condition analyses (trend and level changes, PND, Tau-U, NAP, IRD) along with Hedges’ g effect size.

Findings: Results indicated that self-criticism and internal shame scores were high and highly stable during the baseline phase. Following the intervention, a sharp, stable, and consistent decrease was observed in both variables across all participants. The PND index was 100% for both variables in all three cases. The mean percentage of improvement in the follow-up phase was 17.85% for self-criticism and 40.50% for internal shame. Tau-U and Hedges’ g effect sizes were also very large and significant.

Conclusions: Findings suggest that Emotion-Focused Therapy is an effective and durable deep cognitive-experiential intervention for reducing self-criticism and internal shame resulting from Konkoor failure in female students. It is recommended that this approach be applied in academic counseling centers.

Structural Relationships Between Perceived Parenting Styles and Propensity for Addiction Among Upper Secondary School Students: The Mediating Roles of Mental Toughness and Self-Efficacy

Hossein Zarei iD , Ali KhanehKeshi ^* iD

Objective: This study aimed to examine the structural relationships between perceived parenting styles and propensity for addiction among upper secondary school students, with mental toughness and self-efficacy as mediating variables.

Methodology: This fundamental, descriptive-correlational study used structural equation modeling. The statistical population consisted of approximately 46,000 upper secondary school students in Qazvin County. Using multistage cluster random sampling, 260 students were selected from public and non-public schools; after excluding four incomplete or invariant-response questionnaires, data from 256 students were analyzed. Data were collected using the Grolnick Perceived Parenting Questionnaire, Iranian Addiction Potential Scale, Sherer General Self-Efficacy Scale, and 48-item Mental Toughness Questionnaire. Descriptive statistics, Pearson correlation coefficients, and structural equation modeling were performed using SPSS version 27 and AMOS version 30.

Findings: All dimensions of perceived parenting had significant negative direct effects on addiction propensity (β = −0.33 to −0.36, p < .001) and significant positive direct effects on mental toughness (β = 0.31 to 0.37, p < .001) and self-efficacy (β = 0.30 to 0.35, p < .001). Mental toughness (β = −0.36, p < .001) and self-efficacy (β = −0.34, p < .001) significantly and negatively predicted addiction propensity. Bootstrap analysis showed significant negative indirect effects of all parenting dimensions through mental toughness (β = −0.11 to −0.13, p < .001) and self-efficacy (β = −0.10 to −0.12, p < .001). The model demonstrated good fit: χ²/df = 2.219, RMSEA = 0.047, CFI = 0.951, TLI = 0.938, and IFI = 0.952.

Conclusion: Supportive parenting characterized by involvement, autonomy support, and warmth may reduce students’ propensity for addiction both directly and indirectly by strengthening mental toughness and self-efficacy.

Development and Psychometric Evaluation of the Digital Native Identity Scale among Upper Secondary School Students in Tehran

Mozhgan Moghareh Aabed iD , Azita Amirfakhraei ^* iD , Saeid Kiani iD

Objective: The present study aimed to develop and analyze the psychometric properties of the Digital Native Identity Scale among upper secondary school students in Tehran.

Methods and Materials: This study employed an exploratory sequential mixed-methods design and was conducted in two qualitative and quantitative phases. In the qualitative phase, semi-structured interviews were conducted with 24 experts in educational sciences, psychology, sociology, and information technology. Thematic analysis was used to identify the dimensions and components of digital native identity, based on which a 21-item scale comprising six dimensions was developed. In the quantitative phase, data were collected from 402 students, including 206 girls and 196 boys, who were selected through multistage cluster sampling. The data were analyzed using confirmatory factor analysis, Cronbach’s alpha and McDonald’s omega coefficients, and the graded response model within the framework of item response theory.

Findings: The findings indicated that the six-factor model was confirmed with satisfactory goodness-of-fit indices (CFI = 0.942, TLI = 0.935, RMSEA = 0.054, and SRMR = 0.047), and all factor loadings ranged from 0.63 to 0.81. The reliability coefficients for the total scale (α = 0.91 and ω = 0.93) and the reliability coefficients for its dimensions, which ranged from 0.78 to 0.86, indicated excellent internal consistency. The graded response model analysis showed that 17 of the 21 items demonstrated an adequate fit to the model. The item discrimination parameters ranged from 1.56 to 2.12, indicating good to excellent discrimination. The information functions confirmed that the scale provided high levels of information across a broad range of the latent trait continuum. Differential item functioning analysis by gender showed that only one item exhibited minor DIF, indicating that the scale was essentially free from gender bias. Furthermore, comparison of the unidimensional and multidimensional item response theory models demonstrated the significant superiority of the multidimensional model.

