فصلنامه خانواده و پژوهش
سال دهم شماره 1 (بهار 1392)

The present study was undertaken to explore the interrelationship of parenting styles, educational achievement, and behavioral disorders among elementary school students in Khour and Biabanak. In this descriptive, correlational research the statistical population comprised all fourth and fifth graders in Khour, Jandagh, and Farokhi from among 135 students were selected through multi-stage cluster sampling method. The instrumentation comprised Baumrind parenting styles questionnaire. In addition, students’ GPAs and teachers’ reports were used as indexes of academic achievement and behavioral disorders, respectively. The data were analyzed by Pearson and Spearman correlation coefficients. Results showed that there was a significant, positive relationship between authoritative parenting style and academic achievement. Furthermore, there was a negative association between permissive and authoritarian parenting styles and academic achievement. Moreover, behavioral disorders were observed less frequently among students whose parents displayed authoritative parenting style. It can be concluded that providing parents with training in appropriate parenting styles can promote students’ academic achievement and reduce their behavioral disorders.

One of the main goals pursued by families and school authorities is to nurture children and adolescents’ creativity and talent. This is due to the fact that creativity is pivotal to human development. It is evident that promotion of creativity depends on motivation and opportunities provided mainly by families and schools. Family is the first institution in which individuals are included and educated consciously and unconsciously. The extent to which families can have an influence on children’s socialization and the proper age at which families can exert more influence on purposeful education of art are controversial issues which have caught researchers’ attention and can pave the way for more effective personal and group education. The aim of the present study was to examine the role of family in promoting art education among students. Qualitative and quantitative methods as well as Pitrium Sorokin theory were used to meet this objective. The sample of the study comprised Tehrani students studying at vocational high schools and affiliated art institutes. The students’ performance was studied both individually and in relation to their families. Results of the study showed that there was a strong positive correlation between families’ performance and students’ art achievement even though the observed correlations varied by different components of the variable under study.

The present study aimed to identify the interrelationship among generativity, stagnation and parenting styles in order to provide a four-factor achievement goal model. The subjects included 370 high school girls of four districts in Qom metropolitan area along with their working parents (mostly fathers) who had completed at least four years of high-school and were between 40-60 years old. The subjects were selected through multi-stage cluster sampling method. The instrumentation comprised generativity, stagnation, parenting styles (for parents) and four-factor achievement goal orientation (for students) questionnaires. Path analysis resulted in designing four models for the four dependent variables of achievement goal orientation (dominance, tendency, avoidance, confusion). The first model which was based on the dependent variable of dominance achievement goal showed direct and indirect impacts of generativity on dominance achievement goal and the direct effect of authoritative style as well as the indirect effect of stagnation on the aforementioned variable (model coefficient of determination: 0.53). The second model which was based on the dependent variable of tendency achievement goal showed direct impacts of generativity and authoritarian style on tendency achievement goal, the direct effect of permissive style and the indirect impact of stagnation on tendency achievement goal (model coefficient of determination: 0.38). The third model which was formed based on the dependent variable of confusion achievement goal orientation showed direct and indirect effects of generativity on confusion orientation, direct impact of authoritative style and indirect influence of stagnation on confusion orientation (model coefficient of determination: 0.44). The fourth model which was designed based on the dependent variable of avoidance achievement goal was indicative of the direct effect of authoritarian style and the indirect impact of stagnation on avoidance achievement goal orientation (model coefficient of determination: 0.40).

The present study was carried out to examine attachment styles, parenting styles, and family structure as predictors of juvenile delinquency among teenage boys in Sari (Mazandaran province). The study was conducted among two groups of offender and non-offender teenagers aged 12-17 years. The instrumentation comprised Baumrind Parenting Style Questionnaire, Armsden and Greenberg Inventory of Parent and Peer Attachment, as well as Family Assessment Device. Descriptive statistics and discriminant analysis were used for the purpose of data analysis. The results of the study confirmed the hypothesis that juvenile delinquency can be predicted on the basis of variables such as maternal attachment styles, parenting styles and family structure.

The aim of this study was to explain internalizing and externalizing syndromes based on family environment among adolescents. To explore the mentioned relations, a sample of 1647 high school students (840 girls and 807 boys) was selected by multi-stage cluster sampling method. All participants were asked to complete the Family Environment Scale (FES) and Youth Self-Report form of Achenbach's ASEBA school-age forms. Measures of central tendency and dispersion, Pearson correlation coefficients as well as of multiple regression analysis were used for the purpose of data analysis. Obtained results indicated that there were correlations between most of subscales of the family environment variable and internalizing and externalizing syndromes. Results of multiple regression analysis revealed that gender and most of subscales of family environment could predict the internalizing and externalizing syndromes.

The main purpose of this research was to study the relationship between cultural intelligence and students’ Iranian-Islamic identity. In this descriptive, correlational research the population of the study included all twelfth graders in district one of Hamedan (2141 students). The sample of the study which was selected through random stratified sampling method comprised 327 students (176 girls and 151 boys). The instrumentation included standard Cultural Intelligence Questionnaire as well as a self-devised Iranian-Islamic Identity Questionnaire. The experts approved of the content and face validity of the questionnaires. In addition, Cronbach’s alpha coefficients reported for the Cultural Intelligence Questionnaire and the Iranian-Islamic Identity Questionnaire were 87% and 92%, respectively. The collected data were analyzed using descriptive indexes (mean, percent, frequency, and standard deviation) and inferential statistics (Pearson correlation coefficients and multiple regression analysis). Obtained results indicated that there was a significant relationship between the Iranian - Islamic identity and the cultural intelligence of the students (R2 =0.049). Furthermore, there was a significant relationship between Iranian– Islamic identity and the meta-cognitive (R2=0.077), cognitive (R2=0.021) and motivational (R2=0.031) components of the cultural intelligence; however, no significant association was observed between the behavioral aspect of the cultural intelligence and the Iranian-Islamic identity.

This study was undertaken to investigate the effectiveness of guided imagery in reducing parent-child conflicts among girl students in 2010-2011 academic year. The population of the study comprised eighth grade girls in district one of Tehran. The sample was selected through random cluster sampling. To achieve this goal, a guidance school and next a class within this school were randomly selected and the students were assigned to experimental (N=15) and control groups (N=15). Both groups took a pre-test using the conflict tactics scale (CTS). In the next step, the experimental group received training in guided imagery during seven sessions. A post-test was given to both experimental and control groups afterwards. The results of t-test showed that guided imagery could significantly reduce conflict as well as verbal and physical aggression among students and their parents. In addition, guided imagery significantly promoted subjects’ reasoning ability.