فصلنامه خانواده و پژوهش
سال بیستم شماره 2 (تابستان 1402)

The present study sought to examine the relationship of behavioral problems and social skills of slow-paced students to their mothers' quality of life. This research also investigated mindfulness as a moderator in the relationship mentioned above. The study had a descriptive, correlational design. The statistical population of the study was comprised of all elementary school slow-paced students living in Golestan Province and their mothers in 2019-2020 school year. In order to draw the sample, cluster sampling method was utilized and 298 students were selected. The research instruments included the Rutter Children’s Behavior Questionnaire (1967), Matson’s Social Skills Scale (1983), Five Facet Mindfulness Questionnaire (Baer et al., 2006), and World Health Organization Quality of Life Questionnaire (WHOQOL-BREF) (1998). Data were analyzed via descriptive statistics, Pearson correlation coefficient, and structural equation modeling. Results demonstrated that there was a significant, positive correlation between social skills, mindfulness, and quality of life. There was also a significant, negative association between behavioral problems and quality of life. Furthermore, the results confirmed the mediating role of mindfulness between social skills, behavioral problems and quality of life (P<0.01). Based on the findings, it can be concluded that developing social skills of slow-paced students, reducing their behavioral problems, and promoting their mothers’ mindfulness can improve the quality of life of mothers.

This study set out to examine the impact of new media technologies on students’ communication patterns and functioning in the household. This correlational research has taken an applied approach regarding the objective, while in regard to time, a cross-sectional approach has been used. The statistical population of the study was comprised of senior high school students in East Azerbaijan Province in 2021-2022 school year. The sample size was estimated based on Cochron Formula and a number of 627 students were selected using stratified sampling method as well as simple, systematic random sampling method. The research instrument included a researcher-made questionnaire. The obtained data were analyzed using Pearson correlation coefficient and MANOVA. Results revealed that there was a significant, inverse correlation between the use of mobile phone, Internet, and computer games and students’ communication patterns and functioning in the household. More specifically, increase in the use of new media technologies results in poor students’ communication patterns and functioning in the family. In addition, the use of mobile phone, Internet, and computer games could account for %15.7 of the variance in students' communication patterns and functioning in the household. Boosting students’ media literacy skills and familiarizing them with optimal use of new media technologies can reduce the negative impacts of new media.

This study was undertaken to examine the mediating role of emotion regulation in the relationship between emotional disorders and self-injury in adolescents with divorced parents. This research had a correlational design. The statistical population of the study was comprised of all students with divorced parents who were studying in junior and senior high schools in Rasht in 2019-2020 school year. The statistical sample consisted of 200 students who were selected by convenience sampling method. The research instruments included Self-Harm Inventory (Sansone et al., 1998), the Woodworth Psychoneurotic Inventory  (1920), and Emotion Regulation Questionnaire (Gross & John, 2003). The collected data were analyzed via structural equation modeling with SPSS-21 and AMOS-24 software. Results showed that there was a positive, significant relationship between emotional disorders and self-injury in adolescents with divorced parents (p<0.05). Moreover, emotion regulation (reappraisal and suppression of emotions) had a mediating role in the relationship between emotional disorders and self-injury. More specifically, suppression of emotions played a significant, positive role in the link between emotional disorders and self-harm, whereas reappraisal played a significant, negative role in the relationship between emotional disorders and self-harm. Fit indices indicated that the proposed model was a good-fitting one.

This study was carried out to investigate the effects of a training program based on choice theory on parenting stress and cognitive flexibility of parents with preschool children. This quasi-experimental research had a pretest-posttest control group design.  The population of the study was comprised of all mothers (120 individuals) who had been referred to municipality-affiliated Tadavom House in Sari in 2019. The research instruments included Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010) and Parenting Stress Index- Short Form (Abidin, 1995). At the screening stage, 30 patients were randomly chosen and assigned to experimental and control groups. The experimental group was administered eight training sessions based on choice theory, whereas the control group received eight training sessions on current social issues. The collected data were analyzed using repeated measures ANOVA (mixed design). The results showed that the intervention based on choice theory increased parents’ cognitive flexibility (effect size for time was 0.653 and effect size for group was 0.331) and reduced parenting stress (effect size for time was 0.803 and effect size for group was 0.416). Accordingly, it can be concluded that the training program based on choice theory is effective in increasing cognitive flexibility and reducing parenting stress in parents with preschoolers. It is suggested that workshops be held at psychological clinics and welfare and education centers using the training protocol based on choice theory.