Conclusion: Based on the findings, the Digital Native Identity Scale possesses satisfactory validity, reliability, and measurement information and can be used as a valid instrument for assessing different dimensions of identity formation among Iranian adolescents.

Prediction of Cognitive Flexibility Based on Attention Control, Working Memory, and Problem-Solving Skills in Adolescents Using CatBoost

Negin Sanjarinia ^* iD

https://doi.org/10.61838/

Objective: The present study aimed to predict cognitive flexibility based on attention control, working memory, and problem-solving skills in adolescents using the CatBoost machine learning algorithm.

Methods and Materials: This study was conducted using a quantitative, descriptive-correlational, and predictive design. The statistical population included adolescents studying in secondary schools in Tehran during the 2025–2026 academic year. The final sample consisted of 384 adolescents selected through multistage cluster sampling. Data were collected using standardized self-report instruments measuring cognitive flexibility, attention control, working memory, and problem-solving skills. After preliminary data screening, descriptive indices, reliability coefficients, Pearson correlation coefficients, and machine learning-based predictive analyses were conducted. The CatBoost algorithm was used to predict cognitive flexibility, and the dataset was divided into training and test subsets. Model performance was evaluated using mean absolute error, mean squared error, root mean squared error, coefficient of determination, and five-fold cross-validation. Feature importance analysis was also performed to determine the relative contribution of each predictor.

Findings: The results showed that cognitive flexibility had significant positive correlations with problem-solving skills (r = 0.61, p < 0.01), attention control (r = 0.55, p < 0.01), and working memory (r = 0.48, p < 0.01). The CatBoost model demonstrated acceptable predictive accuracy. In the training set, the model explained 76.5% of the variance in cognitive flexibility, while in the test set, it explained 65.2% of the variance. The cross-validation results also supported the stability of the model, with an average R² of 0.636. Feature importance analysis indicated that problem-solving skills had the highest predictive contribution, followed by attention control and working memory.

Conclusion: The findings indicate that cognitive flexibility in adolescents can be meaningfully predicted by problem-solving skills, attention control, and working memory. The CatBoost algorithm provided an effective predictive model and showed that problem-solving skills were the most important predictor.

The Effectiveness of Group-Based Positive Youth Development Training on Attachment to Parents and Alexithymia in Male Adolescents with a Tendency Toward Addiction in Isfahan

Manije Ghazi iD , Mohammad Ghasemi Pirbalouti ^* iD , Fariba Kiani iD

https://doi.org/10.61838/

Objective: This study aimed to determine the effectiveness of group-based Positive Youth Development training on attachment to parents and alexithymia among male adolescents with a tendency toward addiction in Isfahan.

Methods and Materials: This quasi-experimental study used a pretest–posttest–follow-up design with a control group. The statistical population included male lower-secondary students with a tendency toward addiction in Isfahan during the 2023–2024 academic year. Thirty eligible adolescents were selected through purposive sampling and randomly assigned to experimental and control groups. The experimental group received twelve 90-minute weekly sessions of Positive Youth Development training, while the control group remained on a waiting list. Data were collected using the Inventory of Parent and Peer Attachment and the Toronto Alexithymia Scale. Data were analyzed using repeated-measures analysis of variance and Bonferroni post-hoc tests.

Findings: Repeated-measures ANOVA indicated a significant time effect for attachment to mother, attachment to father, and alexithymia. The results showed that the intervention produced a significant improvement in attachment to mother and a significant reduction in alexithymia from pretest to posttest and follow-up. However, the between-group effect for attachment to father was not significant, and Bonferroni comparisons confirmed that changes in attachment to father were not statistically meaningful. The intervention effects for attachment to mother and alexithymia remained stable at follow-up.

Conclusion: Group-based Positive Youth Development training can be considered an effective preventive and corrective intervention for improving attachment to mothers and reducing alexithymia in male adolescents with a tendency toward addiction. However, improving attachment to fathers may require longer, family-based, or father-inclusive interventions.

The Relationship of Classroom Emotion, Self-Compassion, and Tolerance of Ambiguity with Academic Anxiety among Female Senior High School Students in District 9 of Karaj

Maryam Mohamadbeiki Khortabi iD , Morteza Tarkhan ^* iD

https://doi.org/10.61838/

Objective: This study aimed to examine the relationship of classroom emotion, self-compassion, and tolerance of ambiguity with academic anxiety among female senior high school students in District 9 of Karaj.

