فهرست مطالب محمدرضا اسدی یونسی

Academic resilience and academic fascination are very important factors that have a significant effect on educational outcomes. Emotional self-control is also an important life skill that is associated with positive outcomes in many aspects of life; Therefore, this study was conducted to determine the effectiveness of emotional self-control on students' academic resilience and academic flow.

This study was a quasi-experimental with pretest-posttest design with control group and follow-up stage. The statistical population included all high school male students in Birjand in the academic year 1399-1398 that 40 people were selected by purposive sampling and randomly divided into two groups of experimental and control (20 people in each group). The experimental group received 8 sessions of 60 minutes of emotional self-control training, but the control group did not receive any training. Research instruments included the Samuels (2004) Academic Resilience Scale and the Martin & Jackson (2008) Academic Fascination Scale. Data were analyzed by using SPSS software version 24 and analysis of variance with repeated measures of two-way at the significance level of α = 0.05.

The Findings showed that emotional self-control training was effective on academic resilience and academic fascination (p <0.01). These results were continued in the follow-up period (p <0.01).

Considering the effectiveness of emotional self-control training program on academic resilience and academic fascination, the use of emotional self-control training as a complementary method of school curricula to increase students' academic resilience and academic fascination is recommended.

The theory of self-determination states that satisfying the three basic and universal needs of autonomy, competence and communication causes internal motivation in children and adolescents and plays a central role in their well-being and adaptation. This theory emphasizes that parents, in interaction with other influential people in their children's lives, play an essential role in the socialization of children, and their behavior can mainly be effective in satisfying or inhibiting psychological needs.

The present study was conducted with the aim of systematic review of researches (domestic, Iran, and international) to achieve actions and behaviors of parents that affect the satisfaction of children's basic psychological needs.

The research was qualitative that conducted with a systematic review method. The databases includes: ScienceDirect, ERIC, Google Scholar, Research Institute of Scientific Information and Documents of Iran (Irandac), Scientific Information Database of Academic Jihad (Said), Database of Noor Specialized Journals (Nurmagz) and Database of Iranian Magazines and Publications (Iran Mag).

After going through the stages of identification, screening, evaluation and inclusion, 23 studies were selected and parental actions aimed at satisfying the basic psychological needs of children were extracted from them. The number of these measures was more than 90 titles of parental behavior or actions, which were presented separately according to the three needs of autonomy, competence, and communication, and were categorized based on similarity.

The results of the review can be used to prepare valid educational packages and apply them in order to teach effective parenting measures to parents, to improve their ability to satisfy the basic needs of their children.

Background &

Systemic lupus erythematosus is a chronic, autoimmune, multisystem inflammatory disease that can cause skin lesions, inflammation of the joints and membranes covering the lungs and heart, nephritis, cardiovascular, hematological, gastrointestinal, and neurological diseases. In this way, the symptoms can appear slowly and gradually or quickly and change with the stages of activity and recovery (1). This disease significantly affects the quality of life in physical, emotional and social aspects (2).
On the other hand, the results show that about 80% of lupus patients complain of psychological problems that cause damage to their lives (7). In the meantime, the use of experiential avoidance is known as a maladaptive strategy that is the product and continuation of anxiety and depression (8). Research shows that the set of inflexible emotional avoidance measures is a factor of vulnerability and psychological risk factor for the development, persistence and exacerbation of psychological symptoms (10) and significantly reduces the quality of life (9). Therefore, for these patients, treatment methods or therapies are used to minimize the consequences of the disease and improve the quality of life and psychological symptoms. Performing effective interventions aimed at reducing the psychological and cognitive consequences of these patients can be effective in improving the quality of life as well as psychological symptoms such as experiential avoidance of these people. In this regard, one of the effective psychological therapies that has been able to be effective on a wide range of emotional disorders and anxiety, is Barlow integrated meta-diagnostic therapy. Transdiagnostic intervention focuses on emotion regulation, but sometimes due to lack of emotional control, there are approaches that do not target emotion regulation and behavioral change is targeted, including act intervention. Acceptance and commitment therapy or act is a behavioral therapy that focuses on valuable involvement in life.
The results showed that act-based therapy was effective in reducing depression, anxiety, and increasing quality of life (14,15,16). In general, due to the effectiveness of act in the treatment of anxiety and depression, this treatment is used for patients with systemic lupus erythematosus. Therefore, this study, in continuation of the evolution of non-drug therapies effective in reducing the symptoms and psychological symptoms of lupus erythematosus, systematically intends to study these two treatments (act and meta-diagnosis). Therefore, the present study seeks to ask whether the treatment of acceptance and commitment (act) and integrated meta-diagnosis affect the quality of life and cognitive symptoms of patients with systemic lupus erythematosus?

