A study of the structural relationships between parental monitoring performance, critical thinking and middle school students' adaptability and self-efficacy

This study aims at predicting students' adaptability and self-efficacy through parental monitoring performances and critical thinking. This descriptive-correlational study uses structural equation modeling (SEM). The population included junior high school male students in Sanandaj, Iran in 2016 academic year. 440 students were selected through one-stage cluster sampling. Parental Monitoring System (PMS), California Critical Thinking Skills Test (B), Self-Efficacy Questionnaire for Children (SEQ-C) and adaptability questionnaires (AISS) were filled in. The data were analyzed through AMOS software. The results showed that there was a positive relationship among parental monitoring and all students' adaptability and self-efficacy factors. The results also implied the meaningful and positive relationship among students' critical thinking and all adaptability and self-efficacy factors. The findings of this study can be used in developing and applying educational plans and proposing preventive therapy for parents in order to form and improve students' adaptability and self-efficacy.