The modeling of positive youth development on the basis of self- regulation social competence and parental bonding

The aim of this study was to model adolescent positive development based on self-regulation, social competence and parental bonding. The research method is correlation based on structural equations. The statistical population included all female students of the second year of high school in Tehran, who are studying in 1998-99. Using cluster random sampling method, 400 students were selected. Instruments included: Goldoff Adolescent Positive Transformation Questionnaire (2014), Self-Regulation Questionnaire (2007), Flanner's Social Competence Questionnaire (1990), Parker Parental Transplant Questionnaire (1979). Data were analyzed using structural equation method. Perceptions of social competence can motivate students to engage in transformational tasks and life challenges and desirable conditions, and adolescents with high competence perceptions have appropriate adaptive functions. Therefore, motivational factors such as students' confidence in their abilities can be considered as predictors of positive adolescent development. One of the components of the external dimension and important in the process of positive development of adolescence, which is based on research results, is the parental bond, the family is the first context and context that the student experiences. Overall, the results of this study show that to model the positive development of adolescence, self-regulation, social competence and parental bonding can be emphasized and the obtained model can be used in teaching positive adolescent development. Also, the results of the study showed that the research has a good fit and the positive development of adolescence can be predicted based on the variables of self-regulation, social competence and parental bond and the research hypotheses were confirmed.