جستجوی مقالات مرتبط با کلیدواژه « شیوه های فرزندپروری » در نشریات گروه « روانشناسی »

Children with intellectual disabilities reduce the happiness of their parents, especially their mothers, due to their developmental, intelligence, cognitive, emotional, and behavioral disabilities. Relationships of parenting styles have been confirmed with various variables, but its relationships with happiness mediated by life satisfaction and quality of life in mothers with Children with intellectual disabilities have been neglected.

Structural relationships between parenting styles and happiness mediated by life satisfaction and quality of life in mothers of Children with intellectual disabilities.

The method of this study is correlational and structural equation modeling. The statistical population of the present study included all mothers with children with mental disabilities from vocational training centers under 14 years of age in South Khorasan, from which 153 people were selected by random sampling.
To collect information from the Oxford Happiness Scales (Argyle, Martin, & Crossland, 1989); Quality of Life (SF-36); Diner Life Satisfaction (1985) and Bamrind (1973) Parenting Styles Questionnaire were used. Data analysis was performed by structural equation modeling approach using partial least squares method.

Among parenting styles, only the effect of authoritative parenting style on happiness (path coefficient 0.216 and t-test 2.643) is positive and significant (P<0.01). The effect of authoritarian parenting style on happiness is negative and significant (P<0.01) and the effect of permissive style on happiness is not significant. Regarding the indirect effect, authoritative parenting style has a significant effect (P<0.01) on happiness through the mediating variable of life satisfaction at the level (P<0.05) and through the mediating variable of quality of life. While permissive and authoritarian parenting styles do not have a significant effect on happiness through mediating variables of quality of life and life satisfaction.

It seems that parenting style through satisfaction and quality of life can protect mothers with Children with intellectual disabilities against stress and help their happiness and well-being.

The purpose of this study was to investigate the effect of school cohesion on bullying with the mediation of parenting styles. The research method is descriptive and of correlational type. All secondary high school male students in Sanandaj at the number of 7618, who studied in the first semester of the 2018-2019 academic years formed a statistical population of the study, among which 366 students accidentally entered the sample in several stages. The research tools included Espelage & Holt's bullying scale (2001), school cohesion scale of Springer et al. (2009) and Bumrind’s parenting styles questionnaire (1972). The statistical method used was multiple regression analysis and path analysis. According to the findings, the direct effect of school cohesion on victimization, bullying, powerful parenting style and authoritarian parenting style (P <0.01) was significant. The indirect effect of school cohesion on victimization mediated by authoritarian parenting style was significant (P <0.05). The indirect effect of school cohesion on bullying mediated by powerful and authoritarian parenting styles was significant (P <0.05). The results show the importance of school and parenting styles in controlling passive and active behaviors in bullying. Therefore, bullying can be reduced by teaching parents how to use the right parenting style and teaching teachers how to increase their interest and attract students to school.

The current study aimed to investigate the effect of the unified protocol for transdiagnostic treatment on emotion regulation in anxious pupils and parenting methods of their mothers. This study was a quasi-experimental with pretest-posttest design, control group and two follow-up stages.The statistical population included all girl pupils aged 8 to10 years in the academic year 1399-1400 in Tehran and their mothers.Using purposeful sampling method,30anxious pupils were identified and randomly divided into two groups of 15(control and experimental).The instruments included Emotion Regulation Questionnaire for Children and Adolescents and Arjmandnia Parenting Methods Questionnaire. The experimental group received 15 sessions, 60minutes of group intervention, But the control group did not receive any intervention. Data analysis was performed by ANOVA with repeated-measures. The results showed that the unified protocol for transdiagnostic treatment had a significant effect on reducing the use of suppression strategy and increasing the use of reappraisal strategy in pupils’ emotion regulation skill and improve parenting method of their mothers. It seems that the unified protocol for transdiagnostic treatment can be used as a short-term method to improve the emotion regulation skill of anxious pupils and parenting methods of their mothers.

Early maladaptive schemas are memories, emotions, bodily sensations, and cognitions that are formed in the mind at the beginning of development and are repeated throughout life and affect the way of interpreting experiences and relationships with others. Young et al. Have developed a classification of early maladaptive schemas that assumes that when caregivers do not adequately meet the child's basic emotional needs, these schemas form in the child and persist into adulthood (5). These needs include the need for security and attachment, the need for independence, the need for freedom of expression and excitement, the need for spontaneity and fun, and the need for realistic constraints. These needs are present in everyone, and meeting these needs in childhood goes back to the type of parenting style of the parents of these children. On the one hand, maladaptive schemas are associated with parenting styles, and attachment and mood styles are associated with parenting styles, and these are effective in creating or not creating maladaptive schemas. Due to the importance of the above and considering the research background, the present study was conducted to develop a structural model for predicting maladaptive schemas based on parenting style with the mediate role of attachment styles and students' moods.

