فصلنامه خانواده و پژوهش
سال دوازدهم شماره 4 (زمستان 1394)

The present study was carried out to explain academic procrastination of students based on personality traits and parenting styles. The research design was correlational. The population of the study comprised the entire high school students in the City of Kouhdasht in academic year 2013-2014 (N= 4801). The sample was drawn through multi-stage cluster sampling method and 280 students were selected. The instrumentation comprised academic procrastination scale, Goldberg's personality inventory and parenting styles questionnaire. The obtained data were analyzed through descriptive (mean and standard deviation) and inferential statistics (Pearson correlation and simultaneous regression analysis). Results showed that personality traits and parenting styles could explain academic procrastination variations in the students. Neuroticism had a positive relationship with academic procrastination, whereas a negative association was observed between academic procrastination, conscientiousness, and openness to experience. However, there was no significant relationship between academic procrastination, extroversion and agreeableness. In addition, a positive relationship was observed between neglectful parenting style and academic procrastination, whereas a negative association was observed between authoritative parenting style and academic procrastination. And finally there was no relationship between academic procrastination and authoritarian and indulgent parenting styles.

Test anxiety is a condition in which people experience extreme stress, anxiety, and discomfort during and/or before taking a test. This study was conducted to determine the relationship between family functioning, self-esteem, and test anxiety. The research method was descriptive, correlational. The population of the study comprised the entire pre-university students in East Azerbaijan Province in academic year 2015-2016. For the purpose of sampling, random multi-stage cluster sampling method was used and 750 students were selected. The instrumentation included Rosenberg Self-Esteem Scale, Test Anxiety Inventory as well as the Family Functioning Scale. The data were analyzed using Pearson correlation and simultaneous regression analysis. Results showed that dimensions of family functioning (affective responsiveness, affective involvement, behavioral control, and problem solving) and self-esteem were negatively correlated with students’ test anxiety. Findings revealed that the family functioning components such as expectations, family support, family condition, the way students are treated, students’ confidence in their own abilities, and self-esteem influence students’ anxiety.

The aim of the present study was to examine the relationship between virtual education and students’ creativity in the third millennium. The research method of this survey was correlational. The population of the study included the entire junior high school girls in Tehran in academic year 2014-2015. The sample size was determined through Krejcie and Morgan Table and 400 students were selected via cluster sampling method. In order to measure the degree of use of virtual education a researcher-made questionnaire was used. In addition, Abedi’s questionnaire (1993) was utilized for assessing creativity. The obtained data were analysed by Pearson’s correlation and multivariate regression. The results indicated that there was a significant, positive relationship between the extent of use of Information and Communications Technology, students’ creativity, and its components (fluency, elaboration, originality and flexibility). In fact, the use of virtual education can significantly predict students’ creativity and its components, i.e., fluency, elaboration, originality and flexibility.

The present study was undertaken to examine the relationship between mindfulness, personality traits, and academic optimism among teachers. The research method was descriptive, correlational. The statistical population of the study included 900 student teachers of Shahid Rajaee Teacher Training University. For the purpose of sampling, purposeful sampling was used and 148 teachers were selected. The instrumentation comprised School Academic Optimism Scale, Toronto Mindfulness Scale as well as Neo Personality Inventory. The obtained data were analyzed via descriptive (mean, percentage, frequency, Pearson correlation) and inferential statistics (stepwise regression). Results showed that there was a significant relationship between academic optimism, personality traits, and mindfulness among teachers. Mindfulness and teachers’ personality traits could totally predict 24 percent of teachers’ academic optimism. Due to the impact and importance of teachers’ academic optimism as a determining structure in predicting students’ achievement and promoting teaching-learning process, it is important that due attention be paid to the personality traits of teachers as a vital criterion in the selection and evaluation of teachers.

The present study was conducted to investigate the relationship between high school students’ positive thinking and social skills in the city of Semnan. The statistical population comprised 5774 high school students in academic year 2015-2016. For the purpose of sampling, random cluster sampling method was used and 361 students were selected. The instrumentation included Ingram & Wisnicki positive thinking (1988) and Matson social skills (1983) questionnaires. The reliability indices of the questionnaires were calculated to be 0.94 and 0.86, respectively. The data were analyzed through Pearson correlation and regression analysis. Results showed that students who possessed high social skills demonstrated higher positive thinking, whereas low social skills were linked with declines in positive thinking. Furthermore, the social skills of students could be predicted through positive thinking. In addition, the mean score for students’ positive thinking was significantly higher than average and the mean score for students’ social skills was significantly lower than average.

Human capital is the main determinant of development in different societies and the elite play a fundamental role in this regard. In the last 14 years, 62 percent of high school Olympiad medalists have migrated to countries such as the United States and Canada. The main purpose of this study was to examine the relationship between attachment to family, national identity, adherence to values, and inclination towards migration among high school students participating in national Olympiads. In this survey, descriptive methods were utilized and historical perspectives were also taken into account. The sample size was determined to be 300 based on Cochran’s formula and the sample was drawn via random cluster sampling method. Data analysis was carried out through descriptive and inferential statistical indexes, tables of frequency and percentages. The reliability of the questionnaires was calculated via test-retest method and Cronbach’s alpha and their validity was also approved. Results of the study showed that when attachment to family, national identity, and adherence to (religious) values are high among students, lower inclination towards migration is observed. Findings of the present study are in line with viewpoints of such scholars as Lee, Picouet, Brown, and Meyer who focus on involuntary migration as well as push and pull factors.