1- Assistant Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran , mailnouri@yahoo.com
2- M.A. Student, Payame Noor University, Tehran, Iran
2- M.A. Student, Payame Noor University, Tehran, Iran
Abstract: (26 Views)
Objective: This study aimed to investigate the effect of an educational intervention based on cognitive flexibility and optimism on reducing social anxiety symptoms in students exhibiting signs of social anxiety.
Methods: This applied research employed a quasi-experimental design with a pretest–posttest structure and a control group. The statistical population consisted of all male and female high school students (second level) in Qeshm who were identified, based on psychological assessments, as meeting the criteria for social anxiety disorder. A convenience sampling method was used, and 30 eligible students were randomly assigned to an experimental group (15 students) and a control group (15 students). Data collection instruments included the Jarabek Social Anxiety Questionnaire, the Dennis and Vander Wal Cognitive Flexibility Questionnaire, and the Scheier and Carver Optimism Questionnaire. Data were analyzed using SPSS version 23 through analysis of covariance (ANCOVA), independent t-tests, and paired t-tests.
Results: The results indicated that cognitive flexibility and optimism significantly contributed to reducing social anxiety symptoms (F = 4.23, p = 0.048, η² = 0.11). The interaction effect of these two variables on reducing social anxiety was also substantial. Additionally, each variable alone showed a significant relationship with reduced social anxiety (p < 0.001).
Conclusions: Based on the findings, psychological interventions focused on enhancing cognitive flexibility and optimism can effectively reduce social anxiety in students. Therefore, it is recommended that school educational and counseling programs place special emphasis on developing these skills.
Methods: This applied research employed a quasi-experimental design with a pretest–posttest structure and a control group. The statistical population consisted of all male and female high school students (second level) in Qeshm who were identified, based on psychological assessments, as meeting the criteria for social anxiety disorder. A convenience sampling method was used, and 30 eligible students were randomly assigned to an experimental group (15 students) and a control group (15 students). Data collection instruments included the Jarabek Social Anxiety Questionnaire, the Dennis and Vander Wal Cognitive Flexibility Questionnaire, and the Scheier and Carver Optimism Questionnaire. Data were analyzed using SPSS version 23 through analysis of covariance (ANCOVA), independent t-tests, and paired t-tests.
Results: The results indicated that cognitive flexibility and optimism significantly contributed to reducing social anxiety symptoms (F = 4.23, p = 0.048, η² = 0.11). The interaction effect of these two variables on reducing social anxiety was also substantial. Additionally, each variable alone showed a significant relationship with reduced social anxiety (p < 0.001).
Conclusions: Based on the findings, psychological interventions focused on enhancing cognitive flexibility and optimism can effectively reduce social anxiety in students. Therefore, it is recommended that school educational and counseling programs place special emphasis on developing these skills.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/07/27 | Accepted: 2026/01/31
Received: 2025/07/27 | Accepted: 2026/01/31
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