The research method was descriptive correlational in which the relationship between research variables is analyzed in the form of path analysis. Early maladaptive schemas were used as independent variables in this model, attachment style and mood as mediated variables, and parenting styles as dependent variables. The statistical population of this study included all students of the Islamic Azad University, Karaj branch in the second semester of the academic year 2020-2021, which through the Krejcie and Morgan table, the sample size of 380 people was determined (Due to the prevalence of COVID-19 in Iran and the impossibility of completing the questionnaire in person. Therefore, the available online sampling method was used to select the statistical sample). The criteria for entering the research were: completing informed consent for participating in the research, knowledge about the research goals. Also, the criteria for exclusion were: has a history of psychiatric disorder, physical illness, and disability affecting a person's life. The Young Early Maladaptive Schemas Questionnaire, Buri Parental Authority Questionnaire, Hazan and Shaver Adult Attachment Questionnaire, Clowninger Temperament and Character Inventory Scale were used to measure the research variables. Data analysis was performed by descriptive statistical methods (mean, standard deviation, frequency, percentage) and Pearson correlation by SPSS-21. To evaluate the fit of the structural equation model (In the method of structural equations, multivariate normality is one of the essential assumptions that must be considered. In this study, the Kolmogorov-Smirnov test was used to test the assumption of normality) several indicators include: Goodness of Fit Index (GFI), Root Mean Squared Error of Approximation (RMSEA), Comparative Fit Index (CFI), Tucker-Lewis (TLI), Bentler–Bonett normed fit index (NFI( were used by AMOS-24 software. Also, the Bootstrap method was used to investigate the indirect relationships of the routes.  In this study, a significance level was considered less than 0.05.

The number of female students is 187 (51.9%), and male is 173 (48.1%). The mean and standard deviation of the age of the subjects were 29.48 and 2.38; 182 had a bachelor's degree, 188 had a master's degree, and 56 had a doctorate. First, the normality of data distribution was checked and confirmed using Kolmogorov-Smirnov statistical test (P<0.05). The result of the correlation matrix of variables showed the highest correlation coefficient between harm avoidance and innovation (0.68) and the lowest correlation between permissive parenting style and insecure-ambivalent attachment style (0.01). The results of the model fit study showed that the value of X2 is 1697.08, the result of dividing Chi-square with the degree of freedom (2.99) is less than 3 that which indicates the excellent fit of the model. The good fit index (GFI) is 0.905, which indicates the optimal fit of the model. The modified fit index (AGFI) is 0.852, which is greater than 0.85, so the model has a good fit. The root mean square of the estimation error (RMSEA) is 0.075, indicating the research model's confirmation. The Bentler-Bount (NFI) index is 0.907, the Tocler-Lewis index (TLI) is 0.915, the adaptive fit index (CFI) is 0.913, and the relative fit index (RFI) is 0.925; all of this indicates good fit and confirmation. Also, the indirect results of the paths showed that authoritarian parenting style with mediated role of secure attachment style and authoritarian and negligent parenting styles with the mediated role of avoidant attachment style have an indirect effect on the early maladaptive schemas. Authoritarian parenting style with the mediated role of self-direction, cooperation and self-reliance, and authoritarian parenting style with the mediated role of perseverance, self-direction and cooperation and Permissive Parenting Style with the mediated role of harm avoidance have a causal and indirect effect on students' early maladaptive schemas (P<0.01).

While pointing to the complexity of the nature of attachment, character, temperament, and parenting styles, these findings emphasize the recognition and conceptualization of various variables affecting early maladaptive schemas. The results of this study show the importance of warmth, love, and intimacy in the parent-child relationship) the authoritative parenting style that leads to the formation of a secure attachment style. The results of the present study can be used to explain the factors affecting early maladaptive schemas and as a suitable model for designing comprehensive programs to prevent early maladaptive schemas. It is suggested that educational programs be held to understand the importance of parenting style for parents. The most important limitation of the present study is that despite trying to gain cooperation and creating confidence to hide the results (maintaining fiduciary duty), it seems that students' online response plays a role in their response to research variables. Another limitation of this study is that since the subjects of this study were limited to the students of the Islamic Azad University of Karaj, the generalization of the results to other student should be made with caution. Therefore, it is suggested that in order to increase the generalizability of the data, and this research should be done on larger samples.

