جستجوی مقالات مرتبط با کلیدواژه « parenting styles » در نشریات گروه « روانشناسی »

The aim of the present study was to evaluate the fit of model of the relationship between the perception of parental relationships and parenting styles with the academic vitality of adolescent girls through the mediation of general self-efficacy. This was a descriptive correlational study. The statistical population included all female students of the middle school in Masal City in Gilan province in 2021-22 and their parents. The statistical sample included 238 students who were selected by cluster random sampling method. The Measurement tools include: Grolnick et al.'s (1997) Perceptions of Parents (POPS) Questionnaire; Baumrind's (1988) Parenting Styles; Dehghanizadeh and Chari (2012) Academic Vitality Scale; and Sherer et al.'s (1982) General Self-Efficacy Scale. Data analysis was done by Pearson's correlation and structural equation methods using SPSS24 and AMOS26 softwares. The findings showed a structural relationship between authoritarian and authoritative parenting styles and perception of parental relationships with academic vitality through the mediation of students' general self-efficacy. The path coefficients of the direct effects of authoritarian parenting style and general self-efficacy on academic vitality were also significant. Based on the research findings, it can be concluded that General self-efficacy plays a mediating role in the relationship authoritarian and authoritative parenting styles and perception of parental with academic vitality. the findings have practical implications for counselors and psychologists active in the field of family and education.

This research aimed to predict the symptoms of dramatic personality disorder in students based on parenting styles and personality traits of parents. The present study was descriptive-correlational. The statistical population included all students of Roudhen Islamic Azad University and their parents in the academic year of 2022-2023 (about 8000 people), from whom 367 people were selected as a sample. The tools of this research included Millon's Clinical Multiaxial Inventory (MCMI-III, 1944), Baumrind's parenting methods (PSI, 1973), and Kuhl & Kazen's Personality Styles and Disorders Inventor (PSDI-S, 2009). The analysis method of this research was multiple regression analysis. The findings showed that the personality characteristics of the parents, as well as authoritarian parenting style and permissive parenting style, were able to predict the dramatic personality disorder of students (p<0.05) and in total explain 57.7% of the variable variance of the dramatic personality disorder symptoms. Therefore, it can be concluded that parenting styles and personality traits of parents play an essential role in predicting the symptoms of dramatic personality disorder and can play a significant role in the formation of dramatic personality disorder in children.

Research evidence indicates that several factors play a role in the academic adjustment of students, which due to the importance of parenting styles, psychological capital, quality of life and academic emotions, as well as the research gap in the field of providing a coherent model in this field, conducting more studies is necessary to It seems.

The purpose of the present study was to formulate and test the model of academic adjustment based on perceived parenting styles with the mediation of psychological capital, quality of life and academic emotions.

The present study was a description of the type of correlation studies using structural equations. The statistical population of this research included all the students of the third grade of the second high school for girls and boys of Fardis city (2537 people) in the academic year 2018-2019, of which 570 people were selected as a statistical sample based on the cluster sampling method. The data collection tools include 5 questionnaires of perceived parenting methods of McLone and Merrell (1998), quality of life questionnaire (Muntzari et al., 2014), Lutans et al. psychological capital questionnaire (2007), Pakran academic emotions questionnaire (2002) and the academic adjustment questionnaire of Sinha and Singh (1993). The data were analyzed by Pearson's correlation test and structural equations.

The results showed that perceived parenting styles, psychological capital, quality of life and academic emotions have a direct and significant effect on academic adjustment (P< 0.05). Also, parenting styles perceived through mediating variables had an indirect and significant effect on academic adjustment (P< 0.001).

