فصلنامه خانواده و پژوهش
سال هجدهم شماره 1 (بهار 1400)

This study sought to examine the structural relationships of parentschr('39') level of education and their goal orientation with motivation, self-concept and academic self-efficacy of adolescent female students. A number of 601 female 10th graders responded to the research instruments, including the Students Perception of Parents Goal Orientation Questionnaire (Hruda & Midgley, 1997), Motivated Strategies for Learning Questionnaire (Pintrich & Garcia, 1991) and Self-Regulated Learning Questionnaire (Artelt et al., 2003). Students also reported their parentschr('39') level of education. Structural relationships of research variables showed that parentschr('39') education has a negative impact on childrenchr('39')s intrinsic motivation, however, it does not play a significant role in shaping studentschr('39') extrinsic motivation. Parentschr('39') education has a direct and positive role in childrenchr('39')s academic self-efficacy, control expectations and verbal self-concept. Parentschr('39') performance orientation showed a positive and direct effect on studentschr('39') extrinsic motivation, but it does not play a significant role in their intrinsic motivation. Parentschr('39') performance orientation mediated by extrinsic motivation positively affects childrenchr('39')s academic self-efficacy and academic self-concept. Parentschr('39') mastery orientation has a positive and direct effect on forming childrenchr('39')s intrinsic motivation; nevertheless, it shows a negative relationship with their extrinsic motivation. Parentschr('39') mastery orientation also has a negative effect on studentschr('39') academic self-efficacy and control expectations. Parentschr('39') mastery orientation mediated by intrinsic motivation has a positive impact on all dependent variables and hence, will bring about more adaptive results in the educational environment.

The purpose of this study was to investigate the relationship between work engagement, academic optimism, and teacherschr('39') job performance. To achieve this goal, the descriptive-correlational research method was used. The statistical population of the study consisted of 4830 elementary teachers in Karaj in the 2017-18 school year. The sample consisted of 350 individuals who were selected according to Krejcie & Morgan table (1970) via random stratified cluster sampling. The instruments included Work Engagement Scale (Schaufeli, Martinez, Pinto, Salanova & Bakker, 2002), the Job Performance Questionnaire (Paterson, 1990), and Teacherschr('39') Academic Optimism Questionnaire (Beard, Hoy, & Woolfolk Hoy, 2010). The validity of the questionnaires was assessed by seeking experts’ opinions, and their reliability was examined via Cronbachchr('39')s alpha test. For data analysis, descriptive and inferential statistics, including Pearson correlation coefficient and simultaneous multiple regression analysis were used. The results demonstrated that there was a direct and significant relationship between the job performance of teachers and work engagement and components of absorption, vigor and dedication. It is worth mentioning that work engagement and components of absorption, vigor and dedication could account for 28, 22, 26, and 32 percent of the variance in teachers’ job performance, respectively. Furthermore, there was a direct and significant relationship between teacherschr('39') job performance and their optimism, and the components of collective productivity, trust in parents and students, and academic emphasis.  It is noteworthy that optimism and the components of collective productivity, trust in parents and students, and academic emphasis had the potential to predict 26, 25, 25, and 29 percent of the variance in teacherschr('39') job performance.

Homeschooling is going through its early stages in the Iranian education system. There are many ambiguities in the application of this approach at present. Hence, in this article, the concept, status, and necessity of homeschooling in the Iranian education system were scrutinized. To this end, foreign documents belonging to the years 1976-2018 and domestic works belonging to the years 1991-2017 were probed. More specifically, 98 studies were systematically selected, content analyzed and categorized using the synthetic method. Then a combination of findings was presented according to the principles of data integration, reconsideration, and rearrangement. At the end of each section, aggregation of findings and overall conclusions, if necessary, were provided. The results showed that parent-supervised education of children and flexible curricula were essential concepts in homeschooling. This approach has developed abroad significantly due to educational reasons and its outstanding values. However, its position in Iran is in a state of uncertainty. Nonetheless, special attention should be paid to its use because of the following disadvantages of the Iranian education system: 1) inefficiency of the education system; 2) educational inequality; 3) centralized and bureaucratic education system; 4) traditional teaching methods; 5) subject-centered curriculum 6) contradictory values in homes and schools.

This study was undertaken to determine the role of cognitive emotion regulation strategies and early maladaptive schemas in the use of virtual social networks among female students. In this correlational study, 398 Tehrani high school girls were selected during 2018-19 school year via Krejcie & Morgan table and stratified sampling method. The instruments included the Virtual Social Networks Use Questionnaire (Eidizadeh & Ahmadi Baloutaki, 2017), Young Schema Questionnaire–Short Form (2003), and Cognitive Emotion Regulation Questionnaire–Short Form (Garnefski, 1999). Data were analyzed using SPSS-18 software through Pearson correlation coefficient and regression analysis step-wise method. The results showed a positive relationship between the use of virtual social networks and the components of re-focusing on planning, disconnection and rejection, impaired limits, and other-directedness. The relationship between self-blame, other-blame, and rumination and use of virtual social networks was positive. Moreover, the results revealed that the components of rumination, re-focusing on planning and impaired limits could account for 0.53, -0.10, and 0.08 percent of the variance in the use of the virtual social network in girl students, respectively. Based on the findings of this study, cognitive emotion regulation strategies and early maladaptive schemas play an essential role in the use of virtual social networks in girl students and need to be considered in educational programs.