Methods and Materials: The present study employed a descriptive-correlational research design. The statistical population consisted of female senior high school students in District 9 of Karaj, from whom 210 students were selected initially through multistage cluster sampling and finally through convenience sampling. Data were collected using the Friedman and Jacob Test Anxiety Questionnaire (1997), the Classroom Emotion Questionnaire developed by Titsworth et al. (2010), the Tolerance of Ambiguity Questionnaire developed by Weden et al. (2003), and the Short Form of the Self-Compassion Scale developed by Raes et al. (2011). The collected data were analyzed using descriptive indices, Pearson correlation coefficient, and stepwise multiple regression analysis.

Findings: The inferential findings indicated a significant negative relationship between classroom emotion and academic anxiety, suggesting that more positive classroom emotional experiences were associated with lower levels of academic anxiety. A significant negative relationship was also found between self-compassion and academic anxiety, indicating that students with higher self-compassion experienced lower academic anxiety. In the stepwise regression analysis, classroom emotion emerged as the strongest predictor and explained 15.50% of the variance in academic anxiety. Self-compassion was added in the second step and explained an additional 2.20% of the variance. Together, classroom emotion and self-compassion accounted for 17.70% of the total variance in academic anxiety. Tolerance of ambiguity did not enter the final predictive model.

Conclusion: The findings suggest that classroom emotion and self-compassion are important psychological and educational variables in predicting academic anxiety among female senior high school students. Strengthening positive classroom emotional experiences and promoting self-compassion may help reduce students’ academic anxiety.

Designing a Curriculum Model Based on Artificial Intelligence and Purposeful Physical Activity to Enhance Learning Self-Regulation, Mental Health, and Psychological Well-Being among Students

Sara Rastkar Ebrahimzade iD , Parisa Masoudian iD , Nasrin Mohaddes iD , Mehdi Akbarzadeh sgay ^* iD

https://doi.org/10.61838/

Objective: The objective of this study was to design and validate a curriculum model based on artificial intelligence and purposeful physical activity with emphasis on enhancing learning self-regulation, mental health, and psychological well-being among students.

Methods and Materials: This applied developmental study was conducted using an exploratory sequential mixed-methods design. In the qualitative phase, 20 experts in curriculum studies, educational technology, artificial intelligence in education, physical education, educational psychology, and student mental health were selected through purposive criterion-based sampling from Tehran and participated in semi-structured interviews. The interview data were analyzed using thematic analysis to extract the main dimensions, components, and indicators of the proposed curriculum model. In the quantitative phase, 384 secondary school students from Tehran were selected through multistage cluster sampling during the 2025–2026 academic year. Data were collected using a researcher-made curriculum model validation questionnaire, a learning self-regulation questionnaire, the General Health Questionnaire, and a psychological well-being scale. Data were analyzed using descriptive statistics, reliability analysis, confirmatory factor analysis, and structural equation modeling.

Findings: The inferential findings showed that the final curriculum model had acceptable empirical fit. The final modified model demonstrated favorable fit indices, including χ²/df = 2.14, GFI = 0.917, AGFI = 0.901, CFI = 0.951, TLI = 0.944, RMSEA = 0.054, and SRMR = 0.043. Artificial intelligence-based curriculum components had significant direct effects on learning self-regulation, mental health, and psychological well-being. Purposeful physical activity also had significant direct effects on learning self-regulation, mental health, and psychological well-being. Learning self-regulation and mental health significantly predicted psychological well-being. The model explained 48% of the variance in learning self-regulation, 43% of the variance in mental health, and 57% of the variance in psychological well-being.

Conclusion: The findings indicate that an integrated curriculum model based on artificial intelligence and purposeful physical activity can provide an effective educational framework for strengthening students’ self-regulated learning, supporting mental health, and promoting psychological well-being.

The Role of Self-Awareness, Self-Control, and Spirituality in the Prevention of Social Harms Among Youth

Seyed Naser Moshir Estekhareh ^* iD

https://doi.org/10.61838/

Objective: This study aimed to examine the role of self-awareness, self-control, and spirituality in the prevention of social harms among youth.

Methods and Materials: A descriptive-correlational design with a predictive modeling approach was used. The sample consisted of 350 young people aged 18 to 29 years selected through multistage cluster sampling. Data were collected using the Self-Reflection and Insight Scale, Brief Self-Control Scale, Spiritual Well-Being Scale, Iranian Adolescents Risk-Taking Scale, and a demographic information form. Data were analyzed using Pearson correlation coefficients, hierarchical multiple regression, and structural equation modeling.

Findings: Self-awareness, self-control, and spirituality were negatively associated with vulnerability to social harms (r = -.43, -.58, and -.49, respectively; p < .001). The hierarchical regression model was significant, F(6, 343) = 42.78, p < .001, and explained 42.8% of the variance. Self-control was the strongest negative predictor (β = -.37, p < .001), followed by spirituality (β = -.26, p < .001) and self-awareness (β = -.18, p = .002). The structural model showed acceptable fit, χ²/df = 2.22, CFI = .94, TLI = .92, RMSEA = .059, and SRMR = .046.

