جستجوی مقالات مرتبط با کلیدواژه « سبک های فرزندپروری » در نشریات گروه « پزشکی »

 One of the phenomena of adolescence is risky behaviors. Many biological, cognitive, social and family factors are the cause of high-risk behaviors. The aim of this research was to predict the tendency to risky behaviors based on the behavioral brain system with the mediating role of parenting styles.

 This descriptive study of the correlation and path analysis type was conducted with the participation of 360 students less than 18 years of secondary school in the 4th region of Qom province in the academic year of 2001-2012 with available sampling. Data were collected using high-risk behaviors and behavioral brain system questionnaires and were analyzed using Pearson's correlation coefficient tests and path analysis and SPSS- Statistics for Windows, version 22.0 (SPSS Inc., Chicago, Ill., USA).

 Our study showed a correlation between all predictive variables and high-risk behaviors. The path analysis test showed that, from the direct path, the relationship between behavioral inhibition system (β=0.19) and permissive style (β=0.26) was positive and significant with high-risk behaviors. However, the relationship between the activator inhibition system (β=0.16) and authoritarian style (β=0.21) with high-risk behaviors was negative and significant. From the indirect path, the relationship of behavioral inhibition system with the mediation of permissive style (β=0.083) and authoritative style (β=0.053) with risky behaviors was positive and significant. Whereas, the relationship of behavioral activation system with the mediation of permissive style (β=-0.138) and authoritarian style (β=-0.088) with high-risk behaviors was negative and significant.

The study showed that both inhibition and activation systems were directly related to high-risk behaviors and through two permissive and authoritative styles. The evaluated model has a good fit.

The personality and the way parents interact with children are important factors in the pathology and early prevention of children's behavioral problems. The present study was conducted with the aim of explaining the causal relationships between mothers' personality traits and children's behavioral problems based on the mediating role of parenting styles.

The method of this research was descriptive and correlation type with modeling approach. The statistical population of this research included all mothers and their children aged 8-12 living in areas 1-3 of Tehran in 2022-2023, and 267 mothers were selected by convenient sampling method as the study sample. The data collection tools included the Neo Personality Traits Questionnaire (McCree and Costa, 1997), the Alabama Parenting Style (Frick, 1991) and the Child Behavior Checklist (Achenbach and Rescular, 2001). Data analysis was done by SPSS24 and AMOS software using structural equation modeling method.

Based on the obtained results, the structural model has a good fit with the data. Total path coefficient between agreeableness (p=0.032, β=-0.145), openness (p=0.019, β=-0.151), conscientiousness (p=0.001, β=-0.380) and neuroticism (p = 0.001, β = 0.387) was significant with children's behavioral problems. The multiple correlation coefficient for children's behavioral problems variable was 0.57.

The present study confirmed the mediating role of parenting styles in the relationship between mothers' personality traits and children's behavioral problems. Children's behavioral problems can be the result of the interaction of personality traits and parenting styles.

Background &

On the other hand, research has shown that children's disorders are closely related to parents' psychological problems and their educational methods. The role of the family as the first educational environment in creating or not creating behavioral disorders, and the emergence of diseases and mental disorders is undeniable. Because the family environment is the first environment where a person's physical, emotional, and personality patterns grow and gradually form. Therefore, considering the effect of these children on their parents, as well as the effect of parents' parenting style on the aggravation of symptoms of hyperactivity/attention deficit and the lack of research related to the effect of stress-based mindfulness training on the mothers of these children, designing and implementing various interventions to create and expand skills Social skills and abilities are very important in these children, and on the other hand, having an ADHD child is a source of stress. However, its effect on parents depends to a large extent on their cognitive evaluation of the problem and their skills and training. One of the training methods that can be used for such mothers is stress-based awareness training. This therapy is derived from cognitive behavioral therapy and is considered one of the important components of the third wave of psychological models. Mindfulness-based on stress reduction reduces stress and anxiety, reduces chronic physical pain, increases immunity, ability to deal with problems, ability to face negative emotions, reduces insomnia, and improves focus, happiness, and well-being. Mindfulness means paying attention to specific purposeful ways in the present and free from judgment. The conscious mind focuses on the process of continuous attention, rather than the content that is being paid attention to. Therefore, according to the stated content and the lack of research related to mindfulness interventions based on stress reduction in the community of parents with children with attention deficit hyperactivity disorder, the purpose of this research is to answer the question of whether mindfulness interventions based on stress reduction improve the style of the parenting of ADHD children effective.

