Journal of Child Mental Health
Year:2023 | Volume:9 | Issue:4|Papers Count:11

Background and Purpose: Parenting refers to all actions and behaviors related to raising children. Questionnaires have been developed to measure this psychological construct. This research aimed to examine the psychometric properties of the Persian form of the Perceived Parenting Questionnaires (P-PPQ) in Shahr-e-Rey girl students. Method: The present research is a development, cross-sectional survey. The study sample included 174 female students from a public high school in Shahr-e-Rey in 2020-2021, who were selected by convenience sampling method. First, participants completed the Persian form of the PPQ (Pasquali, 2012). Then, 50 participants completed the questionnaire again after two weeks. Data were analysed in SPSS-26 and SmartPLS software. Results: The study indicates that the PPQ has an acceptable internal consistency (a=0. 72),The reliability coefficient of the split-half questionnaire was (r=0. 68), and the two-week test-retest reliability coefficient was (r=0. 81). In addition, the CFA results demonstrate two subscales of responsiveness and demandingness. The results also indicate that the PPQ has acceptable convergent and discriminant validity. Conclusion: According to the findings of this study, we can conclude that the P-PPQ has good validity and reliability. Therefore, researchers and clinicians can use the P-PPQ in their research and practice.

Background and Purpose: In recent years, with the improvement of the educational system, the treatment of learning disabilities in students has attracted the attention of many education specialists. As a result, it is very important to study the psychological aspects of students with learning disabilities and to identify the factors affecting them. Thus, the present study was conducted with the aim of comparing academic self-discipline, mental vitality, and academic vitality in students with and without special learning disorders. Method: The design of this research was a descriptive causal-comparative one. The research population included all the students of the 3rd to 6th grades of the first and the second district schools of Rasht city in the academic year of 2021-2022, and their number was 15071. The study sample was 120 individuals (including 60 students with learning disorders and 60 students without disorders) who were selected by convenience sampling method and taking the inclusion and exclusion conditions into account. In order to collect data, questionnaires of Academic Self-regulation (Swalend and Karin, 2007), Subjective Vitality (Ryan and Frederick, 1997) and Academic Vitality (Hossein Chari and Dehghanizadeh, 2013) were used. The research data was analyzed using t-tests and multivariate analysis of variance. Results: The results of this study showed that the students with special learning disorder obtained lower grades in comparison to the students without disorders (P < 0. 01) in terms of the total score of academic self-discipline and its dimensions (external regulation, internalized regulation, specified regulation, intrinsic motivation), mental vitality, and academic vitality. Conclusion: According to the findings of the research, it can be concluded that students with special learning disorder are weaker in academic self-discipline, mental vitality, and academic vitality than students without special learning disorder. Therefore, it is possible to solve these problems through early identification of these students, informing parents and school teachers, and implementing early screening and rehabilitation programs.

Background and Purpose: Grit is the driver of successwithout, grit, talent couldn’, t flourish. Grit is an essential ingredient of success in school, and its improvement can lead to academic achievement,hence the present study tries to strengthen the sustaining effort and interest for longterm purposes, mental toughness, and self-efficacy of students by using the grit program as an interventional study. Method: In this semi-experimental study (pretest-posttest with the control group), the study's statistical population included the middle school students of district one of Rasht City in the academic year of 2018-19. Using the convenience sampling method, 82 students (41 female students and 41 male students) aged between 13 and 15 years were selected and they were randomly assigned to the experimental (n = 41) and waiting for control (n = 41) groups. The program for developing and strengthening grit and mindset including stories, choice maps, peer tutoring, self-evaluation, and verbal self-instruction (Polirstok, 2017) was provided for the experimental group in 9 90-minute sessions (three days a week). The program was group-based and focused on increasing the capacity to sustain effort and interest in long-term goals. The research instruments included the Short Grit Scale (Duckworth & Quinn, 2009), Mental Toughness Questionnaire-18 items (Clough et al., 2002), and the General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995). Data were analyzed by SPSS24 using multivariate covariance analysis (MANCOVA). Results: Based on the findings, the grit program enhanced the persistence of effort (η, p2 = 0. 46), consistency of interest (η, p2 = 0. 61), mental toughness (η, p2 = 0. 46), and self-efficacy (η, p2 = 0. 50) in students. The program on the consistency of interest (η, p2 = 0. 61) was the most effective. Conclusion: Given the facilitating role of grit in students' academic performance and success in school, it is necessary to provide interventions to develop grit in students. Our results confirm the effectiveness of the grit program on the sustaining effort and interest for long-term purposes, mental toughness, and self-efficacy of students, which are recognized as critical factors in academic success.

