strength-based parenting

This study tested the moderating role of social support from family sources in the relationship between strength-based parenting and self-harming academic behaviors in adolescents. In this correlational study, the statistical population consisted of senior high school students in District 11 of Tehran during the 2022-2023 academic year. A sample of 230 adolescents aged 16 to 18 (with a mean age of 17.10 and a standard deviation of 0.59) was selected through convenience sampling. Participants completed the Strength-Based Parenting Scale (Jack et al., 2018), the Multidimensional Scale of Perceived Social Support (Zimet et al., 1988), and the Academic Health Inhibitors Behaviors Questionnaire (Salehzadeh et al., 2017). Data were analyzed using Pearson correlation and hierarchical regression analysis through SPSS software. The results of the hierarchical regression analysis, emphasizing the statistical significance of the interactive effect of strength-based parenting and social support from family sources, supported the model of the buffering hypothesis of stress. This indicates a moderating role of social support in the relationship between strength-based parenting and self-harming academic behaviors, including learned helplessness, help-seeking avoidance, academic procrastination, effort avoidance, and maladaptive perfectionism. The study provided evidence for the causal moderating model of social support from family sources in the relationship between strength-based parenting and self-harming academic behaviors, highlighting the importance of understanding the functional characteristics of the parenting context in predicting self-harming academic behaviors in learners through informational backgrounds and supportive experiences in the parent-adolescent relationship.

The aim of this study was to investigate the psychometric properties of the Strength‐Based Parenting Scale, parent-child version.
 
This correlational study included parents with teenagers aged 12 to 18 and teenagers aged 12 to 18 in Tehran. A total of 196 parents and 213 teenagers were selected using the convenience sampling method. Parents responded to the Strengths-Based Parenting Adult Scale (SBPA) and the Parental Self-Efficacy Scale (PSAM), while adolescents responded to the Ryff Psychological Well-Being Questionnaire and the Questionnaire of Perceptions of Strengths-Based Parenting (PSBP). To assess the reliability and validity of the questionnaires, internal consistency coefficients, convergent validity, and exploratory factor analysis were utilized.
 
The exploratory factor analysis for the Strength‐Based Parenting Scale of adults revealed three factors: awareness of strengths, support, and encouragement. The significant correlation with parents' self-efficacy (p < 0.001; r = 0.42) indicates convergent validity. The reliability of the scale ranged from 0.65 to 0.89. The exploratory factor analysis for the Questionnaire of Perceptions of Strengths-Based Parenting of teenagers identified three factors: receiving attention and support, recognition, and opportunities. The significant correlation with adolescent psychological well-being (r = 0.16-0.59, p < 0.001) indicates convergent validity. The reliability of the scale ranged from 0.70 to 0.84 over time.
 
Both questionnaires are valid and reliable tools that can be used to assess parent-child interactions with an emphasis on strengths.

The present correlational study examined the mediating effect of mental toughness on the relationship between strength-based parenting and psychological resilience among male and female university students. The statistical population of this research included undergraduate students of Mazandaran University in the 2021 - 22 academic year. The statistical sample also included 313 students who were selected by available sampling method and responded to the Strength-based Parenting Scale (Jach, Sun, Loton, Chin & Waters, 2018), the Mental Toughness Questionnaire-Revised (McGeown, St Clair-Thompson & Clough, 2016). Structural equation modeling was used to assess the proposed model among male and female students. Results indicated that for students, the partially mediated model of mental toughness on the relationship between strength-based parenting and psychological resilience showed a good fit. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 21% of the variance for psychological resilience. In sum, consistent with the bio-ecological human development model, the explanative role and power of the strength-based parenting context in increasing adolescents’ psychological capital is reiterated in the present research.

The present study was conducted with the aim of determining the effect of strength-based parenting training on the psychological well-being of adolescents and the self-efficacy of parents. Research was a quasi-experimental with pre-test, post-test, follow-up and control group. The study population included parents of adolescents aged 12 to 18 years in Tehran in 1401-1400 who participated in virtual networks through information. The research sample consisted of 44 people (22 people in the experimental group and 22 people in the control group) were selected by available sampling method and considering entry and baseline condition. After matching, both groups were randomly divided into experimental and control groups. In matching, both groups were equal in terms of having the same age of teenagers and gender of parents. To collect data Dumka and et al.'s parent self-efficacy questionnaire (1996) and Ryff 's psychological well-being questionnaire (1989) were used in the stages before and after the implementation of the program and three months after the training. The strength-based parenting training program was presented to the experimental group in 8 two-hour sessions. In order to analyze the data with SPSS22 software, the mixed variance analysis method was used. The findings showed that that strength-based parenting training has a significant effect on increasing the self-efficacy of parents and the psychological well-being of adolescents (P ≥ 0.001). This effect remained stable in the three-month follow-up phase. Therefore, by using strength-based parenting training, it is possible to improve the self-efficacy of parents and the psychological well-being of adolescents.