جستجوی مقالات مرتبط با کلیدواژه « والدین » در نشریات گروه « علوم اجتماعی »

In the present research, the educational assistance model of parents was discussed to empower schools online. 

In terms of research orientation, the current research was among fundamental research. In terms of the method of data collection, with a qualitative approach, in this research, various dimensions of parental educational assistance were categorized using a qualitative approach, general scales. In the following, the semi-structured interview tool and the opinions of 22 experts in the field of education in Mazandaran province were used to collect data. In the 19th interview, it was found that the principle of saturation had taken place. Thematic analysis approach and Maxqda software were used for data analysis. 

Comprehensive themes extracted, educational assistance for parents to empower online education in times of crisis in 5 categories (individual empowerment, social interaction empowerment, teaching empowerment, virtual space support, support, and evaluation and supervision) and in 16 organizing themes (skills, Competencies, psychological factors, building trust, building coordination, building communication, technical ability, scientific ability, managerial ability, hardware infrastructure, software infrastructure, assessment and monitoring of students, assessment, and monitoring of parents, education of parents, Cultivation of parental educational assistance, identification of obstacles and challenges) and 88 basic themes have been determined and introduced. 

The importance of the teaching and learning process of students has become more important than before. Because empowering schools is considered one of the most necessary measures and a saving factor in the current situation, it can guarantee the success of the educational system.

The precise question of this article is: considering the dependence of young children on their parents, what is the role of parents in children's cultural consumption? Regarding to the decisive role of parents in cultural consumption of under seven year children, identifying this role is necessary. The method for answering to this question is ethnography. Ethnographical interviews and observation were used for data gathering. The participants were 25 parents (15 mothers and ten fathers) aged from 30 to 47 and their children aged from 3 to 6.5 years. These children had participated in the creative drama and music classes of Tavanesh School and Tariqat Music School for four semesters. Findings indicate difference between parents' roles in children's cultural consumption. Fathers provide financial resources for children's cultural consumption and considering to economic possibilities of family mothers are planners and implementers of children's cultural consumption. So the role of the mother is very central and decisive due to the time she spends with her child/children. Often, the cultural consumption of children includes home activities and semi-formal education. Home activities are planned and executed under the direct supervision of  mother and are realized in the form of reading books, watching cartoons, and home games. Semiformal education is carried out through mother's planning and takes place in different educational classes outside the home. The noticable point is that the parents do not consume the cultural commodities that their children do.

Analyzing pro-environmental and destructive behaviors is a critical issue in the field of environmental social sciences. In the literature of environmental sociology, these behaviors are defined in various ways, such as "actions that have a positive or negative impact on the environment" (Stern, 2000), "responsible or irresponsible behaviors to protect or harm the environment" (Thøgersen, 2006), and "actions that are friendly or hostile to the environment and align with the principles of sustainability" (Swanson et al., 2023; Lockie, 2023). At the social level, numerous studies on eco-friendly behaviors, including sustainable consumption (Istrate et al., 2020), waste reduction and recycling (Sharma et al., 2019), and sustainable transportation (Holden et al., 2019), have emphasized the crucial role of family environmental education, particularly in the early stages of childhood. Similarly, research on destructive and harmful environmental behaviors, such as the spread of environmental pollution (Waris et al., 2021), wildlife trafficking (Boroumand & Amiri, 2023), and climate change (McMichael et al., 2006), has revealed the direct and indirect effects of education as a significant root of contemporary environmental challenges. Given the importance of this topic, it is necessary to focus on the process of child socialization and their understanding of human-environment interactions through the process of "education" in the formulation and resolution of environmental crises. The new paradigms in sociology and environmental psychology prioritize environmental education, leading to a renewed emphasis on fostering a moral relationship between humans and their living environment during the socialization process (Barragan-Jason et al., 2023; Boroumand, 2023). The international research literature strongly suggests a significant relationship between children's environmental education by parents and their environmental knowledge, attitudes, and behaviors (Iwaniec & Curdt-Christiansen, 2020). However, no study has yet explored the environmental education of Iranian families and parents and its effect on children's cognitive, value, and behavioral systems. This study aimed to address this gap by studying and formulating parents' lived experiences regarding their children's environmental education.