Background and Purpose: Attention deficit/hyperactivity disorder (ADHD) is a prevalent childhood disorder that can result in a range of difficulties for the individual, as well as their peers, teachers, and parents, across various educational, social, and familial settings. The disorder is characterized by impulsive, hyperactive, and attention deficit behaviors. The current investigation aimed to assess the efficacy of self-compassion training on the self-esteem and perceived stress of mothers of children with ADHD. Method: The present study employed a quasi-experimental methodology utilizing a pre-test-posttest design with a control group. The statistical population consisted of mothers of 5–, 11 year old boys and girls diagnosed with ADHD in Rasht City during the 2020–, 2021 academic year. The research sample consisted of 28 mothers who were selected from the aforementioned statistical population using the convenience sampling method. These participants were then randomly assigned to either the experimental or control groups The experimental group underwent an 8-weekly session of the compassion training program, while the control group did not receive any intervention during this period of time. The control group was only engaged in meetings where they were asked questions that were not related to the domain of compassion. The study involved the assessment of two groups using Sorensen's Self-Esteem Questionnaire (2006) and Cohen et al. 's Perceived Stress Questionnaire (1983) during the pre-test and post-test stages. The data analysis was also analyzed by independent t-test with differential scores and SPSS26 software. Results: The post-test stage of the compassion training intervention showed that the experimental group's self-esteem scores significantly increased (t=-11. 571, P<0. 001) and its perceived stress levels were reduced (t=-9. 642, P<0. 001). Conclusion: The results showed that compassion training, emphasizing components such as selfkindness during stress and hardships, human commonality, mindfulness, and being present at the moment, as well as being in peer groups, leads to improved levels of self-esteem and decreased perceived stress of mothers of children with ADHD. Therefore, it can be implemented as one of the parent education axes by professionals in various fields.

Background and Purpose: Self-regulated learning (SRL) strategies are one of the most important factors influencing the quality of learning. This research aimed to predict math self-efficacy based on self-regulation strategies and determine the convergent validity of the SRLS questionnaire with the math self-efficacy source scale. Method: This research is a descriptive and correlational survey. For this purpose, after translating and preparing the mentioned questionnaires and sending them by email to 1480 students or their parents, 610 students participated in this research. Furthermore, the data were analyzed using correlation and regression after completing the Sources of Self-Efficacy in Mathematics Scale (Usher and Pajares, 2008) and the students form of Self-Regulation Strategies Inventory-Self-Report (Clary, 2006). Findings: The results showed that self-regulation strategies predicted students' mathematical selfefficacy (β, =0. 76, p=0. 05). Also, the convergent validity of the self-regulation strategies questionnaire with the math self-efficacy questionnaire was 0. 874. Conclusion: Therefore, according to the findings of the research, it can be said that self-regulation strategies predict students' mathematical self-efficacy,Also, the self-regulation questionnaire (student form) has a high convergent validity with the scale of mathematical self-efficacy resources, and this questionnaire can be used in research activities.