Based on the results of this study, it can be said that the structural model of the research has a good fit, and therefore, the use and application of this model in the problems of academic adjustment of students can be helpful to educational psychologists, teachers, managers, parents and education specialists

The purpose of this study was to investigate the mediating role of using social networks in the relationship between authoritarian and permissive parenting styles and academic procrastination in first secondary school students. The research was of the correlation type, and the statistical population included all the students of the first secondary level of Ashnoye city in 1401. In this study, 339 people (170 girls and 169 boys) were selected as a statistical sample using the multi-stage cluster random sampling method. In order to collect information, Bamrind's 1967 parenting styles (PSI), Solomon and Rothblum's academic procrastination (PASS) 1984, and Jahan Bani's social networks (2017) were used. The data were analyzed by covariance analysis and structural equation modeling. The results of the current research regarding the mediation of the use of social networks in the relationship between authoritarian parenting style and academic procrastination showed that authoritarian parenting style not only directly but also indirectly and with the mediation of the use of social networks on students' academic procrastination. It has an effect.

The present study aimed to examine and compare perceived parenting styles with intimacy and forgiveness in university students. 

 Methods and Materials:

 The research method was descriptive and correlational. The statistical population consisted of university students, from which 400 students were selected using a cluster random sampling method. The tools used in this study were the Parenting Styles Questionnaire, Miller Social Intimacy Scale, and the Heartland Forgiveness Scale. Results from correlation and stepwise regression tests showed a significant relationship between students' intimacy and their parents' authoritative parenting style.  

The results indicated that none of the parenting styles—authoritative, authoritarian, permissive, and neglectful—had a significant relationship with students' forgiveness.  

Therefore, considering the findings of this research, which showed that the perceived authoritative parenting style significantly contributes to the development of intimacy, it is recommended that parents adopt democratic and authoritative parenting styles, considering their children's perceptions and understanding, to foster positive personality traits such as intimacy in their children.

The prevalence of behavioral disorders in children is significant and is associated with mothers' parenting styles and attachment styles. The present study aimed to predict children's behavioral disorders based on mothers' parenting styles with the mediation of children's attachment styles in the city of Isfahan.

The research method is descriptive-correlational. The research population included all children aged 8 to 11 years in the city of Isfahan in 2023, from whom 310 were selected as a sample through convenience sampling. The research tools included the Baumrind Parenting Styles Questionnaire (1991), the Kappenberg et al. Attachment Styles Questionnaire (2006), and the Rutter Behavioral Problems Questionnaire (1975).

The findings showed that the path coefficients for the permissive parenting style were β = 0.26, for the authoritarian style β = 0.38, and for the authoritative style β = -0.14, all significant at P ≤ 0.05. The path coefficient for attachment styles to behavioral disorders was also β = 0.47, significant at P ≤ 0.05.

Based on the research findings, it can be concluded that children's behavioral disorders can be predicted by mothers' parenting styles and attachment styles.

The present study was conducted to predict generalized anxiety based on parenting styles and family functioning in adolescents. The research method was a descriptive correlation. The statistical population of the research included all teenagers aged 15 to 18 in Shiraz city in 1402. The statistical sample size was estimated to be 384 people and these people were selected by the available method. Research measurement tools include the Generalized Anxiety Disorder Questionnaire-4th Edition (IV-GADQ, Newman et al., 2002), Alabama Parenting Questionnaire (APQ, Shelton et al., 1996), and McMaster Family Functioning Questionnaire (FAD, Epstein et al., 1983). The data was analyzed using the multiple regression analysis method. The results showed that the components of problem-solving (p=0.001), communication (p=0.001), emotional reactions (p=0.003), and logical authority parenting style (p=0.001) were negative and significant. Authoritarian parenting styles (p=0.001) and permissive parenting styles (p=0.008) can positively and significantly predict adolescent anxiety. Other results indicated that parenting styles and family functioning explain a total of 33% of the variance of generalized anxiety scores. Therefore, the functioning of the family and the way parents communicate with their children can play a role in the occurrence of anxiety disorders in adolescents.

