جستجوی مقالات مرتبط با کلیدواژه « attribution styles » در نشریات گروه « علوم تربیتی »

The purpose of this study was to investigate the role of parenting styles and attribution styles in predicting conduct disorders mediated by executive function in junior high school students. The statistical population included all high school students in Khoy in the academic year 2019-2020, from which after estimating the sample size using krejcie -Morgan table and multi-stage cluster random sampling method, 400 people were selected. The sampling method was Multi-stage random. In order to collect information, Aachenbach's Child Behavior Inventory (parents' version (2007)), Baumrind (1971) Parenting Styles Questionnaire and Patterson et al.'s (1982) Attribution Styles Questionnaire were used. Structural equation model in Smart-PLS3 and SPSS-25 software was used to analyze the data. The results of data analysis showed that the three values ​​of 0.01, 0.25 and 0.36 as weak, medium and strong values ​​for GOF, showed a good fit of the proposed model. The results also showed positive attribution style with impact factor (-0.202), Permissive Parenting style with impact factor (0.338), Authoritative Parenting style with impact factor (-0.432) and Defects in executive function with impact factor (0.363) had a direct effect on conduct disorder. Considering the effect of Parenting Styles, Attribution Styles and Defects in executive function on Conduct disorder, it is suggested that more research be done to identify more about the mentioned factors and workshops be held for parents on the importance of this issue

The aim of this study was to compare the attribution styles and cognitive avoidance in students with and without special learning disabilities. The research design of this study was causal-comparative. Statistical population of this study consisted of all students with special learning disorder and normal children in Kermanshah in 2015-2016 academic year. Form this population, 30 normal children and 30 students with special learning disorder was selected through available sampling. The data were collected by Children Attribution Style Questionnaire-Revised (1998) and Saxton and Dugas cognitive avoidance questionnaire (2008). The data was analyzed through multivariate analysis of variance, MANOVA. The results showed that there is a significant difference between attribution styles and cognitive avoidance in students with special learning disorder and normal students (P<0/001). Thus, a pessimistic explanatory style in students with specific learning disorder was more than that of normal students and cognitive avoidance in students with special learning disorder was more than that of normal students. Therefore, individual and group training of optimistic and cognitive engagement is necessary to improve the psychological state of students with special learning disabilities.