فصلنامه خانواده و پژوهش
سال بیست و یکم شماره 3 (پاییز 1403)

The aim of this research was to teach the Quranic parenting model to mothers and examine its impact on the mental health of primary school students. This quasi-experimental study had a pretest-posttest control group design. The study population was comprised of all sixth-grade boys and girls in Qaem Shahr, along with their mothers, during the 2020-2021 academic year. The sample size was estimated to be 100 (50 girls and 50 boys) based on Cohen's table, selected through random cluster sampling and then randomly divided into experimental and control groups (50 each). Initially, both groups answered the Keyes Mental Health Questionnaire as a pretest. Then, the Quranic parenting model was taught to the mothers in the experimental group over 12 sessions of 90 minutes each. Afterward, both groups of students again completed the Keyes Mental Health Questionnaire. The obtained data were analyzed using univariate covariance analysis with SPSS v.22 software. The findings showed that teaching the Quranic parenting model to mothers significantly improved the mental health of the students (P-value<0.001, F(1, 98)=83.331). Therefore, this educational method can be effectively used in the field of family and parenting to enhance the mental health of children.

This study set out to examine the perceptions of classroom and family environments by high school students as predictors of their achievement behaviors, considering academic emotions as mediators. The statistical population comprised senior high school students in Golbahar during the 2020-2021 academic year. The sample was selected through cluster sampling, choosing three boys' schools and two girls' schools out of eight high schools. Due to the COVID-19 pandemic and school closures, the questionnaires were converted to electronic forms and distributed in virtual classroom groups. A total of 355 students (95 boys and 260 girls) completed the following questionnaires: The Fraser et al. What is Happening in this Class Questionnaire (1996), the Grolnick et al. Family Environment Perception Questionnaire (1997), the Pekrun Achievement Emotions Questionnaire (2005), and the Hermans Achievement Motivation Test (1970). The data were analyzed using regression coefficients and structural equation modeling. The results indicated that perceptions of classroom and family environments and academic emotions could predict achievement behaviors in separate regressions. However, when these variables were simultaneously entered into the structural model with academic emotions as mediators, perceptions of the classroom and family environments could predict achievement behaviors only through academic emotions. This finding underscores the prominent role of academic emotions as mediators in this relationship. Therefore, teachers in the classroom and parents at home should create a conducive environment to foster positive perceptions among students, which in turn promotes positive emotions that shape their achievement behaviors.

Considering the detrimental effects of adolescent aggression on their development, the present study was undertaken to investigate the relationship between family functioning, the quality of interpersonal relationships, and socio-economic status with the level of aggression among high school students. The research method was descriptive and correlational. The participants were 316 high school students from Tabriz during the first semester of the 2015-2016 academic year, selected through multi-stage cluster sampling. They completed the Buss and Perry Aggression Questionnaire (1992), the McMaster Family Assessment Device (1983), the Quality of Relationship Inventory by Pierce et al. (1991), and a researcher-made socio-economic status tool. The data were analyzed using SPSS-23 software. The results demonstrated a significant relationship between the components of family functioning, interpersonal relationships, and the level of adolescent aggression. Family functioning and interpersonal relationship dimensions could predict changes in the level of aggression. However, no significant relationship was found between socio-economic status and the dimensions of adolescent aggression. Since family functioning and interpersonal relationship dimensions can explain the level of adolescent aggression, improving these variables can reduce adolescent aggression.

The present study sought to examine the mediating role of social anxiety in the relationship between family functioning and loneliness among senior high school girls in Babolsar. The research was applied in nature and employed a descriptive-correlational method using structural equation modeling. The statistical population was comprised of all senior high school girls with an average age of 16 in public schools in Babolsar during the 2019-2020 academic year. A total of 252 students were selected through two-stage cluster random sampling based on Krejcie and Morgan's table. They completed the Family Assessment Device Questionnaire (Epstein et al., 1983), the Social Anxiety Scale (Connor et al., 2000), and the Loneliness Scale (Asher et al., 1984). Data analysis was conducted using structural equation modeling with SPSS26 and SmartPLS2 software. The findings indicated that the proposed model had a good fit and that family dysfunction had a direct effect on social anxiety and loneliness. Additionally, social anxiety had a direct effect on loneliness. Moreover, family functioning influenced loneliness through the mediation of social anxiety. According to the results, family dysfunction leads to increased social anxiety and loneliness. Therefore, it is essential for specialists to pay attention to predictive variables and their impact on family relationships.

The present study was carried out to investigate the attitudes towards virtual learning and its relationship with job motivation and self-efficacy among physical education teachers in Ahvaz during the COVID-19 pandemic. The research method was correlational, and the statistical population consisted of all physical education teachers in districts one to four of Ahvaz during the 2020-2021 academic year. From this population, a sample of 244 teachers was selected using convenient sampling. They were assessed using the Virtual Learning Attitude Questionnaire (Vatanparast et al., 2016), Teachers' Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), and the Job Motivation Questionnaire (Lodahl & Kejner, 1965). The data were analyzed using Pearson correlation coefficient and path analysis with SPSS version 22 and AMOS version 20. The results showed that the mean scores for attitudes towards virtual learning, job motivation, and self-efficacy among physical education teachers in Ahvaz were at the expected level. There was a positive and significant relationship between attitudes towards virtual learning and the components of job motivation and self-efficacy. However, there was no significant relationship between attitudes towards virtual learning and the self-confidence component of physical education teachers in Ahvaz. Path analysis results also indicated that the research model had a good fit. The findings of the study demonstrated that positive attitudes towards virtual learning increase job motivation and self-efficacy among physical education teachers in Ahvaz.

