فصلنامه خانواده و پژوهش
سال یازدهم شماره 1 (بهار 1393)

The present research evaluated how the shortcomings of household production and consumption patterns are reflected in selected textbooks of the sixth grade of primary school and the first and second grades of junior high school. The list of shortcomings was derived from previous research findings. The research method was content analysis and the data were analyzed through Shannon entropy method and frequency count. The population of the study comprised the selected textbooks of the sixth grade of primary school as well as those of the first and second grades of junior high school. The instrumentation included a content analysis check list whose validity was approved through content analysis. The reliability of the check list was estimated to be 0.85 based on Scott’s reliability pattern. Results of the study showed that from among the seven shortcomings of household consumption patterns, the components of “waste of natural resources and production factors”, “wasteful consumption”, and “violating intergenerational justice regarding consumption of public resources” were referred to in grade six. Furthermore, five components in the seventh grade and merely the component of “wasteful consumption” in the eighth grade were referred to. In addition, from among the shortcomings of household production patterns, only “low efficiency” was mentioned in grade six and “the imbalance between the growth of import and production” in grade seven. However, there was no reference to the examined components in the eighth grade. Hence, it can be concluded that the opportunity to clarify the shortcomings of household production and consumption patterns have not been seized in the textbooks.

The present study was carried out to design a qualitative evaluation model for assessing students’ science achievement in the first grade of junior high school. To this end, philosophical principles of education, national policy documents as well as experiences of successful countries were examined. In this survey, comparative methods were implemented and the theoretical validation of the model was achieved through the approval of 15 education experts. Next, science teachers and senior science teachers (189 individuals from 32 provinces) examined the practicality of the model. The instrumentation comprised semi-structured interview forms for education experts and a self-devised questionnaire for the teachers and senior teachers. For the purpose of data analysis, qualitative methods and one variable t-test were used. The proposed model underwent required revisions and was approved by most experts. The components of the model included evaluation methods, principles, objectives, approaches, feedback types (process, cumulative) and the main audience (students, parents, teachers, learning process). In addition, science teachers and senior science teachers believed that this model could provide constructive feedback to parents, students, teachers, and the teaching-learning process to a great extent.

The aim of this study was to compare the early maladaptive schemas of girls aged 15 to 20 years old in four groups of girls dependent on drugs, girls with drug dependent family, addicted girls with drug dependent family, and ordinary girls. To this end, data were collected in form of a causal-comparative study using Young Schema Questionnaire (short form including 75 items). The statistical population of the study included two groups: high school girls who were drug addicts or had a drug addicted family and the second group included all adolescent girls of Tehran with no dependency on drugs neither themselves nor their family. For the first group, the sample which was selected through available method included 130 girls, out of whom 123 subjects cooperated with the researcher. For the second group, the sample which was also selected through available method included 150 girls, out of whom 132 subjects cooperated with the researcher. The data were analyzed through ANOVA. Results showed that abandonment and emotional inhibition schemas are higher among ordinary girls, entitlement schema among drug dependent girls, and vulnerability and enmeshment schemas among the girls with drug dependent family. Moreover, the results indicated that early maladaptive schemas are effective in the formation of inefficient coping styles and dependency of adolescents on drugs.

This study examined the impact of cognitive-behavioral anger management instruction on mothers’ psychological well-being. This semi-experimental research had a single group pre-test, post-test design. The population of the study comprised all mothers residing in Tehran and the sample included 81 mothers from districts 1 to 5 who had voluntarily enrolled for taking part in the workshops and were selected via non-probability sampling. The participants were assigned to four groups and received identical instruction. The anger management training sessions were held for seven weeks and in each weak the subjects had a two-hour training session. Ryff’s psychological well-being scale (1989) was administered for both pre- and post-tests. Results of dependent t-test showed that from among the components of psychological well-being scale, the changes observed in the mean of purposeful life and personal growth were statistically significant, whereas the changes in self-acceptance, positive relation with others, autonomy, and environmental mastery were not significant.

The research intended to design, implement and evaluate a collaborative web 2.0 environment for parents education. To this end, a qualitative approach and an action research method were adopted. Hardware infrastructures, software affordances, virtual instructional models, and programs as well as priorities of the Association for Parents Education of the Ministry of Education were studied as the prerequisites of designing and implementing the platform. Subsequently, a number of parents were recruited to participate in a pilot implementation study. The data came from the interviews with these participants as well as the observations made during the study and the policy documents. Results reveal that parents education via web 2.0 has the potential to decrease the issues pertaining to the males’ participation in the face-to-face classes. It has also provided an opportunity for the employed parents to take part in the virtual classes. However, there have been drawbacks to the effectiveness of this environment including women’s participation, the Internet literacy and the bandwidth.

Children and adolescents gain their first cognitive, social, affective and psychological experiences in the family and parenting styles play a pivotal role in the formation of children and adolescents’ personality. Thus, the present study explored the relationship between parenting styles and students’ anxiety. The research method was survey and the population of the study comprised high school girls and boys in Tehran. The sample which was selected through simple random sampling method included 80 students. The instrumentation included Parenting Styles and Dimensions Questionnaire (Robinson et al.) and Phillips’ School Anxiety Inventory. The instruments enjoyed face validity. In addition, their reliability was calculated through Cronbach’s alpha and the obtained indices were considered acceptable. Results indicated that there was a significant relationship between parenting styles and students’ anxiety. In addition, chi-square results showed that there was a significant relation between parenting styles and families’ socio-economic status. More specifically, families with high and middle SES mostly used authoritative style in their child rearing, whereas low SES families frequently used authoritarian style. The findings also showed that girls had higher levels of anxiety than boys. Furthermore, low SES students experienced higher levels of anxiety as compared with students of high and middle SES.