parental psychological control

Adolescence is referred to as a dynamic and active period of each person's life, and the major part of a person's personality is formed in this period. Undoubtedly, the importance of the adolescent developmental period cannot be denied. Thus, during adolescence, a person may encounter problems in various areas of individual, family, psychological, emotional, social, and health. Although the prevailing view among researchers is that most people go through the developmental stage of adolescence and the unstable psychological and emotional states of that stage in good health, recent research suggests that the number of adolescents with symptoms of behavioral disorders or who express emotion is increasing. According to this, the present study was conducted to test the model of the relationship between social anxiety and parental psychological control and social support with the mediation of cognitive distortions in students.
 
The research method was descriptive-correlational and Structural equation modeling. The statistical population of the present study included all first and second high school male and female students who were studying in the academic year 2019-20. The statistical sample included 400 adolescents who were selected through a clustered random sampling method. After collecting the questionnaires and removing the distorted and incomplete questionnaires, 373 students remained in the research (198 female students and 175 male students). The applied questionnaires included Social Anxiety Scale (CAS) (LaGreca, 1998), Parental Psychological Control Questionnaire (PPCQ) (Soenens, Vansteenkiste, Luyten, 2010), Cognitive Distortions Questionnaire (CDQ) (Hamamci, Büyüköztürk, 2004), and Peer Social Support Questionnaire (PSSQ) (Procidano, Heller, 1983). The data analysis was conducted through way analysis. The collected data were analyzed by SPSS and Amos 23 software.
 
The results showed that parental psychological control, peer social support, and cognitive distortions have a significant relationship with social anxiety (p<0.01). Moreover, parental psychological control and peer social support have a direct significant effect on cognitive distortions and social anxiety (p<0.01). Furthermore, the results of the Bootstrap and Sobel test showed that cognitive distortions have a significant mediation role in the relationship of parental psychological control and peer social support with social anxiety in male and female students (p<0.01). Finally, the model had an appropriate goodness of fit.
 
Taking the significant mediation role of cognitive distortions into account, clinical therapists must decrease the student's cognitive distortions by applying cognitive techniques. Reducing cognitive distortions allows adolescents to have more efficient cognitive processing. This process also reduces the incidence of cognitive errors.

Adolescence due to some changes Biological, psychological and social with a tendency to a variety of risky behaviors. The aim of this study was to investigate the causal relationship between parental psychological control and mindfulness with high-risk behaviors of adolescents with mediating the role of emotional self-regulation. The statistical population includes junior high school students in Zanjan, whose number was 46,000 and according to Krejcie and Morgan table and using multi-stage cluster random sampling method. Through cyberspace, due to the lack of face-to-face class, a sample of 403 students of both sexes was selected (of which 214 were in the girls 'group and 189 were in the boys' group) and Virtually, they responded to the Iranian Adolescent Risk Questionnaire (IARS), the Emotional Self-Regulation Questionnaire (MARS), the Dependent Oriented Parental Control Scale (DAPCS), and the Mindfulness Questionnaire (MFQ).Statistical method of structural equation modeling was used to analyze the data. Findings showed that emotional self-regulation mediates the relationship between parental psychological control and mindfulness and high-risk behaviors. Also, the direct effect of parental psychological control, mindfulness and emotional self-regulation with high-risk behaviors and the direct effect of emotional self-regulation with psychological control of parents and mindfulness were significant. Based on the findings, it can be concluded that family support and control play an important role in preventing the tendency to high-risk behaviors. Equipping students with individual skills such as mindfulness and emotional self-regulation can also be effective in preventing high-risk behaviors.

Parents are considered as the most important factor in socializing children and adolescents. Researches has confirmed the effectiveness of gratitude on the pro-social behavior; hence the purpose of this study is to explain the relationship between parent’s psychological control and children’s pro-social behavior by the mediation of the gratitude.

The research method is a descriptive correlation study. The statistical population of the study included all high school students in Yazd in the academic year ‎2020-2021‎. The sample size was 350 people who were selected with the multi-stage cluster sampling method and 308 people completed the questionnaires. Research Measurement included Dependency-Oriented and Achievement-Oriented Psychological Control Scale (Soenens et al, 2010), Multi-component Gratitude Measure (Morgan et al, 2017) and Pro-social Tendencies Measures (Carlo & Randall, 2002) that have been completed by students. 

The findings using structural equation modeling showed that final model has a good fitness. Also, findings of research hypothesis analysis showed that psychological control of parents could negatively and statistically significant predict pro-social behavior and relationship between gratitude and pro-social behavior was negatively and significant Moreover, the mediation role of gratitude in the relationship between parental psychological control and pro-social behavior was confirmed.

