فصلنامه خانواده و پژوهش
سال بیستم شماره 4 (زمستان 1402)

Marriage is the most popular buzzword in the world. Marriage is the most beautiful opportunity for husband and wife to caress each other. Marriage is a covenant of a loving and merciful relationship with a peaceful spouse. Marriage is the natural need of human beings over the ages and generations, and childbearing is an emotional need, reconciliation, and the hope for the creation of peaceful couples and a social need. The ultimate goal of marriage is to achieve lasting peace and experience true happiness. Man has two primary sources of peace: remembering God and living with a peaceful and comforting spouse. The family is the center of loved ones and the best foundation for the mutual caress of husbands and wives. In fact, a peaceful husband and wife have the right to benefit from the gift of healthy, intelligent children and consider their lives refreshing and glorious. The requirement of intelligent childbearing is biological, cognitive, and psychological preparation and choosing the right time for conceiving the bud of a child. Based on the national research and professional experiences of the author, if the second trimester of pregnancy of dear mothers is in the summer season, the child will benefit from the needed oxygen and nutrition more. The main psychological foundations of wise childbearing are to prepare our children to fulfill their individual, marital, and social missions well, to consider the family as a school for the bride and groom, and to consider ourselves as future-loving educators. In this vital matter, the best educational method should be presented. Indeed, the most effective learning method is observation-based learning and parents could be the best educational model for children.

According to general aggression model, it is expected that antisocial and prosocial tendencies can be affected by family-related variables. The present study sought to predict aggression and moral identity based on family cohesion, family communication patterns and family social support. The research design was correlational and the population of the study was comprised of male high school students in Estahban in 2018-19 school year. The sample consisted of 253 individuals who were selected through cluster sampling method. The research instruments included Aggression Questionnaire (Buss & Perry, 1992), Self-Importance of Moral Identity Scale (Aquino & Reed, 2002), Social Support Questionnaire (Vaux et al., 1986), Revised Family Communication Patterns Scale (Koerner et al., 2002), Family Cohesion Questionnaire (Samani, 2002) and Crowne & Marlowe Social Desirability Scale (1982). Data were analyzed via Pearson correlation, partial correlation and multiple regression by SPSS22. Results revealed that conversation orientation as a communication pattern and family cohesion correlated to aggression negatively and to moral identity positively. Furthermore, conformity orientation as another communication pattern and family social support correlated to aggression positively and to moral identity negatively. Family social support, conformity orientation and conversation orientation could account for 71% of variance in aggression. In addition, conversation orientation and family cohesion could account for 13% percent of variance in moral identity. The positive relationship between social support and aggression and its negative association with moral identity was contrary to expectations. Nevertheless, this study has confirmed the role of family variables in aggression and moral identity.

This study set out to compare the effectiveness of multidimensional cognitive- motivational intervention and mindfulness training on academic self-efficacy and achievement goal orientation of female elementary school students. This quasi-experimental research had a pretest-posttest control group design with a one-month follow-up session.  The statistical population of the study comprised all female elementary school students in Nahavand in 2020-21 school year. In order to draw the sample, cluster sampling method was utilized and 45 students were selected and randomly assigned to three groups of 15 individuals (a control and two experimental groups). The first experimental group received Martin's motivational strategies for learning intervention (2008) for six 45-minute sessions and the second experimental group received Burdick's mindfulness intervention (2014) for ten 45-minute sessions. To collect data, Zajacova's Academic Self-Efficacy Questionnaire and Midgley's Achievement Goal Orientation Scale were used. Data were analyzed using repeated measures ANOVA. Results demonstrated that both interventions were effective in increasing students' academic self-efficacy and achievement goal orientation. In addition, the effect of mindfulness program was significantly higher on academic self-efficacy compared to the cognitive-motivational intervention; however, no difference was observed in achievement goal orientation between the two intervention programs. Finally, the follow-up test showed the stability of the results over time. Hence, it seems that these two interventions can be used to enhance academic self-efficacy and achievement goal orientation of elementary school students.

Academic demotivation is a main shortcoming which our educational system faces, especially at high school level. The present study was undertaken to identify the factors affecting academic demotivation among high school students. The statistical population of the study was comprised of junior high school students in rural areas of Chahar Borj city. To draw the sample, purposive sampling method and theoretical saturation were utilized and 27 students were selected. The data extracted from semi-structured interviews were analyzed using the phenomenological method and the coding method of extracting the main and secondary themes. Results of the study showed that students' academic demotivation is affected by a combination of various factors including personal, family, school, social and communication media. In this article, each of the identified factors is discussed along with students' narratives. Findings from the research can be used as a part of educational reform programs to eliminate students' academic demotivation.