The objective of the present study was the structural modeling of university students’The objective of the present study was the structural modeling of university students’ addiction seeking according to parenting styles with the mediation role of emotional self-regulation. The research is applicative and the research method was correlational through structural equations modeling. The statistical population of the study included the students at Islamic Azad University, Ghoochan branch, in the second semester of academic year 2020-21. Three hundred and forty students were selected from the statistical population as the sample through proportional stratified random sampling method. The research instruments were emotional self-regulation (Gross, John, 2003), addiction tendency questionnaire (Wade, Butcher, 1992) and parenting style questionnaire (Baumrind, 1972). The data analysis was conducted through structural equations modeling via SPSS and Amos versions 23. The results showed that authoritarian parenting style has a direct effect on emotional self-regulation (p<0.05, β=0.533) and addiction tendency (p<0.05, β=0.437) of students. was significant and was able to explain 28.4 and 19.1 percent of the variance of these variables, respectively. Also, authoritarian parenting style has a significant direct effect on emotional self-regulation (p<0.05, β=0.545) and addiction tendency (p<0.05, β=0.462) of students. able to explain 29.5 and 21.3 percent of the variance of these variables, respectively. In addition, permissive parenting style had a significant direct effect on emotional self-regulation (β = -0.426, p < 0.05) and addiction tendency (β = 0.518, p < 0.05) of students. and was able to explain 18.1 and 26.8 percent of the variance of these variables, respectively. Finally, emotional self-regulation on addiction tendency (β = -0.547, p < 0.05) of students had a significant direct effect and was able to explain 29.9 percent of the variance of this variable and in relation to parenting styles with Students' addiction tendency also plays a significant mediating role (p<0.05). Paying attention to the significant mediating role of emotional self-regulation, it is possible to reduce the incidence of addiction among students by using effective interventions such as emotional self-regulation training.

The objective of this study was to investigate the potential mediating effect of suicidal ideation on the relationship between parenting styles, fundamental psychological needs, and adolescents' perceived burdensomeness with non-suicidal self-injury. The research study utilized a descriptive-correlational approach to examine a sample of 420 high school students (188 male and 232 female) selected through cluster random sampling from a larger population of 224,400 male and female high school students in Tehran during the 2019-2020 academic year. Beck Scale for Suicide Ideation (BSSI), Self-Harm Inventory (SHI), Basic Needs Satisfaction in General Scale (BNSG-S), Parents as Social Context Questionnaire (PASCQ), and Interpersonal Needs Questionnaire (INQ) were among the instruments utilized. Pearson's correlation coefficient and structural equation modeling were implemented in SPSS-23 and Amos-23 statistical software, respectively, to analyze the data. Suicidal ideation mediated a significant indirect effect of parenting styles, fundamental psychological needs, and perceived burdensomeness on non-suicidal self-injury, according to the results of structural equation modeling. An additional 44% of the variance in suicidal ideation could be attributed to perceived burdensomeness, fundamental psychological requirements, and parenting styles. Furthermore, a combination of parental styles, fundamental psychological needs, perceived burdensomeness, and suicidal ideation accounted for 35% of the variability observed in non-suicidal self-injury. These results suggest that fostering appropriate parenting styles, the satisfaction of fundamental psychological needs, the reduction of perceived burdensomeness, and the addressing of suicidal ideation in adolescents could effectively mitigate non-suicidal self-injury.