Ethical Considerations 

Compliance with ethical guidelines
The participants signed the informed consent form and had the right to leave the study at any time. All subjects received information about the study. They were assured that all information would remain confidential and would only be used for research purposes. For privacy reasons, the names of the subjects were not registered.

Authors’ contributions 

Conceptualization, validation, review, and editing: All authors. Data analysis, resources, data processing: All authors. Writing and drafting: Matin Chaharrahi.

This research did not receive any specific grant from funding agencies in the public, commercial, or non-profit sector. This research was extracted from the PhD dissertation of the first author, in the Department of Psychology, Faculty of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.

In the end, the authors are grateful to all participants in the research and all those who have facilitated the implementation of the research.

Conflict of Interest

The author declared no conflict of interest

Today, one of the achievements of the evolution of the family institution is the turmoil that is seen in the relationship between couples.

The aim of this study was to predict marital disturbances based on parenting styles and emotional expression with marital disturbances of couples in Kermanshah.

The method of descriptive research is correlational. The statistical population of the present study included women with marital disorders who referred to counseling centers in Kermanshah in 2021-2022, whose number was over 500 people. The sample in the present study according to Morgan table 120 people were randomly selected from counseling centers in Kermanshah and with the consent of those couples who were willing to cooperate in the study to Bamrind parenting methods questionnaire (1973) , King & Ammons (1990) Emotional Expression, and the Wiseman et al. (2009) Marital and Communication Disorder Scale responded virtually.

The results obtained using regression and Pearson correlation coefficient showed that the components of careless, authoritarian and logical authority methods, expressing positive emotion, expressing intimacy and expressing negative emotion have the ability to predict marital turmoil. . Also, the components of careless, authoritarian and logical authority methods, expressing positive emotion, expressing intimacy and expressing negative emotion have a significant negative relationship with marital turmoil.

According to the research findings, it can be said that negligence, authoritarianism and logical authority,

The aim of this study was to present a model of early academic ability of preschool children based on parenting styles with a mediating role of emotional intelligence.

The research method was descriptive and in terms of statistical analysis, and correlation, based on path analysis. The statistical population of this study consisted of all mothers and preschool children of boys and girls in Tehran in 1400-99, from which 350 people (175 girls and 175 boys) were selected by multi-stage cluster sampling. In this study, the tools of early academic ability (Wright and et al., 1997), parenting styles (Bamrind, 1997) and emotional intelligence (Bradbury and Graves, 2005) were used, all of which had acceptable validity. Spss-V23 and LISREL-8.8 software were used to analyze the data.

The results of the path analysis showed that the research model has a good fit. The findings indicated that all three parenting methods of parents have a direct and significant effect on emotional intelligence and also on the early academic ability of preschool children. Also, the direct and significant effect of emotional intelligence on the early academic ability of preschool children is confirmed.

These results alert the need for more attention of education stakeholders, schools and consequently parents, to the category of efficient parenting style and emotional intelligence appropriate to the educational period of children to improve their academic ability.

The borderline personality disorder is a stable psychological disorder that poses significant psychological adjustment challenges. As a result, identifying effective factors can be useful in developing prevention programs. Therefore, the present study aimed to investigate the mediating role of emotion regulation difficulty in the relationship between child abuse experience, schema modes, and mother's perceived parenting styles with borderline personality.

The method of the present study is descriptive-correlation based on structural equation modeling. The statistical population of the present study was all individuals with borderline personality disorder referred to treatment centers (clinics and psychiatric hospitals) in Tehran in 2019, of which 250 were selected by purposive sampling. For data collection, all participants completed the following instruments: the Leichsenring's Borderline Personality, the Mohammadkhani's child abuse, the Lobbestael's Schema Modes, the Grolnick's Perceived Parenting, and the Toronto Alexithymia scale, and the Gratz and Roemer Difficulties in Emotion Regulation.

The results indicated that there is a direct and significant relationship between emotion regulation difficulty, child abuse experience, schema modes, and mother's perceived parenting styles with borderline personality (P>0.05). In addition, child abuse experience, Schema Modes, and mother's perceived parenting styles with borderline personality were indirectly associated with borderline personality with the mediating role of emotion regulation difficulty (P>0.05).

The present study confirmed the role of emotion regulation difficulty, child abuse experience, schema modes, and mother's perceived parenting styles in explaining borderline personality, which provides clinicians with the theoretical basis for developing preventive programs. Theoretical and practical implications of the presented results and model are also discussed.