This research employed a qualitative approach, utilizing the Grounded Theory method and semi-structured in-depth interviews, following the systematic approach of Strauss and Corbin (1997), which aligns with the socio-interpretivist paradigm.The researchers concurrently collected, classified, and analyzed the research data, creating a storyline from the relationships between the central category and other categories. Since in Grounded Theory, sampling cannot be planned in advance and is based on theoretical saturation, 22 parents (11 couples), who provided rich and comprehensive information to address the research questions, were interviewed using snowball sampling. This allowed for the enumeration of categories and dimensions, as well as the in-depth understanding of the relationships between the categories, enabling presentation of a comprehensive explanatory theory.The analysis of the interview transcripts was conducted in 3 stages: open, axial, and selective coding. In the open coding stage, the data were separated and categorized word by word with a code or concept assigned to each. During the axial coding stage, the raw codes related to each other in terms of characteristics and concepts were placed into subcategories. In this stage, the categories were connected in the form of a network. Finally, in the selective coding phase, the main categories and the core category emerged with the help of the coding results. Throughout the data collection and concept development, these steps were reviewed iteratively.At this stage, the researchers answered the fundamental questions and explained the strategies and consequences of the core phenomenon using the paradigm analysis of three parts of the condition (causal and intervening) and discussed their mutual influence over an extended period. In the final stage, this theory provided a framework that led to the emergence of the results through multiple arguments. The researchers then reconstructed and summarized their findings in a coherent manner to provide useful and informative information for the reader.

The findings of the present study revealed that the causal conditions shaping parents' environmental education were their "reaction to environmental crises", "parental responsibility", "influence of children's interactions with nature in other areas of their lives", and "parents' commitment to the next generation". The background conditions included "parents' childhood experiences of interacting with nature", "ability to experience nature at home", and "parents' religious beliefs". The intervening conditions were "responsibility training for children", "children's health concerns", and "concerns about computer addiction and virtual spaces". The strategies employed by parents were "facilitating play and experimentation in nature", "interpreting nature and providing environmental education", and "encouraging pro-environmental behaviors and discouraging destructive ones". The consequences were "children's practical sensitivity to the environment", "their tendencies to participate more actively in environmental conservation as adults", and "individual development".The core phenomenon extracted from the analysis was "strengthening the children's ecological identity". This aligned with Schultz's (2000) assertion that parents' personal experiences of constructive interactions with nature in childhood and the ability to experience nature at home are crucial factors in the environmental education of children.The strategies identified in the present study's model of parental environmental education are consistent with the findings of previous research in the field of environmental education, such as the studies by Kahn and Kellert (2002), Sobel (2008), and Haj Hosseini et al. (2019), which emphasized the importance of facilitating play and experimentation in nature. Unlike the study results of Aguirre-Bilshuski et al. (2017) in New Zealand where parents reported a lack of sufficient knowledge and information to justify environmental behaviors, the parents interviewed in the present study did not express any self-statements indicating a lack of environmental knowledge. This difference might be attributed to the fact that the sample population in this research consisted of environmental activist parents, who likely had a higher level of environmental knowledge compared to the general population.In conclusion, this study provided a comprehensive understanding of the factors, strategies, and consequences involved in the environmental education of children from the perspective of parents. The findings contribute to the existing literature on environmental education and can inform the development of more effective programs and policies to promote environmental stewardship among children and families.

Family is the first institution in which every human being is placed, and the foundation of his personality finds its true form in this institution. The formation of a person's personality depends a lot on the lifestyle of the family and, in line with that, the style of raising a person by the parents. One of the personality aspects of every human being is how he communicates with his creator and how each person obeys and obeys his Lord. This aspect also goes back to the parent's behavior and upbringing method to an extraordinary extent. According to psychological research conducted in the field of child rearing, there are four authoritarian, permissive, permissive and authoritative styles. Authoritative style is the most logical and appropriate style among the four known styles. The purpose of this research is to know a new style that can be achieved through the verses of the Qur'an and the words of the Ahl al-Bayt (peace be upon them). The closest educational style of the Qur'an to the authoritative educational style is the responsible style. This style considers horizons beyond the final goals of the four educational styles mentioned. Actualizing and flourishing children's talents in line with the main goal of his creation, which is the service of God, is one of the most important characteristics of this style. The research method in this article is descriptive-analytical.