The current research method was quasi-experimental with a pre-test and post-test design with a control group, which was approved by the Code of Ethics Commission of the Islamic Azad University, Torbat Jam branch, with the code of ethics IR.IAU.TJ.REC.1399.010. The statistical population of this study was made up of all mothers with children with attention-deficit/hyperactivity disorder who were referred to Mashhad psychotherapy clinics in 2016-2017. From this community, 30 mothers of children with attention-deficit/hyperactivity disorder were selected purposefully and voluntarily and were randomly replaced in the experimental group and the control group (15 people in each group). At first, the subjects responded to Diana Baumrind's parenting styles questionnaire (1972) (pre-test), then the experimental group underwent 9 sessions of mindfulness-based on Kabat and Zain's (2004) stress reduction, and the control group received an intervention. They did not At the end, both groups responded to the research tools. The collected data were analyzed by multivariate analysis of covariance.

The results showed that mindfulness interventions based on stress reduction have an effect on the parenting styles of mothers and have caused an increase in permissive and authoritative styles and a decrease in authoritarian styles.

One of the common and usual challenges of parents with children with attention deficit hyperactivity disorder, especially those who are facing many medical and therapeutic issues, is facing the problems of these children and how to perceive them. In this regard, it can be said that the healthy behavior of parents with hyperactive children is due to their correct perception of this disorder and the correct way to deal with it. Parents have a dynamic and active role in understanding the problems of their children, and with proper educational methods, they can help in reducing the symptoms of these children's problems and their problems. Therefore, it is necessary to provide treatment solutions to deal with this disorder correctly. Parents can help improve the symptoms of these patients and reduce their problems by learning the right methods. Among the treatment methods that can be effective in improving the symptoms of hyperactivity disorder and reducing the stress of their parents, is the stress reduction program based on mindfulness. This treatment is a short-term and structured intervention. Mindfulness-based stress reduction program is defined as a non-judgmental and balanced feeling of awareness that helps to see and accept emotions and physical phenomena as they happen. The stress reduction program based on mind awareness creates a different attitude or relationship with thoughts, feelings, and emotions, which includes maintaining full and moment-to-moment attention and having an attitude of acceptance and away from judgment. Through exercises and techniques based on mindfulness, a person becomes aware of his daily activities and the automatic use of the mind in the past and future world, through moment-to-moment awareness of thoughts, feelings, and states. The physical will gain control over them and be freed from the everyday and automatic mind focused on the past and the future. Mindfulness exercises enable a person to reduce automatic and habitual responses to stressful experiences and activate the response system by cultivating an inner insight and accepting it more than life's unchangeable events. It will reduce stress and this will increase personal control. Treatment control and cognitive therapy help them. Therefore, it can be concluded that mindfulness interventions based on stress reduction are effective in improving the parenting styles of parents of ADHD children. The limitations of this research include the lack of a follow-up period and the special and difficult conditions of children with attention deficit hyperactivity disorder, and it is suggested that the results of this research be used as a basis for future studies in the field of learning effective training programs. Child parenting and parenting styles, parents with attention deficit hyperactivity disorder should be used. Also, it is suggested that the officials and those involved should plan a comprehensive treatment for these patients and their parents.

