جستجوی مقالات مرتبط با کلیدواژه « عوامل خانوادگی » در نشریات گروه « روانشناسی »

Academic demotivation is a main shortcoming which our educational system faces, especially at high school level. The present study was undertaken to identify the factors affecting academic demotivation among high school students. The statistical population of the study was comprised of junior high school students in rural areas of Chahar Borj city. To draw the sample, purposive sampling method and theoretical saturation were utilized and 27 students were selected. The data extracted from semi-structured interviews were analyzed using the phenomenological method and the coding method of extracting the main and secondary themes. Results of the study showed that students' academic demotivation is affected by a combination of various factors including personal, family, school, social and communication media. In this article, each of the identified factors is discussed along with students' narratives. Findings from the research can be used as a part of educational reform programs to eliminate students' academic demotivation.

The family system, as an important contextual variable, serves as the primary foundation for the career development of students, influencing the formation and development of their career aspirations; Therefore, this research aims to investigate the role of family factors in the process of students' career development. The study employed a qualitative method, specifically content analysis. The study population consisted of two groups: 1) Books and articles in the fields of career counseling and school-related literature published between 2011 and 2021, and 2) Experts in the fields of school counseling and career counseling, including university professors and school counselors. In the document analysis phase, 7 books and 14 articles were examined, and in the interview phase, 21 individuals (9 9 university professors and 12 school counselors) were purposefully selected during the 2020-2021 academic year. Data collection methods included document analysis and semi-structured interviews. The collected data were analyzed by using the Attride-Stirling thematic analysis method (2001). The findings revealed 3 Global themes, 6 organizing themes, and 106 basic themes. The Global themes included " Role playing of parents," "family career narrative," and "family structure and family dynamics." The acquisition of beliefs, Schemas, values, and other vocational Constructs among students is primarily influenced by interactive patterns within the family system. Therefore, providing informational, psychological, and emotional support to children throughout the career development process proves to be an effective and facilitative measure.

Evaluating School and Family Factors Effective on Second Grade HighschoolAdolescents’ Life Skills in TehranThis study aimed to explore the role of family and school factors influencing on life skills of male and female adolescents. The statistical population consiste of all second grade highschool students in Tehran session 1394 – 95 (2016 -2017). A sample of 220 students (114 female, 106 male) were selected via multistage cluster sampling method; the sampling sites were north, south, center, east and west of Tehran. The study tools included demographic and family- characteristic questionnaire, school -factor questionnaire and adolescents life skills questionnaire. The collected data was analyzed by the univariate analysis of variance and Scheffe post – hoc Test. The results indicated that father’s job, family income level, and parents relationship are influential on adolescents life skills and among school factors , relation of teachers, school managers and school staff with student, academic achievements and educational interest are effective on adolescents life skills.

The present study was an attempt to account for the diagnostic analysis of successful and unsuccessful students based on family factors (economic status, parental engagement, and psychological stress) and social factors (relationships with peers). The research is a correlational study. The population of the study consisted of 10th grade students who were selected through purposeful sampling. The sample consisted of 400 students. In the present study, students' perception of parental involvement and academic engagement was measured by a parental involvement questionnaire and the parental engagement was measured through the Hoover- Dempsey scale. An eight-item questionnaire was also used to measure the psychological stresses in the family. The socioeconomic status of family was measured through student reports on welfare facilities, based on the TIMSS international questionnaire and parents' education level. The social interactions of children were assessed using Alson's questionnaire. The student’s data were collected based on the mean value of their PGA during the academic year 1396-1397. Discriminant analysis was used to measure group differences and predict group membership. This analysis was carried out using the simultaneous method. The data analysis results showed that the discriminant analysis equation is can be used as a powerful tool to differentiate successful and unsuccessful students based on parental education, welfare facilities, stress, and parental engagement. In other words, the results showed that there is a positive correlation between variables and the probability of academic achievement

Parent-adolescent conflict, which is affected by many factors, is one of the most important problems in many families with adolescents. This study, which was conducted via a qualitative method on the basis of grounded theory, aimed at identifying the underlying factors of parent-adolescent conflicts. Using theoretical, purposive, and voluntary sampling, a total number of 14 couples were selected from among parents of adolescents who were referred to the counseling centers of General Directorate of Education and Schools Counseling Center in Isfahan. The required data were collected using semi-structured interviews that continued until achieving theoretical saturation. The collected data were analyzed using theoretical coding (open, axial and selective coding). The open coding helped to achieve 925 preliminary codes, 377 secondary codes, 78 concepts, 18 categories, and 4 main factors (factors related to adolescents, parents, family, and community). Based on the results of axial coding, the axial category of inefficient parenting style, the causal factors (including personality traits, demographic features, marital conflicts, and parents’ lack of awareness), the meditating factors (including environmental stressors, friends, and technology), and the background factors (including low quality of family life, deficient family functioning, puberty, unpleasant past experiences, and adolescents’ lack of awareness) were the main factors that resulted in ineffective strategies and caused behavioral, cognitive, and emotional problems among parents and adolescents. On the basis of the obtained results, the respective conceptual model was explained.

