بررسی جامعه‌شناختی رابطۀ سرمایۀ روان‌شناختی و انحرافات رفتاری در بین دانشجویان دانشگاه‌های شهر قزوین

Abstract
Nowadays, behavioral deviations among young people, especially students, are among the social and health issues of concern that can have irreparable consequences in individual and collective dimensions. Therefore, this study was conducted with the aim of sociological investigating the relationship between the psychological capital variable and behavioral deviations among university students in Qazvin. The theoretical framework of the study is based on Luthans’ psychological capital theory (including the dimensions of hope, optimism, resilience, and self-efficacy) and its integration with sociological theories of behavioral deviations such as Merton’s anomie, Bandura’s social learning, Hirsch’s social control, and Sutherland’s differential association. The present study was conducted with a quantitative approach and a survey method. The statistical population includes all students in Qazvin and a sample of 380 people was selected in a stratified manner proportional to the sample size for data collection using the Cochran formula. The data collection tool was the standard psychological capital questionnaire and the researcher-made behavioral deviations questionnaire. To estimate the validity of the content validity of the face type and to evaluate the reliability of the questionnaires, the Cronbach’s alpha technique was used. And the software required for data analysis is SPSS software. The findings of the study indicate that the correlation between psychological capital and the components of behavioral deviations, including Internet addiction, drug use, violence, and risky sexual relationships, has been confirmed at a significance level of less than 0.01 and with a confidence level of 99%. Also, the relationship of the aforementioned variable with the components of smoking and alcohol consumption has been significant at a level of less than 0.05. The type of the aforementioned relationships is also negative and inverse. Also, the results of multivariate regression analysis showed that, according to the standard beta coefficients obtained, the variables present in the regression model, including resilience (-873), hope (-710), self-efficacy (-507), and optimism (-380), respectively, had the greatest impact on the dependent variable of behavioral deviations. Also, the aforementioned variables were able to explain 26.5 percent of the changes in the variable of students’ behavioral deviations. These results emphasize the importance of strengthening psychological capital in educational and counseling programs of universities as a preventive strategy in reducing behavioral deviations. 
Keywords: Psychological Capital, Hope, Optimism, Resilience, Self-Efficacy, Behavioral Deviance.
 
1. Introduction
Students, as one of the vulnerable groups in society, are exposed to various social, psychological, and economic pressures. The university period, as a transitional stage to adulthood, is associated with challenges such as financial independence, identity formation, and acceptance of individual and social responsibilities. Under these conditions, the likelihood of maladaptive behaviors that threaten individual and social health increases. Previous studies have shown that students are particularly at risk of behaviors such as substance use, violence, risky sexual activities, and dangerous driving, which have serious consequences for their mental, physical, and academic performance. Psychological capital, introduced within the framework of positive psychology by Luthans and colleagues and consisting of hope, optimism, resilience, and self-efficacy, refers to the individual’s internal capacities to cope with stress and crises. Research indicates that students with higher psychological capital are less likely to engage in deviant behaviors and demonstrate greater adaptability to life challenges. Behavioral deviations refer to actions that are inconsistent with social norms and laws and threaten individual and societal well-being. Sociological and psychological theories, including Merton’s strain theory, Bandura’s social learning theory, Sutherland’s differential association theory, and Hirschi’s social control theory, emphasize the role of social pressures, interactions, and social bonds in the emergence of these behaviors. Psychological capital can be considered a psycho-social construct that enhances individuals’ capacity to resist pressures and adopt adaptive behaviors. The city of Qazvin, with its rich historical and cultural background, diverse student population, and interplay between tradition and modernity, presents specific social and economic conditions that may influence students’ behaviors and psychological capital. Despite the importance of the topic, limited research has been conducted in Iran, particularly in Qazvin, regarding the relationship between psychological capital and behavioral deviations among university students. Therefore, the present study was conducted with the aim of sociologically examining the relationship between psychological capital and behavioral deviations among students of universities in Qazvin.
 