</span> Children will experience emotional and cognitive changes in different aspects when they mature into adolescence. During this period, growth and transformation occur in physical, cognitive, and social–emotional fields. Excluding the infancy period, the most extensive changes occur in adolescence. The beginning of adolescence is associated with puberty, containing physical, cognitive, social, and emotional development. During this period, significant and widespread changes occur in the self–concept of teenagers due to the experience of an identity crisis. Family and its status are the first and most crucial social system that effectively forms self–efficacy and self–esteem in their children. Many factors, including sociocultural factors, influence how families educate their teenagers and promote their self–efficacy. Parenting and its relationships are important because evidence shows that parents' interaction with their children plays a significant role in determining the children's self–efficacy. Children's psychological characteristics and gender also affect parents' interaction methods and parenting styles. Different parenting styles create different behaviors among children and teenagers. In other words, children's behavior is strongly influenced by the family's parenting styles. This research aimed to compare parenting styles and self–efficacy in male and female teenagers in Dushanbe, Tajikistan. </span></span>

</span> The research method was descriptive–analytical and of comparative causal type. The statistical population of the current study included all 10000 high school students studying in the city of Dushanbe, Tajikistan, in the academic year of 2010–2011. Of them, 300 eligible girls and boys were randomly selected by multi–stage cluster sampling method. In this way, 6 schools were randomly selected from secondary high schools in Dushanbe in the first stage. In the next stage, 3 secondary schools were randomly selected from each school. The inclusion criteria were as follows: growing up under a mother's guardian during childhood and adolescence, lacking physical disabilities and chronic diseases, and not taking drugs. The exclusion criterion was incomplete answering to the study questionnaires. </span>The research tools were the Baumrind Parenting Styles Questionnaire (Baumrind, 1991) and the Self–efficacy Scale (Sherer et al.,1982). Data analysis was done using the t test comparing the averages of two independent groups at a significance level of 0.05. </span></span>

</span> In the present study, the mean ± SD age of the study females was 16.50 ± 1.09, and that of the males was 16.48 ± 1.08 years. The results of the present study showed a significant difference between the two groups of males and females in the variables of self–efficacy (p=0.041) and authoritarian parenting style (p=0.048). Teenage females obtained a higher average score (66.40±10.70) in self–efficacy than males (61.31±15.97). Also, adolescent males received a higher average score (111.00±8.02) in authoritarian parenting style than females (127.54±5.84). </span></span>

</span> The results of the present study showed differences between the two groups of teenage females and males in Tajikistan in terms of perceived self–efficacy and parenting styles. The adolescent males reported a higher authoritarian parenting style. In general, authoritative parenting is characterized by high demands from parents and their inadequate responses. These parents do not see the need to provide a reason for their orders and emphasize their children's unconditional obedience and respect. Parents encourage girls to seek and maintain close relationships. On the other hand, boys' tendency to be independent in individual and interpersonal situations imposes a heavy burden on them and forces them to fight hard to get rid of their parents' domination. Such a struggle is considered disobedience by parents and sometimes forces them to be strict in interacting with boys, ultimately reducing the teenagers' self–efficacy. One of the effects of correct parenting roles and methods in the family is the opportunities provided for children to know their capabilities and talents and take steps toward self–efficacy. This issue makes their time and energy optimally spent on positive things. Dealing with positive things and feeling that parents always have a supportive role, in turn, makes children feel self–efficacy. Developing effective educational programs and counseling to the family to use the best parenting style to increase self–efficacy, especially in male adolescents, are suggested among families.</span></span></span></span>

In modern life, emotional and social problems have taken the highest rank among mental illnesses. The present study aimed to provide a causal model for predicting children’s psychosocial problems based on parenting styles with an emphasis on the mediating role of social support.

The present research was a cross-sectional analytic study. The study population included parents of children (under 5 years old with behavioral-emotional problems) referred to the comprehensive health centers services in Pardis City, Iran, in 2020. Of whom, 230 people were selected by convenience sampling method. Measurement tools included parenting styles, social support, and socioemotional problems questionnaires. Structural equation modeling with SmartPLS software was used to analyze the data. 