The research was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the study included all patients with systemic lupus erythematosus in 2019 in the rheumatology clinic of Imam Ali hospital in Zahedan and private rheumatology clinics, 45 people were replaced in two experimental groups (act and meta-diagnosis) and one group (control) based on purposive sampling method.  The Lupus McIlham et al. (2007) Quality of Life Scale and the experience avoidance acceptance and practice of Bones et al. (2011) were used to collect data. Act Hayes et al. (2011) and integrated transdiagnostic therapy of Barlow et al. (2017) including were used 10 sessions of 60 minutes twice in a week.

The results showed a significant difference between the post-test means of the experimental and control groups; This means that act therapy and meta-diagnosis training can improve the level of experiential avoidance as well (p <0.001).

The results showed that in comparison with the control group, both treatments were effective in reducing the experimental avoidance and quality of life of lupus patients. However, a comparison of the two treatments showed that there was no significant difference between the effectiveness of these two treatments in reducing experimental avoidance and increasing the quality of life of lupus patients. The results are consistent with the results of studies that measure the effectiveness of act therapy on quality of life (24.18), depression (25) and anxiety and dysfunctional attitudes of patients with systemic lupus erythematosus (25) as well as the effectiveness of meta-diagnosis on health and emotion regulation (19). It seems that acceptance and commitment training, instead of ignoring emotions and inner experiences, leads the patient to become aware of feelings, inner and emotional experiences, accepting them and using them properly and instead, causing the patient to Establish appropriate situations and interactions and experience them with a fresh perspective. In addition, from the perspective of acceptance and commitment therapy, it avoids experiences of the traumatic process. Although short-term experience avoidance has a mitigating effect on unpleasant experiences, it has many destructive effects in the long run and can lead to inflexibility and functional impairment. On the other hand, acceptance and commitment therapy based on patients' quality of life through factors such as acceptance without judgment, being in the moment, coping with inner experiences without avoiding, suppressing or trying to change them, improving emotion regulation or mechanisms such as vulnerability to emotions Negative improves. Because this treatment causes patients with systemic lupus erythematosus to accept their feelings, emotions and thoughts in spite of being unpleasant and reduce hypersensitivity to the disease and thus increase their satisfaction and quality of life. Perhaps another reason for improving the experiential avoidance and quality of life in these patients is to clarify values and address important life values and goals rather than addressing everyday symptoms and issues. In other words, the goal here is to help the person to do what is important to him in life and in line with his values, instead of responding to the physical and psychological symptoms of his illness (29.30.31). Trans-diagnostic therapy helps patients deal with their negative emotions and respond to their emotions in a more adaptive way. This approach emphasizes changing emotional regulation habits to reduce the frequency and severity of maladaptive emotional habits, reduce harm, and increase performance. Dynamic interaction between thoughts, feelings and behaviors and their role in emotional experience has been considered in all meta-diagnostic approaches (34). In fact, this approach strengthens cognitive and behavioral control in the individual by interacting with thoughts, feelings and behaviors. Improving cognitive and behavioral control, in turn, leads to the use of thought and practical processes to moderate the effects of stress on patients, and in turn improves the quality of life and reduces experiential avoidance. It can be inferred that the present study has a positive strength that can be said that the treatment of act and meta-diagnosis has an important role in increasing the quality of life and reducing the experience avoidance of patients with systemic lupus erythematosus. A drug used these methods. There are some limitations for it, such as the statistical population of this study, which were only related to lupus patients, and in generalizing the results to other patients, caution should be observed. It is suggested that in future researches, statistical population and more diverse patients be used to select the sample. The results of this study are considered as important consequences of education and mental health promotion in patients with systemic lupus erythematosus. As a result, it is suggested to use acceptance and commitment-based therapy along with post-diagnosis educational treatment along with other treatment methods to improve the quality of life and cognitive symptoms, including experiential avoidance.

