فصلنامه خانواده و پژوهش
سال هفدهم شماره 2 (تابستان 1399)

This research sought to examine the mediating role of psychological capital in the relationship between authentic leadership and work engagement among school principals and teachers. The study had a descriptive, correlational design. The statistical population of the study was comprised of all school principals and teachers in Aleshtar (located in Lorestan Province) in school year 2016-17 from among whom 295 individuals were selected through random simple sampling method. It is worth mentioning that the sample size was determined via the Cochran formula. The instruments included Utrecht Work Engagement Scale (UWES) (2003), Luthan’s Psychological Capital Questionnaire (PCQ) (2007), and Authentic Leadership Questionnaire (ALQ) (Walumbwa, et al., 2008). Evaluation of the proposed model was performed through SEM and using SPSS20 and AMOS20. Results demonstrated that the proposed structural model provided a good fit to the data and there was a significant, positive relationship between authentic leadership, psychological capital, and work engagement. Furthermore, the results showed that the direct relationship between authentic leadership and psychological capital was significant. This also holds true for the direct relationship between psychological capital and work engagement. Nevertheless, the direct relationship between authentic leadership and work engagement was not significant. Findings also indicated that the indirect relation between authentic leadership and work engagement through moderation of psychological capital was significant. Accordingly, although authentic leadership had a significant, positive relationship with work engagement; however, this association was meaningful through the mediation of psychological capital and this variable had no effect on personnel work engagement by itself.

The present study was undertaken to identify the mediating role of family emotional atmophere in the relationship between students’ resilience and happiness. This non-experimental research had a correlational, predictive design. The statistical population of the study was comprised of all male and female high school students (10th, 11th and 12th graders) with an average age 16 years in Borujerd in school year 2016-17. According to Krejcie and Morgan table, the sufficient sample size for this population was 320; nevertheless, in order to reduce sample attrition and to achieve sampling sufficiency, 380 students were selected using multi-stage cluster sampling method. The instruments included Heilbrun’s Parent-Child Interaction Rating Scale (1964), the Conner-Davidson Resilience Scale (2003), and the Oxford Happiness Questionnaire (2002). Path analysis and LISREL8.8 were utilized to analyze the data. The results and obtained indices of NFI, CFI, AGFI, GFI, and RMSEA showed that the structural model provided a good fit to the data and the family emotional atmophere played a mediating role in the link between students’ resilience and happiness. According to the findings, it can be stated that positive family emotional atmophere promotes the resilience of family members and provides the necessary grounds for them to possess higher levels of happiness. Hence, positive family emotional atmophere leads to happiness and resilience and this, in turn, enhances self-esteem and trust between family members.

The purpose of this study was to investigate teachers’ characteristics based on the implications of Ministry of Education’s strategic plans. This applied research utilized qualitative content analysis with a conventional approach and was a library research in terms of data collection. The statistical population of the study was comprised of Ministry of Education’s strategic plans, i.e., the Theoretical Foundations of the Fundamental Reform in Education Document (2011), the National Curriculum of I.R. Iran (2012), and the Fundamental Reform Document of Education (2011). Purposive sampling method was used to draw the sample and the statistical sample included all statements, sentences, and segments of the above-mentioned documents. The data collection tool was a checklist. The results showed that the statistical population has statements, segments, and clauses that include semantic units which have implications for teachers’ characteristics. The teachers’ characteristics were categorized under certain categories and subcategories. Through the use of inductive reasoning, ultimately, subcategories such as moral attributes, individual and collective competencies, charisma, personality traits, beliefs and opinions, self-awareness and personal development, pedagogical skills, mental-rational capabilities, professional beliefs and experiences, attention to pedagogical principles, basic and special competencies, academic potentials and professional identity, organizational tasks, organizational ethics, scientific power, organizational strength, organizational services, occupational principles and regulations, organizational development, organizational beliefs, enrichment, and performance evaluation were derived. In each of the three documents under scrutiny three categories of individual, professional, and organizational characteristics can be observed.

This study was carried out to investigate the relationship between job characteristics, perceived organizational justice, and organizational commitment among the staff of the Ministry of Education in Mazandaran Province. The design of this descriptive, applied research was correlational. The statistical population of the study consisted of all employees of the General Directorate of Education in Mazandaran Province in 2017 (340 individuals). The sample size was determined based on Krejcie and Morgan table and 181 employees were randomly selected via stratified sampling method. The instruments comprised the Job Diagnostic Survey (Hackman & Oldham, 1976), Organizational Justice Scale (Colquitt, 2001), and Organizational Commitment Questionnaire (Allen & Meyer, 1990). The face validity of the questionnaires was confirmed by experts. The obtained alpha coefficients for the reliability of the questionnaires were 0.76, 0.83, and 0.79, respectively. For the purpose of data analysis, descriptive and inferential statistics (Pearson correlation and multivariate regression) were utilized. The results demonstrated that there was a significant, positive relationship between job characteristics and employees’ organizational commitment. Furthermore, there was a significant, positive relationship between organizational justice and organizational commitment of the staff. According to the results of regression analysis, each of the components of job characteristics and perceived organizational justice had a different predictive power for organizational commitment of the employees.