Background and Purpose: One of the main problems of working children is the problem of social adjustment and self-esteem. One of the available psychotherapies is cognitive-behavioral therapy and unified transdiagnostic therapy. Thus, the present study was conducted with the aim of comparing the effectiveness of unified transdiagnostic protocol with cognitive behavioral therapy on social adjustment and self-esteem in working children. Method: The current research was a quasi-experimental study with a pre-test-post-test design. The studied population included all the socially disadvantaged girls (working children) of Tehran in 2019, and 30 people were selected as the study sample with the purposeful sampling method and were randomly placed to two groups of Unified Transdiagnostic therapy and cognitive behavioral therapy. First, the social adjustment questionnaire (Sinha and Singh, 1993) and the self-esteem scale (Pope et al., 1998) were administered as a pre-test on both groups. The first experimental group received cognitive behavioral therapy for eighteen 90-minute sessions and the second experimental group received unified transdiagnostic therapy for fifteen 90-minute sessions. The data were analyzed by the method of analysis of variance with repeated measurements and SPSS version 25 software. Results: The results showed that both treatments managed to significantly increase their social adjustment and self-esteem in the post-test and follow-up stages in working children. However, the comparison of effectiveness between unified Transdiagnostic Protocol and cognitive-behavioral therapies shows that the effectiveness of the in self-esteem (partial ƞ, 2=0. 34,P<0. 01,F=14. 46) and social adjustment (partial ƞ, 2=0. 16,P<0. 05,F=11. 33) was more than cognitive behavioral therapy. Conclusion: Pediatric transdiagnostic therapy was more effective in improving social adjustment and self-esteem than cognitive-behavioral therapy. Although UP-C has shown promising results, more clinical trials are needed to evaluate the effectiveness of UP-C in different communities and other concurrent mental states.

Background and Purpose: Students' academic success and failure is one of the most important events during their studies that has short-term and long-term social and emotional effects on them. Accordingly, the present study was conducted with the aim of the effectiveness of mindfulness-based cognitive therapy on attributional styles and academic optimism of students. Method: The present study was a quasi-experimental pretest-posttest with a control group and a follow-up stage. The statistical population consisted of all male high school students in Qazvin in the academic year 1399-1400, in which 40 students were selected by cluster sampling and after matching were placed in two experimental and control groups. Research instruments included the Academic Optimism Questionnaire (Tschenen-Moran et al., 2013) and the Attribution Styles Questionnaire (Peterson and Seligman, 1984). The experimental group received therapeutic interventions related to cognitive therapy based on mindfulness. Data were analyzed by repeated measures analysis of variance. Results: The results showed that mindfulness-based cognitive therapy was effective on the components of attributional styles (P<0. 01) and the variables of academic optimism (P<0. 01) and these results continued in the follow-up period (P<0. 01). Conclusion: Students who were influenced by cognitive-based mindfulness attributed positive events more to internal, stable and general causes and negative events more to external, unstable and specific causes. Mindfulness can also be effective in promoting optimism by providing a framework for interpreting life experiences, being in the "here and now", a sense of cohesiveness and existential cohesion, and student confidence.

Background and Purpose: Academic success of students, as an efficient group and future builders of the country, is one of the important factors of their long-term professional and social progress and development in life. Thus, the present study was conducted with the aim of predicting the academic success of students based on the parenting style of their parents, with the mediation of self-efficacy and self-esteem in children. Method: The present research was applied in terms of purpose and descriptive-correlation in terms of data collection method, which was conducted using structural equation modeling method. The statistical population of this research included all elementary school boys in the 12th district of Tehran in the academic year 1401-1402, from which 300 people were selected according to the entry and exit criteria. Data collection tools included Academic Success Scale (Salehi, 2013), Parenting styles questionnaire (Bamrind, 1991), Self-efficacy questionnaire for Children (Morris, 2001) and Self-esteem inventories (Coppersmith, 1981). Finally, the data were analyzed using the correlation research method and the structural equation model method using SPSS26 and AMOS24 software. Results: The results showed that there is a negative and significant relationship between permissive and authoritarian parenting style with self-esteem and academic success, and there is a positive and significant relationship between authoritarian parenting style with self-efficacy, self-esteem and academic success (P<0. 05). Also, a positive and significant relationship was observed between selfefficacy and self-esteem with academic success (P<0. 05). The results showed that the indirect effect of permissive and authoritarian parenting styles on academic success through self-efficacy and the indirect effect of authoritarian parenting style on academic success through self-esteem were statistically significant (P<0. 05). Conclusion: Based on the results obtained in this study, it can be said that by improving self-efficacy and self-esteem skills, the relationship between parenting style and academic success of primary school students can be indirectly strengthened.