The purpose of this study was to construct and scrutiny Psychometric characteristics and Factor Structure of the Perception of Parental Perfectionism Scale . After Preparing the Original version (Father form and mother form) 315 students participated in the study who were studying in the girls’ high school in the 10th, 11th and 12th grades in 27 schools of Birjand in the academic year of 1400-99. Exploratory and confirmatory factor analysis were used In order to analys the structural validity of the Perception of Parental Perfectionism questionnaire.The results of analysing the main components with rotation Equamax showed that perception of Parental Perfectionism consisted of four sub scale of high expectations of parents, high standards of parents, internalization and conditional acceptance. the results of the confirmatory factor analysis showed that the structure of four factors of scale had good fit with data in addition to factor analysis, the correlation this questionnaire with the academic Procrastination questionnaire of solomon and Rothblum (1984) and the distinction between two groups of neglected students was used as evidence of structural validity of a questionnaire, which was statistically meaningful. internal consistency of the components of the perception of parental Perfectionism questionnaire using cronbach's alpha method was fit . overall, the findings indicated that the present scale is a tool that has the appropriate reliability (stability, internal consistency) to measure the perception of Parental Perfectionism and it can be used by researchers and consultants.

Nowadays regarded to the importance of knowledge and its related activities in advancement of countries and organizations, scientific cooperation among the society elites and other groups can lead to unity and solidarity among them. The main purpose of this research was to investigate the role of knowledge sharing intention to unity among the faculty members of universities of Birjand and teachers of seminary schools.

The present research, through an applied method, surveyed the problem among university faculty members and teacher of seminary schools. Data were gathered by two validated and reliable questionnaires. The statistical population consisted of university faculty members and teachers of seminary schools. Among them, 198 individuals were selected as the sample of study through stratified random sampling method.

There was a significant difference among the two groups in control beliefs, total score of knowledge sharing, capability to tolerate the outsiders, and communication actions. Also, there was a significant relationship among the control beliefs to knowledge sharing with seminary (by university) and intention to unity. The results showed that attitude and norm beliefs to knowledge sharing with university (by seminary) significantly correlated with organization norms; control beliefs to knowledge sharing with university (by seminary) have significant relationship with sense of brotherhood; knowledge sharing behaviour with university (by seminary) significantly correlated with communication action, and organization norms have significant relationship with intention to unity. According to the results, there was a significant difference between the mean scores of knowledge sharing with outsider group and desire level. Total score of knowledge sharing with seminary (by university) had significant correlation with intention to unity and it components but total score of knowledge sharing with university (by seminary) just only was significantly correlated to organization norms and intention to unity. Also, the results revealed that attitude, control belief and intention to knowledge sharing with seminary (by university) were predictors of intention to unity and also, the knowledge sharing behavior with university (by seminary) was significant predictor of intention to unity. Knowledge sharing with academics by seminarians was not the only factor related to their desire to unite with academics, but factors such as technological factors, non-common specialized fields, organizational factors, etc. were effective in their desire to unite.

In general, knowledge sharing and scientific cooperation have important role in intention to unity among the two groups. Since belief control is affected by facilitating conditions and facilitating technology, creating specialized knowledge management software networks for both groups in the web environment will have a beneficial effect on knowledge sharing and unity between these two groups. Therefore, necessary measures should be taken in this regard.

