فصلنامه خانواده و پژوهش
سال پانزدهم شماره 2 (تابستان 1397)

The current study explored the difference between "home learning environments" (HLE) of gifted children who did grade skipping from grade 2 to 4 and those who did not. Home learning environment, an important predictor of children's educational attainment and social development, was analyzed through its two components: parental involvement in children's learning activities at home and parental engagement in local communities along with their children. The hypothesis was that parents of the experimental group (those who did grade skipping) provide a richer HLE compared to their counterparts. The data came from an ongoing longitudinal study which followed three groups of children from grade 2 to grade 4: a) the experimental group, b) the first control group who were classmates of the experimental group in grade 2 but went to grade 3 in the normal pace, c) the second control group who are the current classmates of the experimental group in grade 4 but are one year older. The findings rejected the hypothesis and showed that the differences between the three groups were not statistically significant. Although this requires further data to explain, it indicates that parents of all three groups do well in providing a rich HLE, no matter how gifted their children are, or it implies that parents of the experimental group did below the expected level, just similar to other two groups.

The purpose of this research was to investigate the relationship between types of division of labor and emotion management in working women. The statistical population of the study consisted of working women living in Zahedan. In the current study, the size of the statistical population was unlimited; hence, the sample size was determined to be 384 using Cochran formula and 384 working women were selected through purposive sampling method. The instrumentation included self-devised Emotion Management Questionnaire and Division of Labor Scale. The results showed that gender-sensitive division of labor (r = 0.61) and gender-insensitive division of labor (r=0.42) had the highest correlation with emotion management and the correlation coefficients between the variables were positive at 0.01 level of significance. Regression analysis also demonstrated that gender-insensitive division of labor and gender-sensitive division of labor explained 12.4 and 41.5 percent of variance in emotion management, respectively. These variables could entirely account for 53.9% of variance in emotion management. 

This study was carried out to investigate the relationship between mothers’ emotional intelligence, resilience, and positive thinking and preschoolers’ separation anxiety. The research design was descriptive, correlational. The statistical population of the study comprised 310 preschoolers attending child care centers in Sari. The sample size was determined to be 150 based on Krejcie and Morgan Table and the sample was drawn through random cluster sampling method. The instruments included Conner-Davidson Resilience Scale (2003), Emotional Intelligence Scale (Schutte et al., 1998), Oxford Happiness Inventory (Argyle et al., 1989), and the Preschool Anxiety Scale (PAS). The obtained data were analyzed via pearson correlation and regression analysis (enter method). The results showed that mothers’ emotional intelligence (and its different dimension such as emotion perception, managing emotions, utilizing emotions), resilience, and positive thinking were negatively associated with children’s separation anxiety. In addition, emotional intelligence, resilience and positive thinking are good predictors of separation anxiety of preschool children. Moreover, a significant share of variation in preschoolers’ separation anxiety has been explained by emotion perception, managing emotions, resilience, and happiness. According to the final model, managing emotions, emotion perception, resilience, and positive thinking were respectively the most effective factors in reducing children’s separation anxiety.

The aim of the present study was to investigate the effect of group logotherapy with a religion-based approach on students’ aggression and hopelessness. This quasi-experimental research had a pretest posttest control group design. The population of the study was comprised of all eleventh grade girls in Robatkarim in academic year 2014-2015. The sample included 240 students who were selected through multi-stage cluster sampling method. The instruments included Beck’s Hopelessness Scale (1988) and Ahvaz Aggression Inventory (Zahedifar et al., 2000). Thirty students who had obtained the highest scores on the two scales were selected and randomly assigned to experimental (N=15) and control groups (N=15). The experimental group received the intervention (group logotherapy with a religion-based approach) in ten 75-minute sessions. Both groups were given the posttest after two weeks. The obtained data were analyzed via ANCOVA. The results showed that there was a significance difference between the mean scores of the two groups in hopelessness (p≤0.001, F=4.89) and aggression (P≤0.001, F=58.69) in the pretest and posttest (P≤0.001). The findings indicated that group logotherapy with a religion-based approach can decrease hopelessness and aggression and boost mental health among students.   

The current study aimed at comparing academic achievement, motivation and self-efficacy of high schools girls based on their mothers’ engagement with children’s learning. The research method was descriptive and causal- comparative. The population of the study comprised all senior high school girls in Birjand in academic year 2014-2015. The sample included 60 students who were selected through multi-stage sampling method. The first phase of data collection was carried out by administering “Perception of Mothers’ Engagement in Children’s Learning” Questionnaire to 180 students. Based on the obtained scores, two groups with lowest and highest scores were chosen and assigned to two sampling groups. In the second phase of data collection, students’ GPAs, Vallerand academic achievement scale, and academic self-efficacy subscale (extracted from Motivated Strategies for Learning Questionnaire) were utilized. The obtained data were analyzed by multivariate analysis of variance. The results showed that there was a significant difference between the two groups regarding motivation and self-efficacy; however, no difference was observed between the two groups concerning their academic achievement.      

This study[3] was undertaken to examine the role of marital offence-specific forgiveness and semantic differential of sex roles in marital satisfaction. Method of the current study was descriptive-correlational. The statistical population included all married teachers in Zahedan and the sample size was 590 individuals who were selected through random multi-stage sampling method. The instruments comprised Marital Offence-Specific Forgiveness Scale (MOFS), Semantic Differential of Sex Roles (SDSR) Scale, and ENRICH marital satisfaction scale. The obtained data were analyzed using descriptive (mean and standard deviation) and inferential (pearson correlation and stepwise regression analysis) statistics. The results showed that there was a significant negative relationship between resentment-avoidance (a dimension of marital offence-specific forgiveness) and marital satisfaction, whereas a significant positive association was observed between benevolence (a dimension of marital offence-specific forgiveness) and marital satisfaction. Additionally, results of stepwise regression analysis indicated that resentment-avoidance and benevolence (dimensions of marital offence-specific forgiveness) predicted marital satisfaction of married men and women. Furthermore, the results demonstrated that marital satisfaction was significantly and positively correlated with autonomy, empathy, and power in married men and women. In addition, results of stepwise regression analysis showed that empathy (a dimension of semantic differential of sex roles) was able to predict marital satisfaction of married men and women by itself.  

The purpose of the present study was to predict high school teachers’ emotional intelligence based on their attachment styles (Close, Depend, and Anxiety Dimensions). To this end, 80 high school teachers were selected through convenience sampling method in Tabriz. The participants completed Trait Meta-Mood Scale (Salovey et al., 1995) and Revised Adult Attachment Scale (Collins, 1996). The results of correlation analysis showed that components of emotional intelligence (emotional attention, emotional clarity, and emotional repair) were associated with teachers’ attachment styles (Depend and Anxiety). Results of multiple regression analysis demonstrated that anxious attachment style in teachers was the only predictor of the components of emotional intelligence (attention, clarity, and repair). Teachers with dependent attachment style (trust in others) reported higher emotional intelligence and teachers with anxious attachment style reported lower emotional intelligence. Result of the study indicated that the components of teachers’ emotional intelligence can be predicted on the basis of their attachment style; hence, individuals’ emotional intelligence is closely correlated with their attachment style. The practical implications of the study for treating mental disorders are discussed in the paper.