جستجوی مقالات مرتبط با کلیدواژه « تحصیلات والدین » در نشریات گروه « روانشناسی »

the aim of this study was to investigate career indecision making in 12th grade students focusing on the role of family functioning, parenting styles، parents' education and employment. The method of the present study was a descriptive of causal-comparative. The statistical population of the present study initially included all fourth-grade high school students in the city of Borujen,. The sample size was 320 people based on Krejcie and Morgan table and multi-stage cluster sampling method. In the first stage of the research, the sample answered the career indecision scale. The data obtained from career indecision in the sample were then converted to standard Z scores and then to T scores. Individuals with 1 standard deviation above the mean were screened as an indecisive group and individuals with 1 standard deviation below the mean were screened as a decisive group . Parents in both groups answered questionnaires . Summary of the results of analysis of covariance showed that family functioning is different in the two groups of indecisive and decisive (P<0.01). Also, parenting styles were different in the two groups of indecisive and decisive (P<0.01), so that authoritative parenting style is associated with career decision making .

This study sought to examine the structural relationships of parentschr('39') level of education and their goal orientation with motivation, self-concept and academic self-efficacy of adolescent female students. A number of 601 female 10th graders responded to the research instruments, including the Students Perception of Parents Goal Orientation Questionnaire (Hruda & Midgley, 1997), Motivated Strategies for Learning Questionnaire (Pintrich & Garcia, 1991) and Self-Regulated Learning Questionnaire (Artelt et al., 2003). Students also reported their parentschr('39') level of education. Structural relationships of research variables showed that parentschr('39') education has a negative impact on childrenchr('39')s intrinsic motivation, however, it does not play a significant role in shaping studentschr('39') extrinsic motivation. Parentschr('39') education has a direct and positive role in childrenchr('39')s academic self-efficacy, control expectations and verbal self-concept. Parentschr('39') performance orientation showed a positive and direct effect on studentschr('39') extrinsic motivation, but it does not play a significant role in their intrinsic motivation. Parentschr('39') performance orientation mediated by extrinsic motivation positively affects childrenchr('39')s academic self-efficacy and academic self-concept. Parentschr('39') mastery orientation has a positive and direct effect on forming childrenchr('39')s intrinsic motivation; nevertheless, it shows a negative relationship with their extrinsic motivation. Parentschr('39') mastery orientation also has a negative effect on studentschr('39') academic self-efficacy and control expectations. Parentschr('39') mastery orientation mediated by intrinsic motivation has a positive impact on all dependent variables and hence, will bring about more adaptive results in the educational environment.