The purpose of this study was to validate the Mathematical Self-efficacy Questionnaire developed by the American Longitudinal Studies Association based on the Liu & Koirala (2009), and May (2009) Mathematical Academic Self-efficacy Questionnaires for high school students. According to the need and necessity, the statistical population of Birjand's elementary school students was administered in the school year of 97-98. Multistage random cluster sampling was used to select 24 schools and from each schools select one class to answer the math self-efficacy questionnaire. In order to overcome the problem of missing single data, in SPSS statistical software, with the help of Hot-Deck Imputation method, data were completed and out of 460 subjects, 441 subjects answered as sample size. The final was analyzed. The findings of this study were analyzed using SPSS 21, LISREL 8.80 and R 3.6.1 statistical methods and two descriptive findings and the research hypothesis test and structural equation modeling in the measurement model section. The RMSEA was lower than 0.08 and all GFI, AGFI, NFI, NNFI, and CFI indices were above 0.90, confirming the validity of the math self-efficacy questionnaire for elementary students

The purpose of this study was to determine the effect of NCTM standards-based education on the attitude and academic achievement of fifth grade students in mathematics. This research was a quasi-experimental study which was done on 100 elementary fifth grade students in Birjand in the 2018-2019 semester. Research samples were collected by convenience sampling method. Then, Students were randomly assigned to two groups of experiment and control (n = 50). The selected topics were taught to the experimental group for 8 weeks in 10 sessions using a process-based approach by the researcher. The control group was also taught the traditional method. Data were collected using demographic information form, mathematics attitude questionnaire and academic achievement test. Finally, data analysis was performed using descriptive and analytical statistics in SPSS software version 18 at the significant level p

Systemic lupus erythematosus is a chronic and debilitating disease that is causing anxiety in a person causes anxiety and tension in response to threatening conditions. Therefore, the use of appropriate psychotherapy to reduce the psychological consequences of this disease is very important, Therefore, the aim of this study was to the comparison of effectiveness of Acceptance and Commitment Therapy (ACT) and Unified Transdiagnostic on anxiety and physical symptoms in patients with systemic lupus erythematosus.

The research method was semi-experimental with pre-test and post-test design with the control group. The statistical population included all people with systemic lupus erythematosus who were referred to the rheumatology clinic of Imam Ali Hospital in Zahedan and the private rheumatology clinics of this city in 2020 year. 45 people were selected by Purposive sampling method and randomly assigned to experimental and control groups. Participants answered the Beck anxiety Inventory and Peralta- Ramírez et al Lupus Symptoms Inventory (LSI). Repeated measurement analysis of variance by mixed method was used to analyze the data.

The results showed that both act and Unified Transdiagnostic had a significant effect on reducing anxiety and symptoms of lupus in patients in the experimental group. The results also showed that there was no significant difference between the effectiveness of the two treatments in reducing anxiety and symptoms of lupus.

Act and unified trans diagnostic therapies play an important role in reducing the anxiety and symptoms of lupus of patients with systemic lupus erythematosus, so these methods can be used alongside medical therapies.

Over the years, academic performance has been widely considered as one of the indicators of assessing the studentschr('39') learning and the quality of education. During their academic life, students face different challenges, obstacles and stresses which may threaten their academic performance and academic vitality. Therefore, this study was done to investigate the effectiveness of emotional self-control training on the academic vitality and academic performance of students. 

The present study was a quasi-experimental study with control group pretest- posttest design including the follow-up stage. The study population included all the male students studying at the first cycle of the secondary school in Birjand city in the academic year of 2019-2020. Among which a sample of 40 students were selected by purposive sampling and then assigned randomly to the experimental or the control group (20 per group). The experimental group received eigth 60-min sessions of emotional self-control; whereas no training was done for the control group. The research tools included Questionnare of Academic Vitality (Dehghanzadeh and Hosseinchari, 2012), Academic Performance Questionnaire (Dortaj, 2004) and Self-control Scale (Tanjeny et al., 2004). Data were analyzed by repeated measures ANOVA at the significance level of α = 0.05.