Conflicts are the most common problem in relationship of couples those negatively influence marital Quality and can lead to negative physiological, psychological,social and spiritual consequences. Intensification of the conflicts and disability in solving them can impair family and even lead to divorce. Despite the presence of many field researches about marital conflicts, there is no coherent analysis and conclusion of their causes and dimensions.

The aim of the present study to review the related literature in order to identify the causes of marital conflicts.

this study was a systematic review, in which the statistical population are scientific research articles, dissertations and research schemes related to marital satisfaction since two last decades (2000-2019). Among768 cases that was explored, 58 cases, related to causes of marital conflicts entered into the study

According to the results, in sum, 41 factor(with frequency of (375) identified as the causes of marital conflicts. The entire factors of marital conflicts divided into the 4 categories, in order of importance: 1) family factors (40/80%),2) individual factors (40/53%), 3) environmental factors (16/27%) and spiritual factors (2/4%). In addition, the major causes of marital conflicts comprised: 1) Financial problem (7/74%), 2) Interference of families and relatives (7/20%), 3) Verbal and physical violence (16/14%), 4) lack of relationship and problem solving skills (5/6%), sexual problems (4/8%).

Identifying of the factors and specifying the contributions of each of them to marital conflicts can help the researchers discover coherent model of marital conflicts. Based on these factors the instruments of prediction and prevention of marital conflicts can be defined and prepared

The purpose of this study was to investigate the relationship between family factors and student's academic behaviors, taking into account the mediating role of individual variables (self-efficacy and self-regulation). The research method used to study the goals and hypotheses of the research was structural equation modeling. The community of this research was all high school students in Shiraz who were studying at a high school in Shiraz during the academic year 1396-1393. 581 respondents answered to school attitudes, school climate, perception of parental relationships, self-regulation, self-efficacy, and motivation for academic achievement.
Data analysis using structural equation modeling in AMOS software confirmed the mediating role of self-efficacy and self-regulating in the relationship between family factors and academic behaviors and the research model has acceptable fit with data. In sum, the individual characteristics of students can mediate the effect of family factors on academic behaviors.

The present study was undertaken to examine the causal relationship between family factors and reading literacy among Iranian fourth graders mediated by valuing reading and reading habits of students based on PIRLS 2011 data. To this end, 5758 students (girls and boys) and their parents were sampled. The data from international PIRLS 2011 test as well as two contextual questionnaires (Student Questionnaire and Home Questionnaire) were used and analyzed using SPSS and Amos software. The overall fit of the proposed model was confirmed. Moreover, the proposed model for girls and boys had a desirable goodness of fit into the data. Among the paths, the effects of SES on reading habits of students, SES on reading literacy of students, and reading habits of students on their reading literacy were positive and significant. The chi-square results for girls and boys showed that there was no statistically significant difference between them.

This study aimed to explore the role of family and school factors influencing on life skills of male and female adolescents. The statistical population consiste of all second grade highschool students in Tehran session 1394 – 95 (2016 -2017). A sample of 220 students (114 female, 106 male) were selected via multistage cluster sampling method; the sampling sites were north, south, center, east and west of Tehran. The study tools included demographic and family- characteristic questionnaire, school -factor questionnaire and adolescents life skills questionnaire. The collected data was analyzed by the univariate analysis of variance and Scheffe post – hoc Test. The results indicated that father’s job, family income level, and parents relationship are influential on adolescents life skills and among school factors , relation of teachers, school managers and school staff with student, academic achievements and educational interest are effective on adolescents life skills.

The important fact is that all the amazing advances of man born in today's world, learning. Motivation plays a significant role in the process of learning. In spite of the tremendous importance of motivation in students' learning and motivation as well as evidence of educational failure, but depth research in this area is rare. Current study tried to investigate the possible factor of the decreased educational motivation and methods to improve it by using interpretative approach while representing the existing damages. Therefore, an attempt was made to use semi-structured interview technique and narrative data which was obtained from an interview with 38 students (boys and girls). The data was analyzed using Colaizzi's strategy in order to produce substantial results which would lead to the credibility of the results, meanwhile taking into account the study phenomenon from their perspective. Depth analysis of narratives was used, to identify and classify 13 sub-theme and so the 5 main themes were identified. The results indicated a drop in educational motivation of high school students in the study population which was affected negatively by the following factors: personal factors, familial, scholastic, new technologies and social factors are. In this paper, each of the identified factors associated with student accounts, has been discussed.

