فصلنامه خانواده و پژوهش
سال نوزدهم شماره 1 (بهار 1401)

Appropriate social behaviors and other adaptive skills are the basis for personal and social adjustment. This study explored hypothesized mediation of parental emotion socialization (supportive strategies) between executive functions and social skills of children with and without attention deficit/hyperactivity disorder. The present study had a correlational design. The statistical population of the study comprised all children aged 7-13 in Tehran with and without ADHD and the sample included 191 students (females: 44%, males: 56%) and their parents. Children with ADHD were selected via convenience sampling method and children without ADHD were chosen through random cluster sampling method. The research instruments included Conners’ Parents Rating Scale-Revised Short Form (CPRS-R: S), Gresham & Elliott’s Social Skills Rating System (SSRS), Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA), and Coping with Children’s Negative Emotions Scale (CCNES). Hierarchical regression was utilized to analyze the data. Results demonstrated that executive functions and parental emotion socialization could predict social skills in children with and without ADHD (p<0.001). Furthermore, supportive responses of parents to negative emotions of children can moderate the relationship between executive functions and social skills (p<0.001). These findings implicate that parental positive emotion socialization practices somehow compensate for the negative effects of executive dysfunction on social skills in children with and without attention deficit/hyperactivity disorder.

This study sought to examine the importance of designing a family education curriculum for elementary schools. This qualitative research was carried out through conventional content analysis method. The research sample included 20 experts in curriculum planning, psychologists, sociologists, family counselors, and family educators who were selected by purposive sampling method. Data collection was undertaken through semi-structured interviews and it continued until saturation was obtained. The results were classified into two main categories: 1) Relationships between school and family based on needs and mutual understanding (with 8 subcategories, i.e., parents' awareness of their duties and roles, cohesive planning as well as unitary method in family education, the need to pay attention to the family as the core of human growth and excellence, parents' involvement in the curriculum, the need to link curricula with realties of life, ignorance and behavioral problems in families, parents’ familiarity with school curricula, awareness of all dimensions of children’s development); 2) Curricular efficacy (with 3 subcategories, i.e., efficiency of curricula, taking into account global changes, application of supportive methods in teaching and learning activities). According to the findings, family education curriculum for primary schools plays a pivotal role not only in boosting parents’ awareness, positive attitude and performance in raising children but also in making the educational objectives and expectations between home and school compatible.

This study was carried out to examine the effectiveness of a parent training program based on cognitive-emotional mediation in improving mother-child interactions and maternal self-efficacy in mothers of children aged 3-6 in Yazd. Pretest, posttest, control group design was utilized in this quasi-experimental study.  The statistical population of the study was comprised of all mothers of children aged 3-6 who were not diagnosed with any mental condition and attended kindergarten in Yazd in 2018. The research sample consisted of 23 mothers who voluntarily participated in the study and were randomly assigned to the experimental (N= 10) and control groups (N= 13).The experimental group received cognitive-emotional mediation parent training program in 6 weekly sessions; however, the control group was not exposed to any intervention.  Before and after the training program both groups were pre- and post-tested via Pianta Child-Parent Relationship Scale (1992) and Dumka Parenting Self-Agency Measure (1996). Data were analyzed using ANCOVA and MANCOVA. Results indicated that parent training based on cognitive-emotional mediation enhanced the quality of mother-child interactions and maternal self-efficacy and decreased the conflicts between mothers and children. The findings revealed the significance of cognitive-emotional mediation in promoting daily mother and child interactions.

Nowadays, adolescent aggression is a concern for parents because it will lead to future social, psychological, behavioral and educational problems. In addition to genetic, family, economic and cultural factors, one of the factors contributing to aggressive behavior is environment. Due to the fact that school is the first place where adolescents socialize with their peers, the school environment can play a significant role in organizing students’ interactive and social behavior and mental and emotional health. This study set out to examine environmental components in school architectural design to reduce students' aggressive behavior. To this end, the components affecting aggression in schools were collected using library resources and documents and content analysis method. In order to complete the list of components, interviews with psychologists and behavioral experts were conducted through Delphi method and theoretical saturation approach. Grounded theory method was utilized in the analysis of interviews and through using open coding and then axial coding methods, both ends of the spectrum of components were studied. Finally, the spectrum of the relationships between environmental components and the aggression factor was analyzed by selective coding. The results indicated that mediator variables derived from environmental components such as attention to needs, spatial attractiveness and transparency, security, flexibility, stress reduction, mental health, auditory comfort and environmental calm, positive thinking, etc. are effective in reducing students' aggressive behavior. Finally, a model representing the relationship between environmental components and students' aggressive behavior was put forward.