The purpose of this study was to investigate the relationship between parenting styles (authoritarian, liberating and rational) with academic success in high school students in Tehran. The research method was descriptive-correlational. The statistical population of this study consisted of all female high school students in Tehran in 1399, from which 257 people were selected as a sample by multi-stage random sampling. The research instruments were: parenting style questionnaire (Bamrind, 1991) and academic success (Salehi, 1392), all of which had acceptable validity and reliability. Data analysis was performed from the implementation of questionnaires through SPSS software in two descriptive and inferential sections (Pearson correlation test and multiple regression). The results showed that there is a significant positive relationship between rational authority style and academic success. There is a significant positive relationship between authoritative parenting style and liberating style with academic success. Therefore, since the family and its educational model play an important role in shaping the habits and behaviors of children, it seems that the change in parenting styles can be one of the factors to increase their childrenchr('39')s academic success.

The purpose of this study is to teach parenting styles to mothers in improving the responsibility of adolescent girls.  

The present study is quasi-experimental pre-test-post-test with a randomly assigned control group that among the mothers of female high school students referred to the Education Counseling Center of Tehran district 4, a sample of 40 mothers of these students were randomly placed in two study and control groups (20 people). And the study group was exposed to an independent variable parenting styles training. Before performing therapeutic interventions on mothers, the daughters of both groups of these mothers completed the Nemati & Karami (2007) responsibility questionnaire, and after 7 sessions of 90 minutes, the girls of both groups answered the responsibility questionnaire simultaneously. The data were analyzed using Spss-19 and analysis of covariance test.  

The results also showed that parenting styles' training to mothers increased the subscales of self-management, orderliness, regularity, trustworthiness, and conscientiousness in the study group (p <0.001). And it had little effect on the subscales of organization and progressiveness (p>0.05).  

The results showed that teaching parenting styles to mothers in the study group improved responsibility in the study sample so that the scores of responsibility.

Cognitive and social development of 5-7 year-old children has a significant impact on children's lives and their future. But the key question is whether there is a difference between the social and cognitive development of 5 to 7 year olds based on parenting styles.

The purpose of the present study was to compare the social and cognitive development of 5-7 year old children based on parenting styles.

The research method was causal-comparative. The statistical population of the study included all children 5-7 years old in preschool and preschool centers in Karaj and their mothers in 2018-2019. A sample of 120 children aged 5 to 7 years and their mothers were selected using single-stage cluster random sampling. Research tools include the Color Raven Progressive Matrices Test (Deng Raven, 1947), the Wildland Social Growth Test (Edgar, 1953), and the Bamrind Parenting Practices Questionnaire (Bamrind, 1991). Data were analyzed using ANOVA.

There is a significant difference between social and cognitive development of children based on parenting styles.

Correct parenting styles can be used for the social and cognitive development of children, and the more parents adopt a strong parenting style, the more their children's cognitive and social development will increase.

The purpose of this research was to explore the role of the children's Machiavellian beliefs in predicting parenting styles. The research method was descriptive statistical population included all fourth and fifth grade elementary school students and their mothers in the academic year in Isfahan in 2014-2015. Therefore 361 (177 boys and 184 girls) elementary school students and their mothers were selected as the sample using cluster random sampling from the five areas of education.Research tools included Parenting Styles Questionnaire (Baumrind, 1972) and Machiavellian Beliefs Scale for Children (Christie & Geis, 1970).The data was analyzed using by stepwise regression. The results of regression analysis showed that authoritarian parenting style is 16% can predict Machiavellian beliefs in this level (p< 0.01). According to the results of this study can be said the authoritarian parenting style has a negative effect on children’s Cognitive development and their social behaviors because of its authoritarian governing structure, lack of discussion, and Lack of attention to children's needs.

The purpose of this paper is the study of the relationship between parenting style and attachment styles with one region primary school students bullying Tehran & the prediction of bullying based on parenting style and attachment styles.

the method of this study is correlational. The population is all one region primary school students in Tehran. The sample was 160 students who were selected via clustering method. Data were analyzed by descriptive & inferential methods ( like ; mean, standard deviation, correlational method & regression) via SPSS-16.

results show ; there are relationships between  parenting style and attachment styles with bullying behaviors. Also , 11.4 percent of bullying behaviors are predicted by parenting styles and attachment styles. In another word; 11.4 of  observed variances in bullying behaviors are justified by these variables.