Identifying individual and social factors affecting MS patients’ quality of life can play a significant role in planning, treatment process and modifying their lifestyle. Thus, this study proposed a structural model explaining MS patients’ quality of life based on health-promoting lifestyle with the mediating role of psychological capital. The study had a correlational design.  The population of the study was comprised of all MS patients who were members of Mazandaran Province MS Associations (including Sari, Amol, Nowshahr & Chalus, Tonekabon, and Ramsar) from among whom 305 patients were selected and studied via purposeful sampling. The instruments included the Multiple Sclerosis Impact Scale (MSIS-29) (Hobart et al., 2001), the Health-Promoting Lifestyle Profile (Walker et al., 1987), and Psychological Capital Questionnaire (Luthans, 2007). The data were analyzed using structural equation modeling and via AMOS26 software. The results indicated that the direct path quotients between health-promoting lifestyle and quality of life (P=0.001, β=-0.809), also, between psychological capital and quality of life (P=0.001, β=-0.839) were negative and significant at 0.01 level of significance. Furthermore, the indirect quotient between promoting lifestyle and quality of life was negative and significant at 0.01 level of significance (P=0.001, β=-0.498). In conclusion, a healthy lifestyle interacting with positive psychological resources such as hopefulness, optimism, self-efficacy, and resilience can cause adaptability of the patients to the disease during hard times of their lives and improve their quality of life.

This study aimed to perform a confirmatory factor analysis of the Problematic Internet Entertainment Use Scale for Adolescents (PIEUSA) on an Iranian sample. The research method was descriptive and of survey type. The population of the study was comprised of junior and senior high-school students in Tabriz in 2016-17 school year from among whom 596 students (331 girls and 265 boys) were selected based on multi-stage cluster sampling method and completed the Problematic Internet Entertainment Use Scale for Adolescents (PIEUSA). The original version of the scale had eight subscales, including 1) mental occupation, 2) abandonment, 3) tolerance, 4) lack of control, 5) resistance despite understanding the problem, 6) conflict, 7), avoiding facts, and 8) motives. The internal consistency of the whole scale was obtained through Cronbachchr('39')s alpha (0.95). The construct validity of the PIEUSA scale was gained via confirmatory factor analysis. To assess model fit, X2, X2/df, GFI, AGFI, CFI, RMR, and RMSEA indices were computed. It is worth mentioning that in order to increase the desirability of the scale in the Iranian sample, the two subscales of mental occupation and abandonment were deleted.  The results showed that it was a good-fitting model in the Iranian culture and sample. According to the findings, the Problematic Internet Entertainment Use Scale for Adolescents (PIEUSA) is a reliable and valid test in the Iranian sample and can be used for designing psychological interventions.

This study was carried out to compare the effects of self-determination skills training and parent management training on the externalizing behavior problems of students. This quasi-experimental research had a pretest-posttest, control group design. To achieve research goals, 45 students with externalizing behavior problems who were identified through Child Behavior Checklist (CBCL) and via random multi-stage cluster sampling method were selected and randomly assigned to two experimental and one control group. The self-determination skills and parent management training programs were administered to both experimental groups (one group of students and another group of mothers) in 10 sessions. Child Behavior Checklist (CBCL) was completed by participant parents before and after the intervention. Results of multivariate covariance analysis showed that both self-determination training and parent management training had positive effects on reducing externalizing behavior problems, aggressive and rule-breaking behaviors. Comparing the effect of self-determination skills and parent management training, the results showed that self-determination training was more effective in reducing externalizing behavioral problems and rule-breaking behaviors. The results demonstrated that there was no difference between the effectiveness of the two interventions regarding aggressive behavior. The studychr('39')s findings can be fruitful for therapists and counselors concerning the selection of the appropriate type of interventions.

Increasing women’s self-concept and positive perception of hijab are among the most priority strategies used to internalize the value of hijab. Strengthening the religious spirit to adhere to social values, broadening women’s knowledge about genuine Islamic values, and taking the subject of chastity and hijab scientifically into account are helpful in enhancing the culture of chastity. The present research is an endeavor to examine students’ perception of the limits of the hijab in Islam while examining their lived experiences. This study is based on a qualitative and phenomenological approach. Purposeful sampling method was utilized and ten respondents were selected from among female eleventh graders in Tabriz. Twelve individual interviews and a semi-structured group interview were carried out. The students were interviewed outside schools so that the school climate would not affect their perception of hijab. Data analysis was undertaken based on the seven-stage Colaizzichr('39')s method. The findings showed that according to the students’ lived experiences, hijab is not only limited to clothing but it also includes chastity and hijab in look, speech, behavior, and clothing. The extracted themes based on students’ lived experiences were as follows: different interpretations of limitations of hijab, the impact of individuals’ past experiences on limitations of hijab, the dependence of limitations of hijab on the environment, limitations of hijab as a function of time, the impact of the virtual world on hijab’s fading away, weak faith as the reason for having intermittent perspective on hijab.