This study was undertaken to investigate how the components of political development derived from different theories, Holy Quran, hadith and the Constitution of the Islamic Republic of Iran were mirrored in high school curriculum. This applied research had a descriptive design. Content analysis was utilized in this study and the statistical population was comprised of all social studies, history, sociology, Persian literature, and Islamic education textbooks in junior and senior high school (32 textbooks in 2015-16 school year). The utilized technique was Shannon Entropy and the unit of analysis was pages, which included a total number of 4375 pages. Results indicated that: 1) The components related to political development were considered about 2174 times in the aforementioned textbooks, with the frequency of 250, 739, 94, 446, 341, and 304 for human dignity, eligibility, law-abiding, participation, competition, and critical thinking, respectively; 2) The findings show that participation component had the highest frequency and significance, while critical thinking was the least frequently covered topic in these books.

The purpose of this study was to examine the role of loneliness in the tendency to use social media among senior high school students in Tehran. The research method was survey. The statistical population of the study was comprised of all secondary school students in Tehran and the sample size was 384 according to Cochran’s formula. The sample was drawn based on multi-stage cluster sampling method. The research instruments included UCLA Loneliness Scale (Russell, Peplau & Cutrona, 1980) and a researcher-made questionnaire to measure social network orientation. It is worth mentioning that UCLA Loneliness Scale was translated into Persian by Shekarshekan and Mirdereikvand in 2008. A total of 384 questionnaires were distributed and 346 responses were obtained. The results revealed that there was a positive, significant relationship between emotional loneliness and tendency to use social networks (0.358*). Moreover, there was a positive, significant relationship between social loneliness and the tendency to use social networks (0.311**). The results of regression analysis indicated that emotional and social loneliness accounted for 36.5 and 11.7 percent of changes in social network tendency, respectively. The loneliness variable (in both emotional and social dimensions) could approximately predict 48.2% of the variance in tendency to the use social networks. Results of analysis of variance showed that emotional and social loneliness had a significant effect on the tendency to use social networks.

This study aimed at analyzing the effect of exercise on psychological well-being and social health of first grade high school students in Tehran with the mediating role of attachment to school and the use of social media. This applied research had a correlational design. The statistical population of the study comprised all first grade male junior high school students in Tehran. The sample was drawn through random cluster sampling method and the sample size was equal to 384 students. The research instruments included Social Media Use Questionnaire (Kim et al., 2017), Psychological Well-Being Scale (Diener et al., 2009), School Belonging Scale (Hurtado & Carter, 1997), Social Health Scale (Keyes & Shapiro, 2004), and Habitual Physical Activity Questionnaire (Baecke et al., 1982). Pearson correlation and structural equation modeling were used to analyze the data. Results indicated that moderator variable of the use of social media mediates the effect of exercise on psychological well-being and social health with effect coefficients of 0.17 and 0.17. In addition, moderator variable of attachment to school mediates the effect of exercise on psychological well-being and social health with effect coefficients of 0.22 and 0.23, respectively. Therefore, if schools use social media to engage students in school and out-of-school sports, this can enhance students’ engagement in school activities.

Although cyberspace has brought enormous benefits, it has also ushered in a host of new problems. It can lead to many problems especially for adolescents and its long-term use can cause dependence and addiction. This qualitative study aimed at assessing and explaining the experiences of female adolescents using the Internet. In this study, Moustakas empirical phenomenological approach (transcendental phenomenology of Husserl) was utilized. For the purpose of data collection, in-depth semi-structured interviews with the participants were used. The statistical population of the study was comprised of senior high school students in Tabriz in 2016-17 school year from among whom 26 students were selected via purposive sampling. The data were analyzed using Moustakas empirical phenomenology data analysis procedures. In general, eight main content areas were extracted based on the results of this study: 1. Reasons why individuals use cyberspace, 2. Positive effects of cyberspace, 3. Negative effects of cyberspace, 4. Cyberspace susceptibility, 5. Communication with strangers via cyberspace, 6. Affective and behavioral symptoms of cyber addiction, 7. Withdrawal from the real world and being submerged in cyberspace, 8. Feelings of guilt and dissatisfaction with the lack of self-control over the use of cyberspace. Based on the findings, building a strong culture of appropriate use of cyberspace in the society is recommended.