This study was approved by the Ethics Committee of Science and Research Branch, Islamic Azad University (Code: 99527).

The Mean±SD age of mothers was 32.87±7.87 years. Also, 60% of children were boys, and 40% were girls, with an Mean±SD age of 4.12±0.78 years. The Mean±SD scores of socioemotional problems, parenting styles, and social support were found to be 40.16±4.73, 152.23±18.10, and 34.66±6.49, respectively. The results of structural equation modeling showed that parenting styles had a significant role in predicting children’s socioemotional problems through social support mediation (P<0.05). Also, the fitting branches of the model showed the proper fit of the model through the composite reliability and the Cronbach alpha calculation. 

The results of the present study emphasize the critical role of early childhood life and the need to focus on support facilities for mother-child couples at this age. Accordingly, providing psychological and supportive interventions for mothers with high stress can result in parental adjustment and mental health and, subsequently, the child’s normal development.

The disorder of mood disorders is one of the mood disorders recently introduced in childhood and adolescence and has a relatively high prevalence of childhood disorders. The present study investigated the role of parenting styles and parent-child relationships in predicting disruptive mood dysregulation disorder.

This research is of descriptive-correlation type. The statistical population included all boy students aged 9 to 12 years with disruptive mood dysregulation disorder in Bushehr city (Iran) in 2017-2018. The sample consisted of 55 children with disruptive mood dysregulation disorder,selected by purposive sampling method, and 130 normal children with their parents, selected by a random cluster sampling method. Participants were assessed using a researcher-made anger and irritability questionnaire, the Alabama parenting questionnaire (APQ; Shelton, Frick, & Wootton, 1996), and The Pianta Child-Parent Relationship Scale (CPRS; Pianta, 1992). Research data were analyzed using correlation and logistic regression and SPSS-24 software.

The logistic regression analysis showed that among different parenting styles, positive parenting dimensions and corporal punishment are stronger predictors of disruptive mood dysregulation disorder (p<0.01). Among the sub-scales of the parent-child relationship, conflict and general relationships are significant predictors of disruptive mood dysregulation disorder (p<0.01).

According to the results, it can be concluded that positive parenting, corporal punishment, intimacy, conflict, and a generally positive relationship can predict disordered mood disorder, and one of the ways to reduce the disorder’s symptoms can be interventions. Be based on parental education.

Stress is an undeniable fact and is known as one of the most important causes of diseases. Adolescents are one of the age groups that are exposed to various stresses, Parents parenting methods also have a significant impact on how adolescents develop and develop their personalities. Due to the importance of this issue, This study was conducted to investigate the relationship between parenting styles and coping styles in adolescent girls in Gonabad in 2018.

The present study was performed with an Analytical-cross-sectional approach on 310 adolescent girls aged 12 to 16 years in Gonabad by stratified sampling method. Data were collected through a demographic information questionnaire, Bamrind parenting style, and stress management questionnaire among adolescent girls. Data were analyzed by SPSS software version 16 and descriptive statistics and Pearson correlation coefficient. The significance level was less than 0.05.

According to the obtained results, the average age of students' parents was 14.25, 46.05, and 41.75 years respectively. The results showed that the highest mean was related to the decisive and reassuring style and the majority of parents had high scores in this style. According to this study, there was no significant relationship between parenting styles and stress coping styles of adolescent girls, while in this study most parents (more than 90%) had authoritative parenting style, and more than 50% of adolescents have used problem-oriented stress coping styles to manage their stresses.

