فهرست مطالب فاطمه باور

A review of research history shows that there is a relationship between emotional intelligence and social skills. But few studies have investigated the relationship between parents' emotional intelligence and children's social skills in childhood. Also, there is a research gap in the field of examining the mediation role of parent-child relationship in this relationship.

The present study was conducted with the aim of investigating the mediator role of parent-child relationship in the relationship between parent's emotional intelligence and child's social skills.

The present study was descriptive and of correlation and structural equations. The statistical population was all preschool children of Bojnord city in 2022; 210, children with cluster sampling method were selected as statistical sample.The data were collected using Children's Social Skills Questionnaire (Matson,1983), Emotional Intelligence (Schering, 1996) and Parent-Child Relationship (Pianta, 1994). The suitability of the proposed model was done using structural equation modeling and AMOS software.

The results showed that the fit indices of the proposed model are acceptable. The assessment of mediating relationships using the bootstrap method showed that parent's emotional intelligence through the parent-child relationship has an indirect and significant positive effect on the child's social skills (p= 0.000, β= 0.43). However, the direct effect of parents' emotional intelligence on children's social skills was insignificant in the presence of the mediator variable (p= 0.532, β= 0.07). Therefore, the mediating relationship resulting from the current study model was full mediating or purely indirect mediating.

According to these results, the parent's emotional intelligence can lead to the increase of children's social skills through improving the child's parent relationship. Also, improving the communication style of parents with children and reducing conflicts in the relationship can contribute to improving children's social skills.

The aim of this research was to investigate the psychometric properties of the questionnaire of traumatic use of digital tools in children. This research is practical and in terms of correlational method. The statistical population was all children aged 4 to 7 years in North Khorasan province who were selected to participate in the research in 1401. In this research, 254 people in the first study and 220 people in the second study. They were available sampled. These people were investigated in 2 studies. In the first study, they were only given a researcher-made questionnaire. In the second study, in addition to the above-mentioned questionnaire, two questionnaires of Matson's social skills(MESSY) (1983) and Parent-Child Relationship (CPRS) (1994) were also given to the subjectsTo check the validity of the content, the form was distributed among 5 professors and members of the psychology faculty, and cvi was calculated for the questionnaire. The principal components method by Varimax rotation led to the extraction of two factors. The two-factor model explained 54/65 percent of the data variance. The results showed that Cronbach's alpha for the whole questionnaire is 0/85. The Pearson correlation between the total score of this questionnaire with two scales of social skills and CPRS is -0.59 and -0.47, which shows that this questionnaire has a good criterion validity. Based on this, it seems that this questionnaire has a good criterion validity. The questionnaire of the harmful use of digital tools has good psychometric properties in Iranian society.