Results of data analysis showed that emotional self-control training was effective on academic vitality (p <0.01) and academic performance and its components (self-efficacy, emotional effects, planning, lack of outcome control and motivation) (p <0.01). The findings persisted in the follow-up period (p <0.01).

Based on the results of this study, it can be concluded that emotional self-control training can improve the skills related to resilence and adjustment and prevent the inappropriate emotions in students which in turn can increase the academic vitality and academic performance in them.

Past research has shown the relationship between self-esteem and academic motivation. The purpose of this study was to investigate the effectiveness of an educational package to strengthen self-esteem with a cognitive-behavioral approach to the academic motivation of female students. The research method is quasi-experimental with pretest-posttest, control group and follow-up. The sample consisted of 30 female secondary school students who were selected by voluntary and voluntary sampling method and randomly divided into two experimental and control groups. The intervention package of educational package reinforcing self-esteem with a cognitive-behavioral approach (Lim, Salsman and Nathan, 2005) was conducted in 9 sessions of 2 hours in 5 weeks for the experimental group. The Hartree Inventory Questionnaire was used to measure academic motivation. Analysis of data using the covariance analysis showed that the self-esteem of the experimental group after the intervention was significantly increased compared with the control group and this increase was largely maintained. These results suggest that self-esteem training can be used as a tool to increase academic motivation.

The current study aimed at comparing academic achievement, motivation and self-efficacy of high schools girls based on their mothers’ engagement with children’s learning. The research method was descriptive and causal- comparative. The population of the study comprised all senior high school girls in Birjand in academic year 2014-2015. The sample included 60 students who were selected through multi-stage sampling method. The first phase of data collection was carried out by administering “Perception of Mothers’ Engagement in Children’s Learning” Questionnaire to 180 students. Based on the obtained scores, two groups with lowest and highest scores were chosen and assigned to two sampling groups. In the second phase of data collection, students’ GPAs, Vallerand academic achievement scale, and academic self-efficacy subscale (extracted from Motivated Strategies for Learning Questionnaire) were utilized. The obtained data were analyzed by multivariate analysis of variance. The results showed that there was a significant difference between the two groups regarding motivation and self-efficacy; however, no difference was observed between the two groups concerning their academic achievement.      

The relationships between motivational beliefs with procrastination and class climate have been shown in previous studies. In this study, the psychometric properties of Classroom Learning Environment (CEL) Questionnaire were presented, and the mediating role of motivational beliefs in relationship between class climate and procrastination examined. 196 students of Birjand University were selected by cluster sampling. The research tools were Procrastination Assessment Scale (PASS Student Version), Motivated Strategies for Learning Questionnaire (MSLQ) and CLE Questionnaire. The data were analyzed by path analysis and multivariate regression. The findings showed that the class environment effected indirectly procrastination through motivational beliefs. Class atmosphere and motivational beliefs explained 28% of the procrastination variance. It also showed that the components of test anxiety and self-efficacy from motivational beliefs were predictive power of procrastination. According to these findings, motivational beliefs have a mediating role in relationship between the class climate and procrastination and should be considered in setting learning environment.

This study aims at designing and validating educational centers’organizational culture.
Methodology and Instrument: Primary 66 questionnaire statements were designed according to theoretical studies of educational centers’ organizational culture pattern obtained qualitatively by the researcher. In experimental step, five statements were omitted because of lacking correlational coefficient (0.2). Finally, the questionnaire consisting of 66 statements was administered among population including 189 personnel of South Khorasan Education Center. Factorial Analysis wasjustified by KMO=0.798 and Bartlet Test’s significant results (P=0.0001). Questionnaire reliability was tested through internal homogeneity and Crounbach Alfaestimationthrough SPSS software. Good fitness of questionnaire structure and its sub-components were carried through estimating verifying factorial analysis coefficients through AMOUS software (18th version). Finally, statements’ correlational coefficient of overall questionnaire and factorial coefficients were taken as the omission criteria of inappropriate statements. Moreover, five statements with correlational coefficient less than 0.4 and two related to time index were also omitted because of the decrease in the number of indexstatements and lack of factorial analysisappropriacy. As indicated by the results, a questionnaire consisting of 54 statements and Crounbach Alfa of 0.977 is appropriately reliable. Verifying factorial analysis represents good questionnaire structure fitness and final pattern (GFI=0.895, RMSEA=0.098).