The findings of the present study showed that most parents had high scores in authoritatively rational style. However, the lack of a significant relationship between parenting styles and stress coping styles can indicate that issues such as gender differences, normative changes in adolescence, virtual networks, etc. should also be considered. Therefore interventions in teaching and training coping styles , especially in girls are recommended

Higher education is considered a great stage of life in spite of their problems. These problems may lead to the possibility of experiencing and suffering from some social harms, including addiction. The tendency of students towards drugs and their harms is one of the main areas of addiction prevention programs related to students. One of the variables affecting the tendency to addiction is parenting styles which is a set of behaviors that determine the parent–child interactions in different and extended situations. Parenting styles include authoritarian, authoritative and permissive styles. Another variable affecting the tendency to addiction is cognitive emotion regulation. Emotion regulation refers to the processes by which a person experiences emotions and how to express them. Today, addiction tendency is considered an effective factor that has changed the parenting style. This endovear requires improving cognitive emotion regulation in learners. Therefore, according to what was stated, this study aimed to predict the tendency to addiction based on parenting styles and emotional cognitive tension in students.

This study was cross–sectional and the research method was descriptive–analytical of correlational type. The statistical population of this study consisted of all students of Payame Noor University in Gonbad Kavous City, Iran, in the academic year of 2019–2020. There were 3548 students. The sampling method considered the possibility of a drop in respondents and inappropriate responses. Thus, 400 hundred questionnaires were distributed among all university students. Finally, 390 questionnaires were returned and 384 questionnaires were selected for statistical analysis. The inclusion criteria were being a student of Payam Noor University in the city of Gonbad Kavos and studying in the academic year of 2018–2019. The exclusion criterion was incomplete questionnaires. The measuring instruments were the Parenting Style Questionnaire (Baumrind, 1991), Cognitive Emotion Regulation Questionnaire (Garenfeski et al., 2001) and Tendency to Addiction Scale (Weed et al., 1992). Descriptive statistics (mean and standard deviation) and inferential statistics (the Pearson correlation coefficient and multivariate regression analysis) were performed in SPSS version 22. The significance level of the tests was set at 0.05.

The results showed that between permissive style (p<0.001, r=0.491), authoritative style (p<0.001, r=–0.523), authoritarian style (p<0.001, r=0.406) and emotional cognitive regulation (p< 0.001, r=0.475) were correlated with addiction tendency. Also, based on the results of multiple linear regression analysis, permissive style (p<0.001, β=0.203), authoritative style (p<0.001, β=0.274), authoritarian style (p<0.001, β=.193), and cognitive regulation of emotion (p<0.001, β=0.315) could predict the mean score of addiction tendency.

According to the results of this study, using the correct parenting styles and improving cognitive emotion regulation can reduce the tendency to addiction in University students.

The aim of this study was to develop an early academic ability model based on parenting styles and attachment with the mediating role of executive functions and the role of gender adjustment in preschool children.

The research method is cross-sectional correlation. The statistical population of this study consisted of all mothers and preschool children of boys and girls in Yazd in 1398, from which 700 people (350 girls and 350 boys) were selected by multi-stage cluster sampling. In this study, the tools of early academic ability, children's attachment, parenting styles, and for executive functions, the Wisconsin card classification test were used, all of which had acceptable validity and reliability. SPSS-V23 and Lisrel-V8.8 software were used to analyze the data. Structural equation modeling was also used to answer the research hypotheses.

The research findings showed that the model has a good fit. The results showed that the early academic ability model is based on parenting styles and attachment styles in preschool children. The results showed that the early academic ability model is appropriate based on parenting styles and attachment styles based on the mediating role of executive functions in preschool children (boys and girls).

The results also showed that gender has a moderating role. Therefore, paying attention to the mentioned variables in designing more appropriate therapies will help researchers and therapists in preschool children

 Family is like a school where parents teach the lessons of humanity and morality, which are the foundation of human happiness, to their children. Moral development is an essential part of children’s understanding of moral rules and principles. The lack of moral development, along with anxiety, and depression exposes children to antisocial and suicidal behaviors. Moral development is associated with parenting styles and attachment. This study aims to investigate the relationship between parenting styles and moral development of preschool children mediated by children’s attachment.