Tthis study compare the cognitive emotional regulation strategies, anxiety sensitivity and parenting style in mother of adolescences with anxiety symptoms and normal adolescences.The sample was selected in two stages and in the form of cluster samplanig.it includes seven ,eight and nine grade which was studding in 4 district of shiraz city's high schools in 1397-1398.they completed the beck anxiety questionnaires and dass anxiety questionnaires then due the cutting point of these questionnaires 100 students was selected and divided to the group(50mothers of adolescences with anxiety symptoms and50 mother of normal adolescences)they filled Garnefski and Karaj questionnaire and also Taylor and Kaks questionnaire and Bamrind questionnaire.to analyze the data the on way analysis of variance and tukey's test were used.The results show Thad there are significant differences between the average of two groups.in terms of cognitive emotion regulation the difference was in adapted strategies and non-adapted strategies the average of adaptive strategies was higher in normal mother and the average of nonadaptive strategies was higher in mother of anxiety group.In anxiety sensitivity there are significant differences in all of sub scales in both group of mothers and the average of anxiety group in all sub scale was higher than normal group.in parenting style the significant differences is in authoritarian style and easy parenting style.in this way the anxiety group in both scales has higher average than normal group. The result showed that parenting styles ,cognitive emotion regulation strategies and their reaction to anxiety symptom is a factor in health of adolescents.

All children experience fear and anxiety as two natural emotions during their life, and this anxiety is more when they are away from their main caregivers. After examining the research background, it was found that each of the conducted studies only studied one of the components of this research. Therefore, the absence of a research that examines all the mentioned components in relation to each other, indicated the existence of a research gap in this field.

The model study was conducted with the aim of investigating the pattern of structural relationships predicting children's separation anxiety symptoms based on parenting styles with the mediation of stress.

This This research was descriptive and correlational in terms of applied purpose and based on the method of data collection. The statistical population of the present study included 500 mothers of 6-8 year old children suffering from separation anxiety disorder in 4 regions of north, south, east and west of Tehran city and 217 of them were based on Cochran's formula and available as a statistical sample. were chosen. Also, the data collection tool in this research was the Separation Anxiety Assessment Scale (Parent Version) (Han et al., 2003), Parenting Styles Questionnaire (Baumrind, 1971), and Parental Stress Index Standard Questionnaire (Abidin, 1983) and for data analysis Structural equation method and Spss-22.AMOS-22 software were also used.

The results of the research showed that children's separation anxiety symptoms can be predicted based on parenting styles with the mediation of stress (P<0.001) and also mothers' stress plays a mediating role in predicting children's separation anxiety symptoms based on parenting styles. has it. Also, the obtained findings indicate that the model of structural relationships predicting children's separation anxiety symptoms based on parenting styles with the mediation of mothers' stress has a suitable fit (P>0.05).

According to the optimal fit of the research structural model, children's separation anxiety symptoms can be predicted based on parenting styles with the mediation of mothers' stress. According to the results, it can be said that children's separation anxiety causes deep changes in various aspects of children's personal and social life. Using the categories identified in the current research can be a guide for experts in evaluating which of the categories children with separation anxiety have more serious problems in, and as a result, can help experts in designing and implementing interventions appropriate to the same category.

The aim of this study was to predict parenting styles based on educational motivation and critical thinking with respect to the mediating role of hardiness. The research method was applied research and its implementation method was descriptive (non-experimental) and the research design was relational - Correlation and mediator analysis. The statistical population of this study was female primary school students in KARAJ (district 4) in 2017, from which 400 people were selected by multi-stage cluster sampling. Research data were collected through these ways: parenting style questionnaire (Baumrind, 1971), educational motivation questionnaire (Harter, 1980), Ricketts critical thinking orientation questionnaire (Ricketts, 2003) and Ahvaz Hardiness Inventory, (2000). In order to test the hypotheses and analyze the data, multiple regression and SOBEL test were used. The results showed that there is a significant relationship between dictatorial, authoritarian and negligent parenting styles with students' educational motivation and critical thinking (P = 0.001). Also, educational motivation and critical thinking were able to predict parenting styles due to their hardiness.

