Seyyed Mohammad Amin Houshmand Mirhosseini1 
, Amanollah Soltani *1 , Mitra Kamyabi1 , Najmeh Hajipour Abaei1
, Amanollah Soltani *1 , Mitra Kamyabi1 , Najmeh Hajipour Abaei1
1- Islamic Azad University, Kerman Branch
Abstract: (334 Views)
Background & Objectives: Social responsibility is one of the fundamental aspects of individual and social development, and it gains special importance during adolescence. In this stage, adolescents gradually assume roles and responsibilities toward society and others, which plays a key role in the formation of their social identity. Social responsibility leads to more positive interactions and more effective cooperation in society. However, irrational beliefs, which typically arise from unrealistic and incorrect expectations, can have a negative impact on social responsibility and hinder the emergence of responsible behaviors. In this context, perfectionism is recognized as a mediating variable, which, when combined with irrational beliefs, can lead to psychological pressure, anxiety, and a decrease in social responsibility. Therefore, the present study aimed to model the structural equation of social responsibility through irrational beliefs, with the mediating role of perfectionism in female students of the first grade of secondary school.
Method: This descriptive correlational study, based on structural equation modeling (SEM), involved a population of all female secondary school students in Kerman city, numbering 8150 in the academic year 1403-1402. A sample of 560 students was selected through multistage cluster sampling. The inclusion criteria for participants were being female secondary school students currently enrolled in Kerman, willingness to participate in the research, and having no physical or mental health issues (based on the available information in their academic records). The exclusion criterion was lack of cooperation in the study. Data were collected using the following questionnaires: (1) the 17-item Social Responsibility Scale by Fraser et al. (1995), with a content and construct validity of 0.79 and a reliability coefficient of 0.90; (2) the 40-item Positive and Negative Perfectionism Scale by Terry Short et al. (1995), with a content validity of 0.73 and a reliability coefficient of 0.90; and (3) the 40-item Irrational Beliefs Questionnaire by Jones (1968), with a construct validity of 0.67 and a reliability coefficient of 0.72. Structural equation modeling (SEM) was used to test the conceptual model of the research, with the AMOS24 software.
Results: The goodness-of-fit indices showed acceptable model fit, as the X2/df ratio was less than 5, and the GFI, IFI, CFI, and TLI indices were all near 0.90 or higher, while the RMSEA index was less than 0.08. There was a significant relationship between irrational beliefs and perfectionism (β = 0.60, p < 0.001). There was a significant relationship between perfectionism and social responsibility (β = -0.34, p < 0.001). A significant relationship was also found between irrational beliefs and social responsibility (β = -0.23, p < 0.05), and perfectionism mediated the relationship between irrational beliefs and social responsibility (β = 0.47, p < 0.001).
Conclusion: This study confirms that irrational beliefs affect social responsibility both directly and indirectly (through perfectionism) in female students. These results suggest that attention to psychological and personality aspects, such as irrational beliefs and perfectionism, can play a crucial role in the development of social skills and responsibility among adolescents. The findings emphasize the importance of educational and counseling programs focused on changing irrational beliefs and managing perfectionism. The study also highlights the need for educational interventions and psychological approaches to reduce the effects of irrational beliefs and manage perfectionism. Such interventions can help students develop more rational and realistic attitudes toward themselves and their social responsibilities. It is recommended that educational and developmental programs focus on promoting logical attitudes and social skills. Furthermore, future research can examine the interaction between these variables in other age groups and social contexts, offering better solutions to address the challenges of social responsibility.
Method: This descriptive correlational study, based on structural equation modeling (SEM), involved a population of all female secondary school students in Kerman city, numbering 8150 in the academic year 1403-1402. A sample of 560 students was selected through multistage cluster sampling. The inclusion criteria for participants were being female secondary school students currently enrolled in Kerman, willingness to participate in the research, and having no physical or mental health issues (based on the available information in their academic records). The exclusion criterion was lack of cooperation in the study. Data were collected using the following questionnaires: (1) the 17-item Social Responsibility Scale by Fraser et al. (1995), with a content and construct validity of 0.79 and a reliability coefficient of 0.90; (2) the 40-item Positive and Negative Perfectionism Scale by Terry Short et al. (1995), with a content validity of 0.73 and a reliability coefficient of 0.90; and (3) the 40-item Irrational Beliefs Questionnaire by Jones (1968), with a construct validity of 0.67 and a reliability coefficient of 0.72. Structural equation modeling (SEM) was used to test the conceptual model of the research, with the AMOS24 software.
Results: The goodness-of-fit indices showed acceptable model fit, as the X2/df ratio was less than 5, and the GFI, IFI, CFI, and TLI indices were all near 0.90 or higher, while the RMSEA index was less than 0.08. There was a significant relationship between irrational beliefs and perfectionism (β = 0.60, p < 0.001). There was a significant relationship between perfectionism and social responsibility (β = -0.34, p < 0.001). A significant relationship was also found between irrational beliefs and social responsibility (β = -0.23, p < 0.05), and perfectionism mediated the relationship between irrational beliefs and social responsibility (β = 0.47, p < 0.001).
Conclusion: This study confirms that irrational beliefs affect social responsibility both directly and indirectly (through perfectionism) in female students. These results suggest that attention to psychological and personality aspects, such as irrational beliefs and perfectionism, can play a crucial role in the development of social skills and responsibility among adolescents. The findings emphasize the importance of educational and counseling programs focused on changing irrational beliefs and managing perfectionism. The study also highlights the need for educational interventions and psychological approaches to reduce the effects of irrational beliefs and manage perfectionism. Such interventions can help students develop more rational and realistic attitudes toward themselves and their social responsibilities. It is recommended that educational and developmental programs focus on promoting logical attitudes and social skills. Furthermore, future research can examine the interaction between these variables in other age groups and social contexts, offering better solutions to address the challenges of social responsibility.
Type of Study: Original Research Article |
Subject:
Psychology
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