This descriptive correlational study was conducted on 128 children (64 girls and 64 boys) selected from 8 preschools in Tehran Province, Iran, in 2020 using a cluster sampling technique. The study data were collected using three questionnaires: Baumrind Parenting Styles Questionnaire (PSQ), the Kinship Center Attachment Questionnaire (KCAQ), and Lotfabadi Moral Development Questionnaire (MDQ). The first two tools were completed by mothers of children, while the MDQ was completed by children. The Kolmogorov-Simonov test, correlation test (Enter method), analysis of variance, and multiple regression analysis were used for data analysis in SPSS v. 21.

 The regression analysis results showed that parenting styles had a significant relationship with moral development (R=0.74, Adjusted R2=0.54, P=0.000). Also, attachment had a significant association with moral development (R=0.71, Adjusted R2=0.49, P=0.000). With one unit change in permissive, authoritarian, and authoritative parenting styles, the moral development of preschool children can be predicted by 43.5%, 19%, and 37.6%, respectively. Moreover, with one unit change in positive adjustment/development, negative behavior, emotional reactivity, and distancing from caregiver support dimensions of attachment, the moral development of preschool children can be predicted by 33.6%, 38.4%, -26.4%, and -11.4%, respectively. Also, the results of the Sobel test showed that the attachment variable was the mediator of the relationship of parenting styles with moral development (z=2.29>1.96). 

 The moral development of children is related to permissive, authoritarian, and authoritative parenting styles. Besides, children’s attachment can mediate the relationship between parenting styles and moral development. More planning and follow-up are needed to improve the moral development of preschool children. When parents are consistent in their parenting styles, they provide their children with assertive and trusting behaviors. They should listen to their children and promote dialogue with them. Their discipline should be accompanied by warmness, logic, and flexibility and give their children the freedom to some extent. This treatment can help children develop their social behavior.

the students’ academic performance plays a dramatic role in the future of every country. Therefore, the present study was conducted aiming to explain the causal model of parenting styles and academic performance with the mediator role of academic buoyancy in high school students.

the research method was descriptive in correlational and structural equations type. The statistical population included all male and female secondary high school students in the city of Fasa in academic year 2018-19 and their parents from whom 493 students (248 boys and 245 girls) were selected through multi-stage clustered random sampling method. Diana Baumrind’s parenting style scale, NEO-EFI five factor personality scale, academic performance scale and academic buoyancy scale were used in order to collect data. The data analysis was done after collecting the questionnaires via Pearson correlation and structural equation methods.

the results of structural equations modeling revealed that the academic buoyancy plays a significant mediator role in the relationship between parenting styles and academic performance. Moreover, the offered causal model enjoys an acceptable goodness of fit.

according to the findings of the present study, the parents’ parenting styles and academic buoyancy should be seriously paid attention to in the process of the students’ academic performance and success as effective variables on this process.

The experiences of the first years of life and the interaction style between mother with the child, specifies the foundation of child's health or illness in adulthood. Parenting styles and self-efficacy of mothers are two important factors that can affect child's anxiety. Therefore, the present study was conducted to determine the role of mother's self-efficacy and parenting style in predicting the anxiety of preschool children (5 and 6 years old) in Mashhad. Current study is a descriptive correlational study. The statistical population of this study included mothers of preschool children in kindergartens of Mashhad who were selected by random cluster sampling. The sample size in this study was 181 people. Three scales used in this study were self-efficacy of Dumka (PSAM), Baumrind Parenting styles and Spence scale of preschool children anxiety (PAS). SPSS (23) software was used for data analysis. Low self-efficacy of the mother and her authoritarian parenting style can predict child's anxiety. There was a negative and significant correlation between self-efficacy of mothers and child anxiety (P≤0.006, r=-0.2); there was also a negative and significant correlation between mother's self-efficacy and authoritarian parenting style (P≤0.001, r=-0.24); the relationship between child anxiety and authoritarian parenting style was positive and significant (P≤0.001, r=0.23). The obtained results showed that the authoritarian parenting style and low self-efficacy have the ability to predict child's anxiety; therefore, it is suggested to consider modification of parenting style and increasing the self-efficacy of mothers in maternal empowerment programs.

