فصلنامه خانواده و پژوهش
سال چهاردهم شماره 4 (زمستان 1396)

The present mixed research was carried out with the aim of identifying teachers’ entrepreneurial indicators and evaluating the current status of entrepreneurship among teachers in Khorramabad. In the qualitative phase of the study, descriptive phenomenological approach was utilized and through purposeful and snowball sampling, some famous, experienced and expert teachers, who according to parent's and principals’ report can be regarded as entrepreneurs, were selected and interviewed. Fifty indicators and 8 dimensions were identified by using content analysis and coding the interviews (creativity, educational skills, personality traits, self-efficacy, professional enrichment, group work, communication skill, and problem-solving thinking). In the quantitative phase of the study, based on the identified indicators and dimensions, a valid and reliable questionnaire was developed and completed by 290 teachers. The 48 identified indicators were classified into 8 dimensions via exploratory factor analysis (creativity, educational skills, personality traits, self-efficacy, professional enrichment, group work, communication skill, and problem-solving thinking). In the next step, results of one-sample t-test demonstrated that the extent of entrepreneurial indicators was above the average among expert teachers. The findings of the present research will pave the way for the promotion of teachers’ entrepreneurial skills.

Oppositional defiant disorder is a common and disabling disorder in children, causing many problems for teachers, parents and children, and is associated with high rates of difficulties in social relationships; it may result in conduct disorder in adolescents and adults. The goal of this research was to study the effectiveness of Linking the Interests of Families and Teachers (LIFT) Program (Eddy, Reid & Fetrow, 2000) in preventing oppositional defiant disorder (ODD) and social problems. This was a quasi-experimental study with pretest posttest design. The statistical population of the study comprised all primary school boys with ODD symptoms in district 18 of Tehran. The sample was drawn using purposive sampling method and the subjects were randomly assigned to two experimental (N= 15) and control groups (N = 15). The instruments included Child Behavior Checklist (CBCL), Teacher Report Form (TRF), Social Problems subscale from Achenbach System of Empirically Based Assessment (ASEBA) (Achenbach & Rescorla, 2001), and clinical interviews based on Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2013). The collected data were analyzed by using covariance. Results indicated that LIFT program had a significant effect on oppositional defiant disorder symptoms from parents’ and teachers’ viewpoint. In addition, LIFT program had a significant impact on social problems based on parents’ and teachers’ point of view.

The present study sought to determine the relationship between dimensions of parent and peer attachment, psychological alienation, and anti-social behaviours among students. The research design was descriptive, correlational. The population of the study included ninth graders in Kazeroon in academic year 2015-2016. For the purpose of sampling, multi-stage cluster sampling method was utilized and 340 ninth graders (186 females and 154 males) were selected. The instruments included Inventory of Parent and Peer Attachment-Revised (IPPA-R) (Armsden & Greenberg, 1987), Psychological Alienation Questionnaire (Gha’emiFar, 2007) as well as Questionnaire of Vandalistic Behaviours (NikAkhtar, 1999). The collected data were analyzed by using descriptive and inferential statistics (Pearson correlation, independent samples t-test, and stepwise regression). Results of independent samples t-test revealed that there was no significant difference between girls and boys in antisocial behaviours (p

The aim of the current research was to explain the relationships among psychological factors influencing adolescents’ addiction potential with mediating role of codependency. This study had a descriptive, correlational design. The statistical population of the study comprised all high school girls and boys studying in public schools in district 16 of Tehran in academic year 2015-2016. The sample which included 400 students was selected via two-stage cluster sampling method. The instruments consisted of Addiction Potential Questionnaire, Codependency Inventory (CODI) (Stonebrink, 1988), as well as Risk and Protective Factors Inventory (RAPI). Regression and path analysis were used to analyze the obtained data. Sequential model building for prediction in regression analysis revealed that codependency can significantly have a mediating role between psychological factors and students’ addiction potential. The results were also indicative of the goodness of the structural equation modeling fit indexes. It could be concluded that the codependency as an acquired behavior, which includes self-negligence and losing individual identity, is formed under the effects of psychological factors and mediates the relation between psychological factors and addiction potential.

Parents, especially those who have elementary school age children, need to know about their children’s social education and any program aimed at improving this knowledge requires an initial needs assessment. To this end, initially a group of experts were interviewed and then a sample of 300 principals, 1800 teachers, and 3600 parents in 10 provinces was given a questionnaire based on the data collected in the first part of the study. Results show that respondents expressed extreme need to know all areas of knowledge in question. Both teachers and principals prioritized the identified needs similarly, yet differently from that done by parents. Nevertheless, teachers and principals indicated that priority should be given to information on interpersonal skills, civic skills, personal skills, and recognizing children’s characteristics.

The present study was undertaken to investigate the impact of identity styles on sense of belonging to school with the mediation of academic self-concept. The research method was descriptive, correlational. The population of the study comprised the second grade high school girls in district 8 of Tehran in academic year 2014-2015. For the purpose of sampling, 150 students were selected through random cluster sampling method. The instruments included Identity Styles Questionnaire (ISI-6G) (Berzonsky, 1989), Sense of Belonging to School Questionnaire (Brew, Beatty & Watt, 2004), as well as Academic Self-Concept Questionnaire (Delawar, 1994). For the purpose of data analysis, descriptive statistics (mean and standard deviation) and inferential statistics (multiple regression and path analysis) were utilized. Results showed that informational and normative identity styles could directly and indirectly predict sense of belonging to school at a 99 percent confidence interval. Diffuse-avoidant identity style can directly affect self-concept and indirectly impact sense of belonging to school. Furthermore, the results indicated that through the mediation of academic self-concept, the two informational and normative identity styles have a direct significant effect on sense of belonging to school, but diffuse-avoidant identity style has no significant impact.