According to many narrations, especially the narration of "Yarkhi al-Sabi", which is the focus of the present study, the educational period of a human being is divided into three seven-year periods, and in the first seven years, raising a child with softness, gentleness, and freedom has its own special meaning. Considering the necessity of the first seven years of education and the role of freedom in these seven years, this research answers the question of how this freedom should be included in the parenting style. By answering this question, the importance of these seven years of education and the manner of education in these seven years should be clarified for parents. Since no research has specifically investigated the first seven years of education according to the narrative of "Yarkhi al-Sabi" and in various researches, only dealt with issues related to raising a child in these seven years and the narrative of "Yarkhi al-Sabi", the importance of the first seven years of education and the importance Freedom in raising children has been researched separately. This research, with an analytical method of this narrative, summarized the previous researches and as a result, expressed the meaning of freedom and gentleness in these seven years by expressing practical solutions in order to open the way for parents in this very important period of education

The main objective of this study is analyzing the factors and consequences of the intergenerational communication gap in the Iranian family.By using qualitative method and grounded theory approach, an in-depth semi-structured interview was conducted with 20 researchers of generational studies in Iran. The results showed the causal factors are heavy economic and social responsibility of the family, Reduction of family-oriented collective leisure, loss of authority and parenting role of parents and Lack of knowledge and communication skills between parents and children. The contextual factors are distinctive worldview and values of generations and disruption in economic, social and cultural resources that generate dialogue. the intervening factors include non-recognition of children's generational identity in the family and The presence of political power in the field of dialogue production. Also The results showed that actions caused by contextual and intervening factors include; lack of mechanism for training dialogue-oriented communication, lack of empowering parents to accept the values and life world of their children and lack of economic and social policy and family-centered communication. the consequences includes lack of formation of dialogue-oriented civil family, reduction of intergenerational efficiency and productivity and reduction of intergenerational empathy and participation to build a common present and future.

Considering sexual education as an empowerment factor for children, parents as facilitators need to receive true and reliable information which be in line with cultural considerations. The objective of this study is recognizing native model of media sexual education that uncover characteristics of its form and content for educating, informing and empowering parents. For this, we used qualitative approach and grounded theory. Data gathered from 13 experts and practitioners, and analysed by using micro-analysis method including open and axical coding. 646 open codes and conceptual labels extracted. Cohen's kappa coefficient was calculated (0.6) which showed the acceptable reliability of the data. Research indicated that it is needed to pay attention to sexual education of children. Using of different media formats with the preference of television and mobile messengers; indirect education; and adaptation of information with different groups of audiences were identified as formal features in sexual-ity education through the media. being appropriate to the culture and customs of society; adopting a scientific view on the subject; the need for self-care and body awareness training; avoiding extreems; and gradual and step-by-step education were introduced as content’s attributes. also, timely education and awareness; education of gender roles; and providing role models are necessary in order to empower children. Finally, the "communication model of sexual education programs in the media" was drawn.

the main abject of this study is analyzing the obstacles and barriers of intergenerational dialogue within the Iranian family. In order to achieve the objectives of this current research, qualitative methodology was used and semi-structured in-depth interview was used to collect information. 20 experts and researchers in the field of intergenerational relations in Iran were selected with the purposeful sampling method to interview.This experts and researchers have been concerned and continuously engaged in this research field for about two decades. Data analysis was done through three stages of open coding, central coding and selective coding by the use of MaxQDA software. The results showed that the most important intra-family obstacles to intergenerational dialogue are " weighty economic and social responsibilities of the family", "reduction of collective leisure and common space in the family", "loss of authority and parenting role of parents", "unfavorability of the quality of parents' relations with children" and "lack of knowledge and communication skills between parents and children".

Relationship between parents' cultural capital and the use of socialization styles (soft, hard and mixed) by them (Case study of Kermanshah)Today, the issue of cultural capital has been raised by many thinkers and theorists, and the current conditions of the world, the expansion of communication and industrialization have added to the importance of the issue.The aim of this research was to identify the socialization styles in Kermanshahi families according to the foreign capital of the parents. The socialization styles under three soft, hard and combined styles were operationalized and measured. embodied) was defined. The research method was a survey and the data collection tool was a questionnaire. The research sample was selected using Cochran's formula in the number of 385 parents aged 35 to 70 in Kermanshah city. Consistency between the theoretical and experimental structure of the research was used by factor analysis. The findings showed that the studied subjects have varied in the use of socialization styles according to their capital. Cultural capital (institutionalized, objectified and embodied) of parents played an important role in the application of soft socialization styles. Also, there was a relationship between parents' cultural capital (institutionalized and embodied) and the use of hard socialization styles, but no acceptable and significant relationship was observed between parents' cultural capital (objectified) and the use of hard socialization. Also, there was a strong and significant relationship between parents' embodied cultural capital and the use of mixed socialization styles, but no acceptable and significant relationship was observed between the dimensions of parents' cultural capital (institutionalized and objectified) with the use of mixed socialization styles.