The purpose of this study was to examine the relationship between academic emotions and academic engagement mediated by self-concept among children of veterans in East Azerbaijan Province. This research had a descriptive, correlational design. The statistical population of the study comprised 1180 children of veterans studying in junior and senior secondary schools in East Azerbaijan Province in 2018-2019 school year from among whom 332 students were selected as the sample using multistage random sampling method. The research instruments included the Academic Engagement Questionnaire (Fredricks et al., 2004), the Academic Emotions Questionnaire (Pekrun et al., 2005) and the Beck Self-Concept Scale (1978). Pearson correlation, multivariate regression, and path analysis were used to analyze the data. Mediation relationships were tested using the bootstrap method. Data were analyzed via SPSS-24 and AMOS-24 software. According to the results, the final model fitted the data. The results of the bootstrap test revealed that self-concept mediated the relationship between academic emotions and academic engagement. Therefore, positive academic emotions have a direct positive relationship with academic engagement and self-concept mediates this association. There was a significant, negative relationship between academic engagement and negative emotions. Twenty-three percent of the variance in academic engagement was predicted by academic emotions. Consequently, positive academic emotions in children of veterans in East Azerbaijan Province could promote the students' academic engagement through the mediation of self-concept.

The aim of the present study was to compare the effectiveness of art-play therapy and mindfulness-based training in promoting problem solving skills of male elementary school sixth-graders. This quasi-experimental research had a pretest-posttest control group design. The statistical population of the study was comprised of all male elementary school sixth-graders in Bukan in 2020-2021 school year from among whom 45 students were selected via multistage random sampling method and randomly assigned to two experimental and one control groups (15 pupils in each group). The experimental groups received twelve 90-minute training sessions using two different intervention programs: art-play therapy and mindfulness training, whereas the control group did not receive any intervention. The Problem Solving Inventory (Heppner & Peterson, 1982) was used as the research tool at both pre- and post-test stages. For data analysis, multivariate analysis of covariance (MANCOVA), univariate analysis of variance (ANOVA), and the Bonferroni test were utilized. Results showed that there was a significant difference between the experimental groups and the control group in terms of subscales of problem solving (problem-solving confidence, approach-avoidance style, and personal control) in the post-test (P≤ 0.05). In addition, mindfulness training had a greater effect on students' problem solving ability compared to art-play therapy (P≤0.05). Accordingly, mindfulness training can be used by educators as an effective intervention for improving the problem-solving ability of primary school children and enhancing their cognitive abilities.

The current research was conducted to identify the factors affecting parental involvement in blended learning environments. After determining the search strategies, related sources were perused in ProQuest, Eric, EBSCOhost and Google Scholar databases from 2015 to 2020. To maximize the relevance of the search algorithms, the determined keywords and all their possible combinations were used with OR and AND operators. Then, by using different methods of refining the databases and through utilizing inclusion and exclusion criteria of the study, the related sources were selected. The quality of the studies was assessed via STROBE checklist. Among 119 studies, 20 studies were identified and selected for the purpose of final analysis. The findings indicated that the main mechanisms of parental involvement including organizing, monitoring, motivating, instructing and management at home can be useful in blended learning environments and help students do their assignments. The results also demonstrated that: (a) schools with a blended learning approach to parental involvement mechanisms can integrate the Learning Management System (LMS) into schools through online technology; (b) there are links between parental involvement mechanisms and students’ achievement in blended learning environments at schools; however, more research is required; and (c) the present study offers specific suggestions for further research.

Anxiety and depression are two of the most common obstacles teens and young adults face and it’s beginning to take a serious toll in the classroom. Hence, the goal of this study was to examine the impact of Islamic intervention based on quality of life upon depression and anxiety of high school male students in Borujen. This applied research is experimental in terms of method and had a pretest-posttest control group design. The research instruments included Beck Depression Inventory (BDI, 1961) and Beck Anxiety Inventory (BAI, 1988). Forty students diagnosed with depression and anxiety were randomly selected by multi-stage cluster sampling method and assigned to an experimental (N=20) and a control group (N=20). The experimental group then received group therapeutic intervention in ten 90-minute sessions, whereas the control group did not receive any intervention. Data were analyzed by analysis of covariance. Results showed that students’ depression and anxiety significantly diminished. Hence, Islamic intervention based on quality of life can be used as an effective method to increase quality of life and reduce depression and anxiety among students.