The present study was carried out to examine the impact of guided exploratory teaching method on achievement emotions of male elementary school sixth graders. This quasi-experimental research had a pretest-posttest control group design. The statistical population of the study comprised all male elementary school students in Meybod in 2020-21 school year from among whom 30 pupils were selected via random cluster sampling method and randomly assigned to two groups of experimental (N=15) and control (N=15). The guided exploratory teaching method was utilized for the experimental group and the conventional teaching method was used for the control group. The research instrument included Achievement Emotions Questionnaire (elementary school students form). To analyze data, multivariate analysis of covariance was used. The results showed that guided exploratory teaching method had a significant effect on the enjoyment of attending math classes. Also, guided exploratory teaching method significantly increased the pleasure of doing math assignments and significantly reduced the anxiety of doing math homework. In addition, guided exploratory teaching method increased the pleasure of taking math exams and reduced math exams anxiety. Accordingly, guided exploratory teaching method can be used as a useful intervention to organize students’ achievement emotions.

The purpose of this study was to investigate the relationship between perceived autonomy support, sport motivation and the level of physical activity among male junior high school students in Tehran with the mediating role of autonomy motivation and fear of failure. This descriptive-correlational study is in the category of applied research. The statistical population of the study was comprised of all male seventh graders in Tehran (N=142554). The sample included 384 students which was selected based on random cluster sampling method. The research instruments comprised Autonomy Motivation Questionnaire (Hagger et al., 2007), Black and Deci Autonomy Support Perception Questionnaire (2000), Sport Motivation Scale (Pelletier et al., 2013), Conroy et al.'s Inventory of Fear of Failure (2002), and Measurement of Habitual Physical Activity Questionnaire (Baecke et al., 1982). Structural equation modeling was utilized to analyze the data. Results revealed that teachers’ autonomy support had a direct, positive effect on sport motivation and students’ amount of physical activity. Autonomy motivation and fear of failure play a mediating role in the link between teachers’ autonomy support, sport motivation, and the amount of physical activity. Therefore, physical education teachers can use autonomous supportive behaviors to motivate students to make decisions and thus reduce students' fear of failure and increase students' sport motivation to engage in physical activities.

This aim of this study was to present a structural model of social anxiety based on early maladaptive schemas mediated by family functioning among senior high school students in Marivan. The study had an explorative-descriptive design. The population of the study was comprised of all high school students in Marivan (4134 students) from among whom 400 cases (200 male and 200 female students) were selected and studied. To select the sample, the researcher gave Connor’s Social Phobia Index (SPI) to the students suspected of social anxiety disorder (diagnosed by schools’ consultants whose symptoms were consistent with those specified by DSM-V). The students suffering from SAD were identified and the sample was drawn based on simple random sampling method. The subjects completed Young Schema Questionnaire-Short Form and the McMaster Family Assessment Device.  Data were analyzed using structural equation modeling. Data analysis demonstrated that early maladaptive schemas can directly affect social anxiety (0.51). In addition, early maladaptive schemas can indirectly affect social anxiety (-0.32) and family functioning mediates this association. The structural model fitted well with the research data and early maladaptive schemas could predict 0.63% of the changes in social anxiety. Identifying the direct role of early maladaptive schemas in increasing social anxiety with the indirect, mediating role of family functioning can prove helpful in preventing students' social anxiety disorder.

Studies have demonstrated that physical activities highly promote physical, mental and social health of children and adolescents with autism spectrum disorder. Numerous factors are involved in the lack of participation of this population in physical activities. The goal of this study was to investigate the family barriers to participation of children and adolescents with autism spectrum disorder in physical activities. This descriptive research had an ex-post facto design. The statistical sample comprised 370 Iranian children and adolescents with autism spectrum disorder, from both genders, aged 8 to 20 who were selected via cluster sampling method. The research instrument included a researcher-made questionnaire with Cronbach's alpha of 0.985. Data were analyzed using SPSS23 and Smart PLS3. The results showed that family factors are the barriers to participation of children and adolescents with autism spectrum in physical activities. The component “parents prefer their children to focus more on their school responsibilities instead of physical activity participation.” was reported as the most important barrier and the component "Physical activity takes a lot time from my child and he/she cannot do other family responsibilities and daily activities." was reported as the least important barrier. Due to the significant role of family in children’s physical activity participation, it is suggested that in order to promote the physical activity levels in children and adolescents with autism spectrum disorder, family barriers be considered and strategies be planned to overcome them.

The aim of this study was to examine the effectiveness of mindfulness-based intervention upon communication skills and creativity of elementary students. This quasi-experimental research had a pretest-posttest control group design with a one-month follow-up session. The statistical population of the study was comprised of all female senior elementary students in District 20 of Tehran in 2020-21 school year. Using cluster sampling method in the screening stage, 30 students were selected and randomly assigned to two groups of experimental and control (15 subjects in each group). The experimental group was administered 10 sessions of mindfulness training and the control group did not receive any intervention. To collect the required information, Jerabak Communication Skills Inventory (2004) and Abedi Creativity Test (2002) were used. Data were analyzed using repeated measures ANOVA via SPSS22. Results showed that mindfulness intervention had a significant effect on creativity and communication skills (p<0.01). The difference between post-test and follow-up scores on creativity and communication skills was not significant (p>0.05) and the durability of the intervention was confirmed. Based on the findings, teaching the components of mindfulness is effective on cognitive processes such as concentration and awareness of emotions of self and those of others and boosts interpersonal relationships and creative activities. Accordingly, it seems that mindfulness intervention can be used to improve communication skills and creativity of elementary school students.