It is an effective way to nurture healthy people in the family education community and to provide parents with information. The aim of this study was to investigate the relationship between parental parenting styles and perfectionism in nursing and medical students of the Faculty of Medical Sciences of Abadan and its comparison with single-parent families and several children in 2014.
This is a a descriptive-analytic approach. The study population consisted of 322 nursing and medical students who entered the study by simple random sampling. Demographic questionnaire, parenting styles questionnaire and perfectionism questionnaire were used to collect information.
There is no meaningful difference in men in the 4 dimensions of perfectionism (doubts about actions, parental expectations, parental criticism and ordering) between children and children, but worries about mistakes with a child are greater than worries about mistakes. With several children (P Considering the abnormal structure of perfectionism, the recognition of the relationship between parental parenting styles and the perfectionism of children, in addition to advancing perfectionism and personality theories, has helped educators to apply in practice with education Appropriate childcare practices prevented the development of this structure to some extent.

Background and Given the complexity of living conditions in the current world, problem solving skill is becoming one of the basic components in dealing with everyday life problems. The purpose of this study was to evaluate the teaching of new parenting programs, in which problem solving strategies have been taught to mothers.
The sample consisted of 38 mothers of children who were enrolled in private schools in Tehran. The current study is quasi-experimental research with pretest - posttest design without control group. Data were collected using children's behavioral problems questionnaire (Shokoohi-Yekta and Parand, 2008) and Family Problem Solving Scale (Ahmadi, Fathi Ashtiani and Etemadi, 2007).
Findings indicated a significant effect on reducing children's behavioral problems, as the most effects of these workshops were seen on the subscale of situation understanding and lowest effects on feeling understand (P It seems that findings of this research can be used as an effective intervention for reducing children behavioral problems. Meanwhile, the program can be suggested to therapists to utilize in group training as an effective program in a short course.

parenting styles is one of the most important factors in shaping Adolescents behavior and personality, the purpose of this study was to predict Internet addiction and social anxiety on Parenting Styles.
The present study was descriptive and correlation studie's type. For this purpose, the number of 400 secondary students of Sabzevar schools was selected using multi-stage cluster sampling. They all questionnaires Internet addiction Yang (IAT), Social Anxiety Scale (SAS-A) and Diana Baumrind Parenting Styles Questionnaire completed. Data were analyzed using Pearson correlation and multiple regressions.
Pearson correlation showed authoritarian parenting Styles and permissiveness with Internet addiction and social anxiety in order (r =0.120 and, r = 0.210) and (r =0.576 and, r =0.517) had a positive and significant relationship. The authoritative style with Internet addiction and social anxiety in order (r= -0.291 and r= -0.263) is negative relationship and significant. In addition, multiple regression analysis showed that the parenting styles were predicted Internet addiction and social anxiety, and they in order 39 and 35 percent of the variance explained.
According to the results, we can use the proper educational methods and make planning applications in the treatment of Internet addiction and improved positive relationships with others.

Sexual variety seeking is a sexual behavior that is characterized by the preoccupation with multiple sexual relationships and, in behavioral domains with the attempt to establish sexual relationships with new people and in different forms. The aim of this study is to provide a structural model to explain the sexual variety seeking based on early maladaptive schemas, parenting styles and moods. In this study, 422 married men from the community of theologians and students of Qom were selected through random sampling method and tested for sexual variety seeking, temperament, early maladaptive schemas, and parenting styles. The results of exploratory, confirmatory and modeling factor analysis of structural equation indicated that early maladaptive schemas (43 percent), paternal parenting styles directly (32%) and indirectly (9%) account for sexual variety seeking. Maternal parenting styles and moods indirectly (respectively 13% and 19%) and through the early maladaptive schemas explain sexual variety seeking. In general, it seems that early maladaptive schemas play an important role in explaining sexual variety seeking.