The present study aimed to determine the mediating role of self-esteem in the relationship between parenting styles and academic adjustment. The current research was descriptive-correlation based on structural equations. The research population included all female students of the first secondary school in Rodsar City in the academic year of 2021-2022, and 300 people were selected from this population by multi-stage cluster sampling method. To collect data, parenting styles inventory (Bamrind, 1973, PSI), Rosenberg self-esteem scale (1965, RSES) and the student adjustment to college questionnaire (Baker and Seriak, 1984, SACQ) were used. Structural equation modeling was used to analyze the research data. The results showed that authoritarian and authoritarian parenting styles have a direct effect on academic adjustment (0.05); While the permissive style does not have a significant direct effect on academic adjustment. On the other hand, the results showed that self-esteem has a direct effect on academic adjustment (P≤0.05). Also, all parenting styles have an indirect effect on academic adjustment through the mediating role of self-esteem (P≤0.05). The final model also had a good fit. Therefore, it can be concluded that to increase the academic adaptation of students, attention should be paid to the parenting styles of parents and especially the self-esteem of students.

The purpose of this research is to determine the relationship between the social adaptation of female high school students and parenting styles. The statistical population of this research includes all female students of the second year of high school in Tehran in the academic year of 1402-1401 and their mothers, 200 of whom were selected as a sample using available sampling. The research tools were Bamrind's parenting styles questionnaire (1972) and Sinha and Sink's student adjustment questionnaire (1993), which had acceptable validity and reliability. In order to analyze the data, inferential statistics of Pearson correlation coefficient and multivariate regression were used using SPSS-23 software. The results showed that there is a significant relationship between students' social adaptation and mothers' parenting styles. The results indicated that mothers' parenting styles can predict the social adjustment of female high school students. In this way, assertive and reassuring parenting style predicts social adjustment positively and negligent and authoritarian parenting styles negatively.

The present study investigates the mediating role of Social Competence in the relationship between parenting styles and academically inhibiting behaviors of secondary school students. This descriptive-correlational study was conducted using the structural equation method. Its statistical population included all secondary school students in public schools in Tehran in 2022-2023. Accordingly, 407 people were included in the study by multi-stage cluster sampling method and measured using Parenting Styles Questionnaire (Baumrind, 1973), Social Competence Questionnaire (Felner et al.,1990), Academic Cheating Scale (Farnese et al., 2011), academic procrastination Questionnaire (Savari, 2013), and aggression Questionnaire (Williams et al., 1996). Data were analyzed by structural equation method in SPSS-23 and AMOS-24 software. Data analysis revealed that the structural model indices had a good fit. The direct and negative effect of authoritarian parenting patterns on social competence was significant with a standard coefficient of -0.18 and the direct and negative effect of authoritative parenting patterns on social competence was significant with a standard coefficient of 0.25. Also, the direct and positive effect of permissive parenting patterns with a standard coefficient of 0.17 and the direct and negative effect of authoritative parenting patterns and social competence with standard coefficients of -0.21 and -0.34, respectively, were significant on academic inhibiting behaviors. Additionally, the effect of permissive, authoritarian, and authoritative parenting patterns on academic inhibiting behaviors with the mediating role of social competence was significant with standardized coefficients of -0.18, 0.13, and 0.24, respectively (P < 0.01). The results of these relationships can predict academic inhibiting behaviors in the form of a model. These results have practical implications for preventive measures against the increase of academically inhibiting behaviors and reducing their negative consequences.

The main purpose of the present study is to investigate the relationship between parenting styles and personality traits with self-impairment and also to investigate the mediating role of personality traits in explaining the relationship between parenting styles and self-impairment in students. 

The current research population is all students of Yazd University in the first semester of the academic year 1401-1402. Among them, 243 students were selected as a sample by quota sampling method and responded to the self-handicapping scale, the five-factor personality list, and the family and marital assessment scale of the circular-combined model (fourth version). The collected data were analyzed with the statistical methods of correlation coefficient, path analysis and analysis of variance. 

The results showed that personality traits play a mediating role in the relationship between parenting styles of the combined circular model and self-impairment. 

self-incapacitation needs specialized attention. A large number of students who have academic problems can get rid of these problems by receiving specialized services.

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 .