Nowadays, the structure of societies has an interwoven social space of various forms of capital that distinguishes social situations hierarchically. In this regard, cultural capital plays an important role as a bridge between economy and culture and causes the family, as a cultural and social variable, to have significant effects on socialization of the children. Therefore, the attitudes and behaviors of parents, which are manifested in the form of parenting styles, require careful perusal. The purpose of this study was to examine the effects of cultural capital upon parenting styles. The statistical population of the study comprised the heads of household in Rasht. In this study, 383 heads of household from five districts of Rasht were selected through random stratified sampling method. The instruments included a researcher-made questionnaire based on Bourdieu’s theory of cultural capital as well as Baumrind’s Parenting Style Questionnaire (1991). The obtained data were analyzed by Pearson correlation and multivariate regression. The overall results showed that there was a significant relationship between cultural capital and parenting styles. This relationship was negative for the authoritarian style and positive for the authoritative and permissive styles. Based on the results of multivariate regression analysis (enter method), the entire independent variables used in this study (embodied capital, objectified capital, institutionalized capital, socio-economic status) accounted for 29.3%, 43.8%, and 17.8% of the changes in dependent variables (authoritarian, authoritative, and permissive styles), respectively. In addition, institutional capital and socio-economic status had the greatest impact on parenting styles.

The present study set out to develop and validate a parenting styles questionnaire based on Glasser’s choice theory. The design of this quantitative research was correlational. The statistical population of the study was comprised of all parents of 7- to 18-year-old students in District 6 of Tehran in 2018. The drawn sample (N= 360) was selected by random multi-stage cluster sampling method. At first, the constructs of parenting styles based on Glasser’ s choice theory (1998) were extracted via extensive literature review. Then, 87 measurable items were defined for these constructs. In the next step, the face validity as well as content validity of these items were established and the inappropriate items were deleted. As a result, a total number of 46 items remained. Exploratory and confirmatory factor analyses were performed for the purpose of obtaining construct validity which resulted in a questionnaire comprising 40 items. This questionnaire is comprised of two types of constructive and destructive subscales. The first 21 items are related to the constructive style and the next 19 items are connected with the destructive style. The internal consistency of questionnaire was established by Cronbach’s alpha coefficients (0.89, 0.87, and 0.81 for the constructive and destructive styles and the total scale, respectively). Based on the findings of this research, it can be concluded that constructive and authoritative parenting styles both comprise elements which are expected to be more beneficial for the development and well-being of children as opposed to destructive and authoritarian parenting styles.

Parent-adolescent conflict, which is affected by many factors, is one of the most important problems in many families with adolescents. This study, which was conducted via a qualitative method on the basis of grounded theory, aimed at identifying the underlying factors of parent-adolescent conflicts. Using theoretical, purposive, and voluntary sampling, a total number of 14 couples were selected from among parents of adolescents who were referred to the counseling centers of General Directorate of Education and Schools Counseling Center in Isfahan. The required data were collected using semi-structured interviews that continued until achieving theoretical saturation. The collected data were analyzed using theoretical coding (open, axial and selective coding). The open coding helped to achieve 925 preliminary codes, 377 secondary codes, 78 concepts, 18 categories, and 4 main factors (factors related to adolescents, parents, family, and community). Based on the results of axial coding, the axial category of inefficient parenting style, the causal factors (including personality traits, demographic features, marital conflicts, and parents’ lack of awareness), the meditating factors (including environmental stressors, friends, and technology), and the background factors (including low quality of family life, deficient family functioning, puberty, unpleasant past experiences, and adolescents’ lack of awareness) were the main factors that resulted in ineffective strategies and caused behavioral, cognitive, and emotional problems among parents and adolescents. On the basis of the obtained results, the respective conceptual model was explained.

The purpose of the present study, which is based on grounded theory, was to investigate the role and function of the family in the formation and continuation of adolescents’ addiction to social networks. A total number of 39 students (25 girls and 14 boys), 12 parents, and 11 psychologists were interviewed using a semi-structured questionnaire and the data were analyzed via Strauss and Corbin method. Results demonstrated that students referred to 16 primary concepts. The concepts raised by students were classified into 4 sub-categories (authoritarian parenting style, negligence and neglect, parents’ characteristics and psychological disorders, and demographic factors). Parents referred to 20 primary concepts. Concepts raised by parents were classified into 6 sub-categories (4 categories similar to those of students and two other categories called ambiguous boundaries and roles, and marital problems) and the axial category called family factors. Psychologists referred to 12 primary concepts which were classified into 5 categories similar to those of parents and students. The results showed that the parenting style, function and structure of family (including chaos, decline of parental authority, parents’ conflicts and disagreements, parents accusing each other, parents’ inconsistency in rearing children, concealment, low quality of father’ s presence in the home, the only child, and resources), and parents’ personality traits and psychological disorders (introversion, aggression, perfectionism, depression, and anxiety) play a role in adolescents’ addiction to social networks. Therefore, the parenting style, the relationships of family members with each other, and the roles and boundaries in these families require fundamental transformation.