Background and One of the most important issues in the modern age is hope for future and its reflection on individuals’ daily lives. Generally, hopefulness, which is influenced by several factors, is an essential component in increasing the quality of life. Piety is one of the significant factors, which is closely associated with this concept. Regarding this, the present study aimed to investigate the role of piety in the hope for future.
This survey was conducted on 380 citizens of Azarshahr with an age group of 20-60 years, who were selected using clustering sampling method.

The results of ANOVA demonstrated that there was a significant and positive relationship between the piety and hopefulness and its dimensions (P As the findings of the current study indicated, to increase people's hopefulness, it is essential to strengthen the religious beliefs in the process of socialization, fortify faith, and encourage people to participate in religious affairs at early age.

Background and According to the psychologists, the parents’ actions have a significant impact on shaping up children’s thoughts, emotions, and behaviors. The aim of this study was to investigate the relationship between parenting styles and the religious attitude and mental health in female students of second grade secondary school in Babol.

This descriptive correlational study was conducted on 336 female students in Babol, using simple random sampling method. For data collection, the General Health Questionnaire-28, Baumrind’s Parenting Style Inventory, and Seraj’s religious attitude survey were employed. The data were analyzed using descriptive analysis and Pearson product-moment correlation through SPSS version 16.

According to the results of the study, there was a negative correlation between the dictatorial parenting styles and mental health (r=-0.122, P As the findings of the present study demonstrated, parenting styles were effective in religious attitude and mental health of the female students. It is concluded that parents should be provided with necessary trainings in order to improve their parenting styles.

Background and Adolescence is a critical period in human development and various studies have conducted in this area. Present study aimed to investigate the effectiveness of parents training program in middle adolescence development on parenting styles and parent-child relationship.
Current research was a quasi-experimental study with one group pretest-posttest design. The study sample consisted of 50 mothers of secondary students who were studying in schools of Tehran City that were selected using convenience sampling method. Participants received a five-session training program on middle adolescence development (1/wk, 2 hrs). Data were collected using Parent-Child Relationship Inventory (PCR) and Baumrind Parenting Style Scale (PSS).
Results of analysis of variance with repeated measures showed that the training program had no significant influence on parent-child relationship (p > 0.05), while it had significant influence on participants parenting style profile (p This program had no significant effect on parent-child relationship and showed a small effect size, which is indicative of its weak effectiveness on parent-child relationship. On the other hand, parenting style revealed a significant difference in posttest, which is indicative of the effectiveness of the training program. Research limitations and suggestions are discussed.

Background and Parenting styles plays an important role in the upbringing of children. Therefore, present study aimed to predict adaptive behavior among students with intellectual disability based on their mothers’ parenting styles. This research was a descriptive-correlational study. The study population comprised all mothers of elementary students with intellectual disability that were studying in schools of Rasht City in 1393-94 academic year. The study sample comprised 110 subjects that were selected using convenience sampling method. Data were collected using the Vineland Social Maturity Scale (1953) and parenting style questionnaire (Baumrind, 1973). Data analysis using Pearson correlation coefficient revealed a significant positive correlation between authoritative parenting style with adaptive behavior, and significant negative correlations between authoritarian and permissive parenting styles with adaptive behavior (p < 0.01). Moreover, data analysis using multiple regression analysis revealed that authoritative parenting style was the significant positive predictor of adaptive behavior, while permissive and authoritarian parenting styles were the significant negative predictors of adaptive behavior (p < 0.01). According to our findings, it is essential to design and provide family training programs on parenting styles and their influences on children’s behavior, in order to change mothers’ attitudes and improve family relationships, which can in turn enhance adaptive behavior among students with intellectual disability.