According to the research findings, it can be concluded that less psychological control of parents in the family context, and more children's skills in gratitude, can promotes their pro-social behavior.

High-risk behaviors are considered to be one of the major threats to the health system. The tendency to take risks in teenagers is higher than in other age groups, and parental control plays an important role in preventing the occurrence of risky behaviors. The lack of emotional expression skills is an important factor in the emergence of risky behaviors. A review of the research related to high-risk behaviors shows that basic research has rarely evaluated the related variables.

To investigate the structural model of the relationship between parental psychological control and general self-efficacy with adolescents' high-risk behaviors mediated by emotional self-regulation.

The statistical population included the students in the first year of high school in Zanjan who were studying in the academic year 2021-2022. The statistical population according to Krejcie and Morgan table and using multi-stage cluster random sampling method through cyberspace due to the lack of face-to-face class of a sample of 403 students of both sexes (of which 214 in girls and 189 were in the boys' group (selected), and were virtually assigned to Adolescent Risk Questionnaires (Galone et al., 2000), March Emotional Self-Regulation (1988), Dependent Psychological Control, and Parental Developmental Progress by Sonnens et al. (2010). and General self-efficacy Scherer et al. (1982) responded. The statistical method of structural equation modeling (SEM) was used to analyze the data.

The results showed that direct effect of parental psychological control on emotional self-regulation (β= -0.28, p< 0.01) and high-risk behaviors (β= 0.02, p< 0.01) was significant. Was. The direct effect of self-efficacy on emotional self-regulation (β= 0.01, p< 0.01) and high-risk behaviors (β= -0.24, p< 0.01) was significant. Also, the relationship between parental psychological control and self-efficacy with high-risk behavior through emotional self-regulation was significant.

Family support and control play an important role in preventing the tendency to risky behaviors. Equipping students with individual skills such as self-efficacy in management and emotional self-regulation can also be effective in preventing high-risk behaviors.

The purpose of this research was to test the model of relationship between professors' autonomy support and parental psychological control with critical thinking through the mediation of academic stress of female students. The statistical population was all female students of psychology, educational sciences and counseling at University of Khuzestan province Payam Noor. The research sample subsumed 480 subjects who were selected voluntarily. The research design was correlational. to collect data Belmont, Skinner, Welborn, and Connell's (1988) Teachers' Autonomy Support; Barber's (1996) Parental Psychological Control; Sevari Academic Stress (2019) and Critical Thinking by Wang et al. (2019) questionnaires were implemented. After modifying the proposed model, the findings related to direct relationships showed a negative relationship between professors' support for autonomy and academic stress; positive relationship between parental psychological control and academic stress; There was a negative relationship between parental psychological control and critical thinking, and a significant positive relationship between professors' support for autonomy and critical thinking, but the relationship between academic stress and critical thinking was not significant. The results related to indirect hypotheses showed that the relationship between professors' support of students' autonomy and critical thinking through academic stress and the relationship between parental psychological control and critical thinking through academic stress was significant.

One criteria of well-being is subjective vitality. To know the predicting factors of subjective vitality as one of the main indicator of health and motivation is very critical. The purpose of this study was to investigate the causal relationship between parental psychological control and students' subjective vitality with the mediating role of cognitive emotion regulation strategies. Participant consisted of 346 Shiraz University undergraduate students who selected by cluster random sampling, and completed the Soenens et al.'s dependency-oriented and achievement-oriented psychological control scale, Garnefski & Kraaij’s cognitive emotion regulation questionnaire, and Ryan & Frederick’s subjective-vitality scale. The findings showed that psychological control of parents negatively affected subjective vitality and adaptive cognitive emotion regulation strategies. The effect of parental psychological control on maladaptive strategies was positive and statistically significant. Maladaptive strategies showed negative effects on subjective vitality, and adaptive strategies had positive effects on subjective vitality. The Bootstrap test confirmed the mediating role of cognitive emotion regulation in the relationship between parental psychological control and subjective vitality. According to this research findings, it can be concluded that decrease of parental psychological control leads to children's more use of adaptive strategies and thereby leads to a promotion of children’s subjective vitality.