The present study was conducted in order to perform the meta-analytic study of individual and family factors that were effectiveonattention deficit-hyperactivity disorder. For this purpose 25studieswere collected and after entering data into CMA-2 software and sensitivity analysis, one study which was disharmonious with other studies was removed and finally,24 studieswere analyzed. The average effect size(r) in the individual factors was 0.22 and in the family factors it was 0.14. So, according toCohen's criteria, the effect size of individual factors and family factors were reported below the average.In investigating the separated effect size of factors, the variables ofacademic performance, identity crisis, intelligence, working memory, and behavioralmanagement ofparents were higher than average. Due to the significance of Qstatistic based on heterogeneity in these studies, the variables of sex,population, measuring instruments, sampling method and age were entered into the analysis as confounding variables. Z differences test, in the studies related to the individual factors, showed that the effect size was significant for all intervening variables but in examining the family factors, this difference was seen in the variables of sex, population, measuring instruments and sampling method. Due to the obtained average effect size in the above variables, researchers and clinicians should consider the importance of these factors in the evaluation and treatment of attention deficit-hyperactivity disorder. Also, researchers should notice the role of modulators that were listed above in their future studies.

One of the important issues in today's society is drug addiction and drug abuse and the reasons related to it. This has been associated with a lot of factors that affect it; so, it seems that among these factors, family factors play a crucial role in creating tendency towards drugs. Hence the problem of the present study was to determine the influence of family factors (illiterate parents, divorce, parental addiction, family conflicts, lack of parental supervision, parental inattention to proper and reasonable demands of children, and wealth and prosperity of the family) in creating tendency toward industrial and traditional drugs among young people of Lorestan province. The present study was a retrospective study. The sample of the study were 200 young people, 100 of them chosen from addicted and 100 from normal population, which were recruited after being homogenized with the first group based on age, gender, education, and income. In this study, the causes of drug abuse tendency among young people questionnaire (Mohamadi, 1392) was used. MANOVA was also used in order to analyze the data. The results showed that addicted parents or the presence of addicts in families, family conflicts and lack of love in family relationships, lack of proper parental supervision, use of inappropriate parenting practices, and parental divorce and separation had significant effect on tendency toward drugs. The results also showed that the illiteracy of parents, parental negligenc, and household wealth has no significant effects on propensity to addiction. According to the research findings, it can be stated that family factors associated with child behavior have an important role in youth attitudes toward drugs.

Fast changes at technologic، cultural and social level in community could cause many physical، psychological and social problems for some adolescents. The aim of this study was making clear the views of high school students of Semnan city on prevalent high risk behaviors and important family factors involved. This study is a qualitative research with content analysis. Through a purposivesampling، 98 students (boys & girls) at 3rd grade of highschools of Semnan city was selected and participated. Setting up 8 focus group discussion with some open questions as guide line، data gathering was carried out and at the same time analysis of data was started. Based on objectives of the study، coding of data was performed and themes were extracted. In the course of content analysis، 3 main and 4 subordinated themes were extracted. Main themes are: common high risk behaviors in this age group، parenthood approaches and psychological atmosphere in the family. Comprehensive and continuous education of adolescents and parents about common high risk behaviors isassociated with correct parenthood approaches، control، and providing guidance to adolescents that found useful for decreasing risky behaviors and modifying effective family factors.

The aim of this study is to quantitatively combine the theses about the individual and family factors influencing conduct disorder. For this purpose, meta-analysis was used as a statistical technique to identify, collect, combine, and summarize the research findings related to the role of effective factors on conduct disorder. The population of research included studies that had been done in Iran about effective factors of conduct disorder in children and adolescents, and the sample included all theses done in this field at the universities of Tehran (20 theses). The mean effect size (r) in individual factors was 0.33 in fixed effects model and 0.37 in random effects model while the mean effect size (r) in family factors was 0.05 in fixed effects model and 0.04 in random effects model. According to Cohen's criteria, the effect size of individual factors and family factors were below the average and low, respectively. But, in the investigation of separative effect size of factors, variables social skills, life skills, guilt feel, being a working child, academic achievement, internal-external attributions, planning-organizing ability, attention to class, mental state of parents, their marital satisfaction, their substance abuse and self-esteem were high and significant due to Cohen's standards. Because of the significance of Q statistic which resulted from the heterogeneity of studies, sex, measuring instruments, sampling method, and age variables were entered into the analysis as confounding variables. Z-test of the studies related to individual factors showed that the effect size was significant for all intervening variables. In contrast, z-test of the studies on family factors showed it to be significant only for variables of sex and measuring instruments. Due to the high mean of effect size in variables listed above, researchers and clinicians should consider the importance of these factors in evaluation and treatment of behavioral disorders in children and adolescents. They should also take note of the role of modulators listed above in their future studies.