Conclusion: Self-awareness, self-control, and spirituality appear to be important protective factors against vulnerability to social harms among youth. Prevention programs should strengthen reflective capacity, impulse regulation, meaning-making, and value-based decision-making.

Journal of Adolescent and Youth Psychological Studies (JAYPS)

About the Journal

About the Publisher

Current Issue

Articles

The Effectiveness of Systems Thinking Training and Creative Problem-Solving on Social-Emotional Skills in University Students

The Effectiveness of Anger Management Skills Training and Assertive Behavior Training on Interpersonal Relationships and Tendency Toward Drug Use Among Female High School Students

The Relationship Between Maladaptive Perfectionism and Academic Burnout with Students’ Mental Health: The Mediating Role of Spiritual Intelligence

Predicting Cyberbullying–Cybervictimization Experience Based on Parent–Child Relationship, Psychological Well-Being, and Internet Addiction in Adolescents in Isfahan City

The Effectiveness of Resilience-Based Group Training on Uncertainty Intolerance, Future Orientation, and Stress Appraisal in High School Students

Designing a Metacognitive Training Mobile Application and Evaluating Its Effectiveness on Meta-Worry and Metacognitive Beliefs in University Students with Anxiety Symptoms

Development of a Social Anxiety Model Based on Dark Personality Traits and Metacognition With the Mediating Role of Alexithymia Among University Students in Kermanshah

Comparing the Effectiveness of Mentalization-Based Therapy and Dialectical Behavior Therapy on Time Perception and Self-Forgiveness in Adolescents with Self-Injurious Behaviors

Design and Testing of a Model of the Effect of Social Situation Appraisal on Social Anxiety in Female University Students with the Mediating Role of Safety Behaviors and Social Beliefs and Thoughts

Developing a Structural Model of Academic Engagement Based on Academic Self-Regulation and Academic Buoyancy: The Mediating Role of Epistemological Beliefs in Students

Prediction of Students’ Academic Satisfaction Using Deep Learning Algorithms Based on Self-Efficacy, Professor–Student Interaction, Mental Health, and Achievement Motivation

Elastic Net Regression for Predicting Psychological Well-Being among Adolescents from Resilience, Self-Compassion, Gratitude, and Perceived Social Support

Hybrid XGBoost–SHAP Prediction of Adolescent Academic Achievement from Cognitive Emotion Regulation, Academic Motivation, Procrastination, and Sleep Quality

Cybervictimization and Disordered Eating Among Adolescent Girls: A Structural Equation Model of Appearance Comparison, Body Dissatisfaction, and Self-Esteem

Family Conflict and Adolescent Aggression: A Structural Equation Modeling Study of Parental Psychological Control, Autonomy Frustration, and Anger Dysregulation

Childhood Emotional Neglect and Substance Misuse among Emerging Adults: The Mediating Roles of Alexithymia, Experiential Avoidance, and Loneliness

ADHD Symptoms and Academic Performance Among Adolescents: The Roles of Executive Dysfunction, Smartphone Distraction, and Academic Procrastination

Classifying Nonsuicidal Self-Injury Risk Based on Childhood Trauma, Emotion Dysregulation, Peer Rejection, and Depressive Symptoms Using a Support Vector Machine

Language

Indexing & Abstracting

Keywords

Latest publications

Information

Make a Submission

Editorial Board

The Effectiveness of Emotion-Focused Therapy on Self-Criticism and Internalized Shame in Students Experiencing Failure in the University Entrance Exam

Structural Relationships Between Perceived Parenting Styles and Propensity for Addiction Among Upper Secondary School Students: The Mediating Roles of Mental Toughness and Self-Efficacy

Development and Psychometric Evaluation of the Digital Native Identity Scale among Upper Secondary School Students in Tehran

Prediction of Cognitive Flexibility Based on Attention Control, Working Memory, and Problem-Solving Skills in Adolescents Using CatBoost

The Effectiveness of Group-Based Positive Youth Development Training on Attachment to Parents and Alexithymia in Male Adolescents with a Tendency Toward Addiction in Isfahan

The Relationship of Classroom Emotion, Self-Compassion, and Tolerance of Ambiguity with Academic Anxiety among Female Senior High School Students in District 9 of Karaj

Designing a Curriculum Model Based on Artificial Intelligence and Purposeful Physical Activity to Enhance Learning Self-Regulation, Mental Health, and Psychological Well-Being among Students

The Role of Self-Awareness, Self-Control, and Spirituality in the Prevention of Social Harms Among Youth