The present study aimed to find a model for the structural relationships of parental communication patterns and communication skills in adolescents with the mediating role of cognitive emotion regulation and mindfulness. The research was applied in nature, using a descriptive-correlational method based on structural equations. The statistical population consisted of 14- to 17-year-old adolescents studying in the 10th, 11th, and 12th grades of the senior high school in the 2021-2022 academic year. A sample of 314 students was selected through cluster random sampling. Data were collected using the Revised Family Communication Patterns Scale (RFCP), Jerabek's Communication Skills Inventory (2004), Garnefski and Kraaij's Cognitive Emotion Regulation Questionnaire (2006), and the Kentucky Inventory of Mindfulness Skills (2004). Data analysis was performed through structural equation modeling using Amos software. The results indicated that cognitive emotion regulation can mediate the relationship between parental communication patterns and communication skills, but mindfulness did not mediate this relationship. Thus, it can be concluded that appropriate relationships in society are based on suitable family relationships, and the more suitable the emotional relationships within families, the more stable and stronger both the family and society will be.

The purpose of this study was to determine the relationship between mindful parenting and internalizing and externalizing problems in adolescents, as well as the mediating role of adjustment and self-disclosure. The research was descriptive and correlational in nature. The statistical population included all senior high school students during the 2022-2023 academic year in Shahreza (3644 students) and their parents. A sample of 400 students was selected using multi-stage cluster sampling. Data were collected using the Mindfulness in Parenting Questionnaire (MIPQ), the Youth Self-Report (YSR), the Adjustment Inventory for School Students (AISS), and the Chelune Self-Disclosure Situations Survey (SDSS). The proposed model of relationships among the variables was examined using structural equation modeling. The findings indicated that adjustment mediated the relationship between mindful parenting and internalizing problems (β = -0.229) and externalizing problems (β = -0.158), while self-disclosure mediated the relationship between mindful parenting and externalizing problems (β = -0.022) but not internalizing problems. Mindful parenting, self-disclosure, and adjustment explained 51.4% of the variance in internalizing problems and 42% in externalizing problems. Therefore, the study concluded that mindful parenting, both directly and through adjustment and self-disclosure, significantly impacts adolescents' internalizing and externalizing problems, offering practical implications for prevention and clinical interventions.

The present study aimed to develop an intervention program specifically for children from divorced families with emotional-behavioral disorders based on a cognitive-behavioral approach and to examine its effectiveness on the anxiety of children from divorced families. The research had an exploratory mixed (qualitative-quantitative) design. The statistical population in the qualitative part included related articles on children from divorced families, opinions of university professors, and psychological disorder specialists for package preparation and validation. The quantitative part included all female children from divorced families in Astaneh-ye Ashrafiyeh. A sample of 30 children from divorced families was purposefully selected and randomly divided into two groups of 15 (experimental and control). The experimental group received 12 sessions, twice a week for 90 minutes each. Data were collected using the Achenbach Child Behavior Checklist (2001) and the Spence Children's Anxiety Scale (1997). Qualitative data were analyzed using qualitative content analysis with an inductive approach, and quantitative data were analyzed using analysis of variance (ANOVA). The content validity of the intervention program was found to be between 0.75 and 1. The findings showed significant differences in anxiety scores between the two groups (P<0.01), indicating that the intervention program reduced anxiety in the experimental group. The results demonstrated that the developed intervention program could be an effective method for improving psychological disorders and reducing anxiety in children from divorced families.

This study has been undertaken to investigate the mediating role of mindfulness in the effect of family emotional climate on successful academic identity. The research method was descriptive and correlational, using structural equation modeling. The statistical population included all junior high school students in Qom during the 2021-2022 academic year. From this population, 355 students were selected through multi-stage cluster random sampling. Data were collected using the Family Emotional Climate Scale (Hill burn, 1964), the Successful Academic Identity Scale (Was & Isaacson, 2008), and the Five Facet Mindfulness Questionnaire (Baer et al., 2006). Structural equation modeling was conducted using AMOS22 software to test the research hypotheses. The findings showed that family emotional climate had a direct and significant positive effect on successful academic identity (β = 0.26). Family emotional climate also had a direct and significant positive effect on mindfulness (β = 0.24). Mindfulness had a direct and significant positive effect on successful academic identity (β = 0.16). Family emotional climate had an indirect and significant effect on successful academic identity through the mediation of mindfulness (β = 0.04). Based on these results, educating families on emotional support for their children and training educational staff to optimize students' mindfulness in their identity formation journey leads to successful academic identity. Therefore, educating these two crucial entities is essential.

The collaboration between home and school is crucial for students' academic progress and socio-emotional growth. Teachers must learn how to establish and enhance this cooperation. Therefore, it is essential to include methods for creating and strengthening parental involvement in professional training programs for teachers. This study was conducted to explain the elements of teacher training programs in in-service courses concerning home and school collaboration. The research method was a systematic review and qualitative content analysis based on inductive reasoning. To obtain the desired data, the study reviewed literature and expert opinions in this field and analyzed existing programs in other countries. The findings indicate that the curriculum for parent involvement training emphasizes integrating theoretical and practical discussions of parent involvement in training courses and teaching specific skills. In terms of teaching-learning methods, it focuses on collective interaction, brainstorming, role-playing, case studies, and simulated experiences. The parent involvement training program considers the learner (teacher) as an element who should believe in the importance of parent involvement, have a positive attitude, and be capable and responsive to parents' needs. Regarding evaluation, it emphasizes the use of self-assessment approaches. It is recommended that this training course with the introduced elements be included in teachers' professional training programs to improve the educational system.