The aim of this study was to explain personal responsibility and academic buoyancy based on parental psychological control. Participants were 313 junior and senior high school students from Firoozabad city, in 1396-1397 academic year. They were selected by random cluster sampling. They answered Dependency-oriented and Achievement-oriented Psychological Control (Soenens etal, 2010), Personal Responsibility (Mergler & Shield, 2016), and Academic Buoyancy (Hosseinchari & Dehghanizadeh, 1391) Scales. To study the reliability and validity of the instruments, Alpha Cronbach coefficients and factor analysis were used. The results of simultaniuous regression analysis showed the component of cognitive control and personal accountability was predicted positively by conditional parental regard and negatively by achievement-based control. Emotional - behavioral control was predicted by dependence on parents. About academic buoyancy, it was found that parental achievement-based control predicted academic buoyancy negatively. Regarding gender as a moderator, results showed that in girls, dependence on parents predicted both components of personal responsibility negatively while in boys, conditional parental regard predicted cognitive control and personal accountability positively. Academic buoyancy in girls was positively predicted by parental achievement-based control and in boys positively by conditional parental regard and negatively by dependence on parents. According to these findings, conditional parental regard, due to the emphasis on behavior and its consequences, has increased personal responsibility among students. But, in parental achievement -based control, because of the emphasis on performance above the standard and ability beyond the cognitive development of the students, personal responsibility decreased. Besides, dependence on parents in behaving and problem solving, weakens behavioral and emotional control. Achievement -based control weakens academic buoyancy by causing stress and anxiety and inducing emotions such as guilt and shame.

The purpose of the current study is to investigate the mediating role of Personal maladaptive perfectionism and parental psychological control in the relationship between parental maladaptive perfectionism with obsessive-compulsive disorder (OCD), using structural equation modeling (SEM). The research design is descriptive-correlation study. The participants were 586 students of Islamic Azad University, Tabriz Branch, University of Tabriz, and Azarbaijan Shahid Madani University in Iran selected using the cluster sampling method. Data were gathered by Obsessive Compulsive Inventory Revised (OCI-R), Frost Multidimensional Perfectionism Scale (FMPS), and Dependency-Oriented and Achievement-Oriented Psychological Control Scale (DAPCS), and were analyzed by SPSS and AMOS V. 24. SEM confirmed the proposed model (χ2 /df = 1.94, RMSEA = 0.04, CFI = 0.97, GFI = 0.96, AGFI = 0.94) and indicated that parental maladaptive perfectionism with Personal maladaptive perfectionism and parental psychological control mediation affects OCD with standard coefficient of 0.47 (P˂0.05). The findings, supporting the theoretical model, propose a suitable framework for psychopathology of the disorders that emphasize Parental maladaptive perfectionism anticipates the obsessive-compulsive disorder through parental psychological control and Personal maladaptive perfectionism. These findings, can be useful in developing etiology, efficacious therapeutic interventions and preventions for OCD.

The purpose of this study was to investigate the role of academic anxiety in relation between parental psychological control and academic engagement. The statistical population included all the students of the last year of high school in Ahwaz, who were volunteers to enter the university during the academic year of 2018-2019. 353 of them were selected by multistage cluster random sampling. They responded to parental psychological control questionnaire, progression anxiety questionnaire, and academic engagement questionnaires. Data were analyzed using structural equation modeling by Amos software. The Cronbach Alpha method was used to determine the reliability of the instrument. Results indicated a direct and significant relationship between parental psychological control with academic anxiety (β = 0.28, P = 0.01) and academic anxiety with academic involvement (β = -0.20, P <0.01). , Also, academic anxiety completely mediated the relationship between parental psychological control and academic engagement. As a result, reducing the level of psychological control by parents can reduce the level of academic anxiety and thereby improve students' academic engagement.

The aim of this research was to investigate relationships between parental psychological control (consist of dependency-oriented and achievement-oriented) and teacher goal emphasis (consist of mastery, performance-avoidance and performance-approach) with academic alienation and its dimentiones (consist of negative attitudes toward school, academic unimpotance and academic disliking). The research plan was correlation. The participants were 371 students selected by multistage random cluster sampling method from junior high schools in Shiraz. The instruments used in this study were Composite Academic Alienation Scale, Parental Psychological Control Scale, and Teacher’s Emphasis on Goal Structure. The results from inter regression analysis showed that achievement-oriented of the parental psychological control predicts negative attitudes toward school, positively. Also, teacher’s mastery goal emphases negatively and teacher’s performance-avoidance goal emphases positively predicted academic alienation and its component. Teacher’s performance-approach goal emphases predicted academic unimportanc, negatively. Totally, parental psychological control and teacher goal emphasis could explain 2.3 % and 19% of variances of students’ academic alienation, respectively. The step-wise regression analysis indicated mastery and performance-avoidance goals emphases are the strongest prediction for academic alienation, respectively.. The results of this research showed the importance of teacher’s mastery and performance-avoidance goals emphases in student's academic alienation. Teachers can have been a crucial role in the prevention of academic alienation with focus on student's mastery of concepts and avoid comparing them