The purpose of this research is to determine the confirmatory factor analysis of the identification scale of gifted students. The statistical population consisted of Birjand fourth grade students in the academic year 1393-94 to the number of 3050 students that 401 students were selected by multistage cluster sampling method. the results showed that selected questions provided a good framework for measuring the studied dimensions and all of its components were approved.Raven intelligence test, Abedi creativity questionnaire and academic performance rating scale were used to measure criterion validity of the identification scale of gifted students. The results showed that there is a high significant correlation between different components of the identification scale of gifted students with intelligence and academic performance, in addition findings showed that there is significant correlation between the small scale sports and artistic with creativity, and there is not found significant correlation in other small scale with creativity. Cronbach's alpha coefficient was used to measure the reliability of the scale. The results showed that the scale has good reliability. In general, based on the results of this study can be concluded that the identification scale of gifted students has acceptable reliability and validity and it can be used to identify gifted students.

The purpose of this study was to investigate the mediating role of attitude toward math and math self-efficacy on the relationship between the teachers’ perception of academic optimism with math achievement. To do so, 315 high school students of Birjand (133 females and 182 males) were selected using multi-stage cluster sampling method. They completed attitudes toward math questionnaire (Aiken, 1978), the teachers’ perception of academic optimism questionnaire (woolfolk Hoy, Hoy & Kurz, 2008) and math self-efficacy scale (Liu, Koirala & May, 2009). Also, math achievement was assessed through math test grade of students at the end of the term. The data was analyzed using path analysis. The path analysis model showed a good fit to the data. The findings suggested that the direct effect of the teachers’ perception of academic optimism and attitudes toward math on math achievement is not significant, but the direct effect of the math self-efficacy on math achievement is significant. Findings also showed that the indirect effect of the teachers’ perception of academic optimism on math achievement through attitudes toward math and math self-efficacy is significant. In addition, the direct effect of the attitudes toward math on math self-efficacy is significant and the indirect effect of attitude toward math on math achievement through math self-efficacy is significant. It was concluded that the student's perceptions of teachers’ academic optimism through other mediated variables, i.e., the attitudes toward math and math self-efficacy in math achievement is effective.

Childbirth is a stressful event that requires a mental adjustment. Optimism is one of the important determinants of psychological adjustment which is a combination of interest and positive attitude. The purpose of this study was to determine the effect of optimism training during pregnancy on attitude and intentions to choose the mode of delivery in nulliparous women.
In this clinical trial , 64 primipar pregnant women with normal pregnancies, 34-30 weeks, without indication for cesarean section referring to the health centers in Mashhad in 2014 were selected and were randomly divided into two groups , A (trained) and B (no training). Optimism training during 5 session of the 60-minute, with the group participation of participants and active exercises was conducted. Data were analyzed with using the software SPSS and statistical tests including variance analysis, Fischer exact test, willcoxon, Square-Chi and paired t-test.
Average attitude score towards c/s delivery in the study group, before and after training has a significant difference (p Reults showed that optimism training in creating a positive attitude towards natural childbirth and thus reducing the rate of elective c/s delivery is effective.