Enforcement of children's rights and prevention of their rights violation is one of the important issues in the field of cyberspace that digital parenting can play an effective role in it. Digital parenting is based on specific principles and rules that have adapted to the development of technologies such as new communication tools, platforms and various software. The method of this paper is descriptive-analytical method and seeks to answer this basic question about the rights of the child by considering digital parenting and the strategies to protect these rights? Examples of children's rights in relation to digital parenting include digital rights, the right to education and other rights. Islamic principles and rules of digital parenting for the realization of the rights of the child can be the principle of companionship with children, the principle of empowerment for present and future life, the principle of gaining readiness and knowledge before entering cyberspace, the principle of precedence actions over advice, the principle of reducing parenting costs and seizing opportunities, the principle of comprehensive parenting and the principle of enjoining what is Good (Al-Ma'roof) and Forbidding what is Evil (Al-Munkar) that are a guide for parents to do their duties which is related to children's rights in the digital age. Although it is the parents' responsibility to determine the content of the moral duty of parenting and digital parenting, the legislature has also sought to guarantees that this duty is performed perfectly by the child's parents and guardians.

Family is the first institution of society in which family members, especially children, experience the type and quality of interpersonal communication and communication action with their parents. Through the mechanism of interpersonal communication, family members share, consult, make decisions about their needs, wants, emotions, worries and concerns, experiences, thoughts, views and feelings. They support each other emotionally and psychologically and resolve conflicts and tensions. The aim of this study is to analyze the patterns of interpersonal communication between parents and children within Iranian family. In this regard, qualitative method was used and theoretical sampling, in-depth interviews were conducted with the aim of analyzing the lived experience of 40 male and female students studying in the second secondary school of public high schools in Tehran. The analysis of adolescents' lived experience shows that the main conversations of children and their parents in  family are of the type of "report-based" or informative conversation, about "children's educational activities and school events or daily activities of family members". The Results also show that three patterns of verbal communication between parents and children, includes; "conversation and participation pattern", "dispute and controversy pattern" and "admonition-oriented and monologue pattern" can be seen in the relationship between parents and children and "admonition-oriented and monologue pattern" is more common in families than "conversation and participation pattern".

The aim of this study was to determine the effect of parents' communication skills training program on the academic achievement of adolescent female students. The research method was quasi-experimental with pre-test-post-test design with a control group. The statistical population included female students of public high schools in Damavand, from which 77 female students and their parents were selected non-randomly. Data collection tools included a demographic information questionnaire and academic achievement report. Data were analyzed by MannWhitney test and analysis of covariance and the results did not show a significant difference between academic achievement in the experimental group compared to the control group.

The present article examines the level of knowledge of students' parents about cyberspace as well as their use of cyberspace and in its theoretical framework, Rogers's theory of "innovation” and Prater’s theory of "media literacy" have been used. This research has been done by survey method and a researcher-made questionnaire. The statistical population included 320,775 high school students in 19 educational areas of Tehran. Using the "Cochran" formula, 400 students were selected as the sample size and the questionnaires were randomly distributed among them. The results show that there is a significant inverse relationship between the socioeconomic status of parents and their level of knowledge of cyberspace. Also, according to the results of this study, there is a difference between parents and children in knowledge cyberspace; A difference that reflects the generation gap. Also, according to the findings of this study, since the level of media literacy of children is much higher than their parents, therefore, children otien replace cyberspace with parents in answering their questions. There is a difference that shows a generation gap. Also, according to the findings of this study, since the level of media literacy of students is much higher than their parents, so children otien replace cyberspace with parents in answering their questions

Happiness or joyfulness is one of the basic human needs that has been considered by positive psychologists in recent years.Happiness and joyfulness are of fundamental importance to the mental, psychological, physical, and social health of humans.Since children are the important members of society, their happiness will be the context and foundation of a society with a high quality of life. this study has been aimed at investigating the relationship between the quality of marital relationship between parents and children’s joyfulness.This research is conducted by descriptive-correlational method.The statistical population of the study includes the parents of children aged 7 to 12 in Ardabil city, Iran.The sample size of this study is 154 parents of children aged 7 to 12 years in Ardabil city chosen by simple random sampling. The tools used in the present study include the Marital Relationship Quality Scale of Basby et al. (1995) and the Oxford Happiness Questionnaire by Argyle and Lue (1989). Data were analyzed by means of Pearson analysis as well as regression tests.The data confirmed , there is a positive and significant relationship between the quality of parents’ marital relationships and children’s happiness. Moreover, there is a positive and significant relationship between each of the aspects of the quality of the parents’ marital relationship, i.e. cohesion, agreement, besides marital satisfaction of the parents with the children’s happiness. Conclusion Therefore, one of the factors that can play a positive role in children's happiness is the quality of parents' marital relationships.Therefor it is necessary to address the issue.