DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)
Year:2018 | Volume:14 | Issue:54 |Papers Count:12

the aim of this study was to investigate the mediating role of mental toughness in the relationship between of parenting styles and flourishing. Three hundred and fifty five MA students were selected from Shiraz University by random multistage cluster sampling. The participants completed the Parental Authority Questionnaire (Buri, 1991), the Mental Toughness Questionnaire (Clough et al., 2002), and the Flourishing Scale (Diener et al., 2010). The results of structural equation modeling using AMOS software indicated that the relation of authoritarian parenting style to flourishing was positive and significant. The relationship between authoritative parenting style and mental toughness was positive and significant, and the relation of permissive parenting style to mental toughness was negative and significant. Authoritarian parenting style had direct relation on flourishing and authoritative parenting style and permissive parenting style had indirect relation on flourishing through mental toughness. The implications of the findings were discussed in terms of their applications to parents and promoting flourishing in individuals.

this study was conducted to examine the mediating role of self-regulation and perceived task instrumentality in the relationship between future time perspective and academic achievement. Five hundred and seventy two senior high school students were selected from Karaj in academic year 2015-2016 by stratified proportional sampling. The participants completed the Future Time Perspective Scale (FTPS; Husman & Shell, 2008), the Adolescent Self-Regulatory Inventory (ASRI; Moilanen, 2007) and the Perceived Instrumentality Scale (PIS; Miller et al. 1999). Academic achievement were assessed through the average scores of three core subjects including physics, chemistry and biology. The results of structural equation modeling (SEM) indicated that the theoretical model fitted well to the data. Valence related to academic achievement directly and indirectly through perceived instrumentality. Speed related to academic achievement directly and indirectly through long-term self-regulation. Connection related to academic achievement indirectly through long-term self-regulation and perceived instrumentality. The findings suggested that future time perspective related to academic achievement both directly and indirectly through self-regulation and perceived instrumentality.

the most important learning needs of students are reading and reading comprehension skills and it is expected that accelerated and gifted students will have an acceptable performance in these skills. In this study, reading comprehension of 3 participants group evaluated that including: 1) accelerated students (N=128, females 53 and males 75), 2) non-accelerated students with the same age but in different grade (N=122, females 50 and males 72) and 3) non-accelerated students in the same grade but different age (N=114, females 47 and males 67). participants were matched based on their general intelligence, gender, educational level and occupation of the parents and the social-economic status. Reading comprehension was assessed in two informational and literary domains by two stories, the Ant and the Giraffes, from the International Study on PIRLS Literacy (2001, 2006). The data were analyzed using a mixed-design analysis of variance model. The results indicated that reading and reading comprehension performances were not significantly different between the three groups. There was no sex difference in reading and reading comprehension performances. The implications of the findings for educational policymakers, planners, and users were discussed.

the aim of this study was to test the factor structure and internal consistency of the 10-item moral identity of (Aquino & Reed, 2002) based on moral traits of an Iranian sample of college students. The sample consisted of 429 students (313 females, 111 males, 5 not reported). The exploratory factor analysis identified two factors accounting for 50. 41% of the variance: Symbolization (34. 67%) and internalization (15. 74%). Internal consistency of the symbolization and internalization factors were 75% and 61%, respectively. The confirmatory factor analysis results indicated that the two factor model fitted the data better than one factor model.

this study aimed to investigate the mediating role of shame and guilt in the relationship between attachment styles and covert relational aggression among married men. The sample consisted of 350 married men from Birjand, Iran. The participants were elementary school students’ fathers who participated in the study voluntarily. The participants completed the Attachment Styles Scale (Collins & Read, 1990), the Test of Self-Conscious Affect (shame and guilt) (Tangney, Wagner & Gomez, 1989), and the Revised Adult Attachment Scale (Nelson & Carroll, 2006). The data were analyzed by Pearson correlation and structural equation modeling (SEM). The results indicated the anxious and secure attachment styles related significantly to love withdrawal through shame. The anxious and secure attachment styles related significantly to social sabotage through shame and guilt. The findings suggested that shame plays a role between anxious and secure attachment styles and covert relational aggression in men.

the aim of this study was to examine the mediating role of problem-solving styles in the relationship between parenting styles and aggression. Three hundred students (152 girls, 148 boys) were selected using multistage cluster sampling from Marvdasht high schools. The participants completed the Alabama΄ s Parenting Styles (Frick, 1991), the Problem-Solving Styles (Cassidy & Long, 1996), and the Aggression Questionnaires (Buss & Perry, 1996). The results of path analysis indicated that punishment style significantly related to constructive and non-constructive problem-solving styles. Father΄ s cooperation was related to constructive problem-solving style. Non-constructive problem-solving style was significantly related to aggression. Nonconstructive problem-solving style mediated partially the relationship between punishment style and aggression. Research findings had theoretical and practical applications. The findings suggested reinforcing constructive problem-solving styles and appropriate parenting styles are related to lower aggression in students.

the present study examined the efficacy of mindfulness based intervention in reducing subclinical attention deficit/hyperactivity symptoms and externalizing problems in adolescents. The Child Behavior Checklist (CBCL) and the Youth Self– report (YSR) of Achenbach System of Empirically Based Assessment (ASEBA) were administered to a sample of 253 adolescents and their mothers. Twenty four of adolescents who scored borderline in attention problem subscale, scored high in externalizing problems scale of CBCL, and their scores had been confirmed by the Youth Self-report were selected and randomly assigned into either experimental (n=12) or control (n=12) groups. The experimental group received 8 mindfulness based intervention sessions for 8 weeks. The data were analyzed using multivariate analysis of variance (MANOVA). The results indicated that attention deficit/ hyperactivity symptoms and externalizing problems reduced significantly in experimental group compared to control group. The findings of this study may be of practical importance for prevention and treatment of adolescents' attention deficit/ hyperactivity symptoms and externalizing problems in clinical settings and schools.

the aim of the current study was to predict internalizing and externalizing symptoms from the content and process of family among adolescence. Two hundred and ninety five students (148 females, 147 males) were selected from schools in districts 6 and 10 of Tehran by the cluster sampling method. The participants completed the Youth Self-report (YSR; Achenbach & Rescorla, 2001), the Family Content Scale (SFCS; Samani, 2008) and the Family Process Scale (SFPS; Samani, 2008). The results of the Pearson correlation coefficient indicated that family content and family process significantly related to internalizing and externalizing symptoms. The results of stepwise regression analysis indicated that the content and process of family subscales accounted for 22% and 14% variances of the internalizing symptoms and the externalizing symptoms, respectively. The findings suggested that any deficiency in family psychological conditions such as family functions and families capacities could have detrimental effects on behavior and mental health of children. It is argued that as adolescence is a special period these deficiencies may facilitate developing of behavioral problems in adolescents.