This study examined the role of family communication patterns (conversation and conformity orientation) to predict frequency and intensity of parent adolescent conflict. Participants included 189 students (37 girls and 116 boys) selected from Birjand high schools. The measures of study include Asadi Younsi Parent-Adolescent Conflict Questionnaire (2011) and Koerner and Fitzpatrick Revised Version of Family Communication Patterns Instrument (2002). Alpha Cronbach were calculated to examine reliability of the measures. Pearson’s correlation and regression analysis were performed for the data analysis. Results indicated: A) conversation orientation was a negativepredictor of intensity conflict in girls and boys; B) conformity orientation was significant and positive predictor of intensity conflict in boys. Thus the importance of education in the field of adolescent behavior and interac-tion with parents and families to im-prove the quality of communication skills can be a deterrent in reducing conflicts between parents and Adolescents.

The purpose of this study is to design of education organizational culture model. This study is descriptive and practical which has been done by a quantitative method. This study was done with a research question to determine the components of organizational culture of the education department with inductive approach and method of Multi Grounded theory، using a problem-based interview and applying the Schein’s model on culture evaluation. The considering the research question، the findings of the study resulted in predicting components and designing organizational culture pattern. this pattern with 12 cultural index in three dimensions ‘ external adaptation’; ‘ internal integratoin’ and ‘human relationship’ concentrating religious teachings ‘Hayat-e-Tayyebeh’ and was confirmed as the ultimate pattern for education organizational culture.

One of the factors that predict per-fectionism in children education is reported to be families and the way their expectation of children. The aim of the present research is to investigate the role of perceived parenting styles in perfectionism of third grade female students in high school.Using a correlational method, 161 students through a multi stage cluster method were selected. Scales of perception of parenting styles (POPS), and dimensions of perfectionism (MPS) were applied to evaluate the research variables. The results of the regression analysis showed that amo-ng parenting styles, mother's invol-vement and warmth have a significant negative relationship with socially prescribed perfectionism. As a result of warmer relations of mother and child and mother's involvement in children's various activities may red-uce socially prescribed perfectionism. It seems that the involvement style and warmth of the mothers would play an important role in prediction of socially prescribed perfectionism.

The purpose of the present study was to determine the sources and issues of parent-adolescent conflict from the perspective of adolescents and to construct, validate, and identify the factorial structure of a scale for assessing parentadolescent conflict from adolescents’ point of view. This research was undertaken in four phases and a different sample was utilized in each phase. In the first stage, which was conducted to determine the sources or issues of conflict, the sample comprised 650 adolescents; in the second phase, i.e., the pilot study, the sample consisted of 90 individuals; in the third stage, which was carried out in order to identify and select appropriate items, the psychometric characteristics of the items and scales were investigated and a factor analysis of the questionnaire was performed; in this phase the sample was comprised of 1308 adolescents. And finally 605 participants took part in the fourth phase, which was conducted to examine and calculate the psychometric characteristics of the final version of the parent-adolescent conflict questionnaire and its subscales. It is worth mentioning that in the four phases of the study, the subjects were boy and girl adolescents in the 11-18 age range. Results of the factor analysis of the questionnaire, which was performed through Principal Component Analysis and Equimax Rotation, revealed that the scale was saturated with 14 factors. The total score for both aspects of conflict had a very high internal consistency (with Cronbach’s alpha coefficients of 0.96 and 0.98 for the frequency and intensity of conflict, respectively). Furthermore, the questionnaire’s subscales scores had an acceptable internal consistency. Testretest reliability coefficients in a two-week interval were also very high. The Pearson correlation coefficients between the two administrations for the total scores of conflict frequency and intensity were 0.72 and 0.74, respectively. In the case of subscales, the test-retest reliability coefficients ranged from 0.51 to 0.78 for conflict frequency and from 0.67 to 0.79 for conflict intensity. The concurrent and convergent validity of the questionnaire was investigated via computing its correlation with Robin and Foster’s (1989) Conflict Behavior Questionnaire (CBQ-20). The correlation coefficient between the score of CBQ and the total score of conflict frequency was 0.31. This estimate was equal to 0.39 for the total score of conflict intensity and the obtained indexes were significant (p <. 01). In addition, evidence of construct validity of the parentadolescent conflict questionnaire came from the fact that distressed families obtained significantly higher averages than non-distressed families considering both the frequency and intensity of conflict.