2. Materials and Methods
The present study is a survey-based research. The statistical population included all students of universities in Qazvin city. Sampling was conducted using proportional stratified random sampling, and a total of 380 students (including both male and female) were selected as the sample. Data collection instruments included a researcher-made behavioral deviations questionnaire and the standardized Psychological Capital Questionnaire by Luthans. The Psychological Capital Questionnaire comprised four components: hope, optimism, resilience, and self-efficacy. The behavioral deviations questionnaire included subscales for cigarette smoking, substance use, alcohol consumption, suicidal behavior, aggression and violence, internet addiction, and risky sexual behaviors, with each subscale measured through a set of specific items. The face validity of the instruments was confirmed by a panel of psychology and sociology experts, and content validity was also assessed for the researcher-made questionnaire. After data collection, analyses were performed using SPSS version 26. Descriptive statistics (mean, standard deviation, skewness, minimum, maximum, and range), Pearson correlation, and multivariate regression analyses were employed to examine the relationships between variables.
 
3. Data
The research findings included descriptive statistics, correlation, and multivariate regression analysis. Descriptive statistics were reported for the components of psychological capital (self-efficacy, hope, resilience, and optimism) as well as for the components of behavioral deviations (internet addiction, violence and aggression, cigarette use, substance use, alcohol consumption, risky sexual behavior, and suicide). Additionally, Pearson correlation was used to examine the strength and direction of relationships between the components of psychological capital and the components of behavioral deviations. Finally, multivariate regression analysis was conducted to assess the effect of each component of psychological capital on behavioral deviations and to determine the proportion of variance in the dependent variable explained by the independent variables.
 
4. Discussion
The results of the study indicated that the components of psychological capital, including resilience, hope, optimism, and self-efficacy, were negatively and significantly associated with students’ deviant behaviors. This finding confirms that psychological capital can serve as an important protective factor against the tendency to engage in deviant behaviors. Among these components, resilience played the strongest inhibitory role. One reason for the prominence of resilience may be that students, when facing academic, economic, and social pressures, require the ability to recover from setbacks and manage challenging situations more than any other factor. In the cultural and social context of Qazvin, where traditional and religious norms are relatively strong, resilience can help individuals better manage social pressures and value conflicts, reducing the likelihood of engaging in deviant behaviors. From a theoretical perspective, the findings of this research align with Luthans’ framework, as psychological capital, considered as a set of positive psychological capacities (hope, optimism, resilience, and self-efficacy), can facilitate personal growth, psychological empowerment, and the prevention of maladaptive behaviors. The findings are also consistent with Hirschi’s social bond theory, suggesting that psychological capital strengthens an internal bond with one’s values, goals, and future, which functions similarly to social bonds in deterring deviance. Additionally, Merton’s strain theory plays an important role in explaining the findings, as hope and self-efficacy can mitigate pressures arising from the inability to achieve social goals and guide individuals toward more adaptive pathways. Moreover, the results are consistent with Bandura’s social learning theory, which posits that a significant portion of human behavior is shaped through observation and modeling. Components such as self-efficacy and optimism can act as cognitive and motivational resources within the social learning process, reducing the likelihood of imitating deviant behaviors. Finally, Sutherland’s differential association theory is also in line with the findings, as it emphasizes that individuals learn values and deviant behaviors through repeated social interactions with peer groups. Psychological capital, however, can function as a psychological shield, mitigating the negative influence of deviant peer groups. Therefore, a student with high levels of resilience and hope is likely to be more resistant to peer pressure for engaging in risky behaviors. Overall, these findings not only align with existing theories but also contribute to their development. Specifically, incorporating psychological capital as an internal protective factor can enrich theories such as Hirschi’s social bond theory and Sutherland’s differential association theory, highlighting the role of the individual alongside environmental factors. Overall, this analysis demonstrates that psychological capital is not only an individual construct but also a psychosocial factor that enhances the ability to resist pressures and reduces the tendency toward deviant behaviors.
 
5. Conclusion
The present study demonstrated that the components of psychological capital, including resilience, hope, optimism, and self-efficacy, have a significant negative relationship with students’ deviant behaviors and act as important protective factors in reducing the tendency toward maladaptive behaviors. Among these components, resilience showed the strongest preventive effect, highlighting the importance of the ability to recover from setbacks and cope with social, economic, and academic pressures. The findings also indicate that psychological capital, alongside sociological and psychological theories, can enhance the role of the individual in facing environmental and peer pressures and contribute to the development of existing theories. Given the significance of the issue, it is recommended that university educational and counseling programs focus on strengthening students’ psychological capital, particularly resilience and hope, and that preventive policies and programs be designed considering students’ cultural, social, and economic characteristics. Furthermore, the results suggest that psychological capital can serve as an effective tool in preventing high-risk behaviors and promoting students’ mental and social well-being.