Fatemeh Farzadi; Naser Behroozi; Manijeh Shehni Yailagh
Volume 3, Issue 2 , March 2017, , Pages 3-16
Abstract
Abstract: Indiscipline is a multidimensional phenomenon that has undesirable effects on classroom. The purpose of this study was to investigate the causal relationship between parenting styles and attachment styles in school with mediation of emotional self-regulation, social skills and the Mind Theory ...
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Abstract: Indiscipline is a multidimensional phenomenon that has undesirable effects on classroom. The purpose of this study was to investigate the causal relationship between parenting styles and attachment styles in school with mediation of emotional self-regulation, social skills and the Mind Theory in female third grade high school students of Ahwaz. Of this population‚ 440 female students were selected through multistage random sampling method. Instruments used in this study included the Baumrind's Parenting Style Questionnaire (BPSQ), the Adult Attachment Inventory (AAI), a researcher-made indiscipline inventory, the Schering Emotional Intelligence Questionnaire (SEIQ), The Teenage Inventory of Social Skills (TISS) and Reading the Mind in the Eyes Test (RMET). The results of the modified model showed that the parenting styles (authoritative, authoritarian and permissive) and the attachment styles (secure, avoidant insecure and ambivalent), not only directly affect indiscipline, but also indirectly exert an effect through mediation variables of emotional self-regulation and social skills. Mind reading in the proposed model was not recognized as a mediator variable in the corrected model and could only directly effect the indiscipline. It can be concluded that the parents' knowledge of appropriate parenting style, developing emotional, social skills and guiding them in successful experiences could lead to equipping them with emotional abilities, managing emotions, and wider social relationships, and thereby, reducing their indiscipline.
Mokhtar Weisani; Manijeh Shahni Yailagh; Sirous Alipour
Volume 2, Issue 1 , November 2015, , Pages 29-38
Abstract
One of the most common childhood disorders that have attracted the attention of psychology and psychiatry is attention deficit hyperactivity disorder (ADHD). Because of the problems and the negative consequences resulting from it, psychologists, psychiatrists and experts in the field of education have ...
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One of the most common childhood disorders that have attracted the attention of psychology and psychiatry is attention deficit hyperactivity disorder (ADHD). Because of the problems and the negative consequences resulting from it, psychologists, psychiatrists and experts in the field of education have tried to treat this disorder. The present study was performed to study the effects of child-parent relation therapy on symptoms of ADHD among male elementary school students in Sanandaj city. The research method was an experimental study, including pretest-posttest and follow-up with control group. The research instrument used in this study was Conners Parent Rating of Childhood Behavior Problems (CPRCBP). From all the students who were referred to a psychological center, 36 male students were selected from elementary schools in Sanandaj, and were assigned to two groups: experimental and control (18 students each). Before starting the training, pretest was administered to the two groups. Then, the experimental group was exposed to child-parent relation therapy. At the end of training sessions, post-test, and one month later follow up test was administrated to groups. The results showed that child-parent relation therapy has decreased significantly the symptoms of ADHD in posttest and follow-up. Also, child-parent relation therapy has decreased significantly the attention deficit and hyperactivity subscales. The results indicated that child-parent relation therapy is significantly effective in decreasing symptoms of ADHD. Applying this method is recommended by the psychologists, counselors and psychiatrics.
Jalal Moradian; Sirous Alipour; Manijeh Shehni Yailagh
Volume 1, Issue 1 , September 2014, , Pages 63-74
Abstract
Family is the most important social environment that affects the people’s growth. People are affected by their homes’ environment, not only physically and biologically, but also by their personality and early experiences. The aim of this study was to test a model consisting of causal relationship ...
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Family is the most important social environment that affects the people’s growth. People are affected by their homes’ environment, not only physically and biologically, but also by their personality and early experiences. The aim of this study was to test a model consisting of causal relationship between parenting styles and academic performance, by mediating role of academic self-efficacy and achievement motivation. 236 Shahid Chamran University students (117 males and 119 female) completed Baumrind Parenting Styles Questionnaire (BPSQ), Achievement Motivation Test (AMT) and Academic Self-Efficacy Scale (ASES). The findings indicated that the authoritative parenting style had a positive direct effect and the authoritarian parenting style had a negative direct effect on achievement motivation and academic self-efficacy. The permissive parenting style had a negative direct effect on academic self-efficacy but had no effect on achievement motivation. Also, academic self-efficacy had a positive direct effect on academic performance, but there was no meaningful relationship between achievement motivation and academic performance. The results showed that the proposed model does not fit the data well. Therefore, a better fit was obtained by omitting the non-significant path from permissive parenting style to achievement motivation. In addition, the indirect total effects of authoritarian, authoritative and permissive parenting styles with academic performance, mediated by the role of academic self-efficacy and achievement motivation was significant.