Background and Purpose: Emotional intelligence defined as the ability to express and manage emotions appropriately, as well as to show respect for others' feelings-is a set of skills that children can learn at any age. The main purposes of the present study were to develop the Emotional Intelligence scale for 4-to-6-year-old children in Isfahan, as well as to assess the psychometric properties of the scale. Method: This research was carried out using the descriptive-survey method. The statistical population was cconsisted of all 4-to-6-year-old preschool children in Isfahan in 2016, with 530 (265 girls, 265 boys) selected as the study sample using a quota sampling method. The convergent validity was assessed using Mardiha's Emotional Intelligence Questionnaire (2014) and the newly developed Emotional Intelligence scale for Four-to-Six-year-Old Children. Data were analyzed using SPSS-22 and LISREL-8. 5 which yielded correlation coefficient, heuristic, and confirmatory factor analysis. Also, the content validity of this scale was confirmed by 5 psychology experts Results: The findings from factor analysis indicated that the eigenvalues for the five factors, i. e., intrapersonal, interpersonal, adaptation, stress management, and general mood, exceeded 1,therefore, they could explain 44. 211% of the items' variance. The results also showed that the model fit index is at a desirable level. The Cronbach's alpha coefficient was found to be 0. 95 for the whole scale (it was more than 0. 7 for each factor). Conclusion: It can be concluded that the 32-item emotional intelligence scale for 4-to-6-year-old children is a suitable instrument to be used in different areas of psychology, education, and training.

Background and Purpose: Body rhythms are repeating molecular, hormonal, or psychological phenomena occurring in all living organisms. The present study was conducted to compare the change in visual perception, in different seasons of the year in students with and without specific learning disorder (SLD) at the age group of 8-12 years according to the topic of time psychology. Method: This study is a comparative causal study. The sample consisted of students from schools in districts 13, 14, and 15 of Tehran during the academic years 2018-2020 who were selected by the convenience sampling method using purposive-voluntary sampling. Participants were 37 students with specific learning disorder with reading appearance (19 girls and 18 boys) and 31 students without learning disorder (17 girls and 14 boys). Then, each group of students with and without male and female learning disorder individually completed Visual Skills Perception Tests (Gardner & Morrison, 1982). Data were analyzed by repeated measurement method (once per season) in SPSS-22 software. Results: The results showed that visual perception skill (perceived visual age and visual gain) varies among subjects in different seasons of the year and there is a significant difference in visual perception between groups with and without learning disorders. Visual perception, processing speed, and sustained attention in normal students are significantly higher than in students with a learning disorder in different seasons of the year. Conclusion: According to the findings of this study, it can be concluded that there are significant differences in the visual perception of students with a learning disorder in seasonal rhythms that are due to these seasonal rhythms.

Background and Purpose: Anxiety disorders are common childhood disorders that have a low rate of spontaneous recovery and high comorbidity with other disorders. Resilience protects the developent process from psychological damage and makes people use more effective coping styles when faced with psychological pressures. This research aimed to compare the effectiveness of the Coping Cat Program and Parent Management Training on the level of anxiety and resilience of Students with anxiety disorders. Method: This was a semi-experimental study with a pre-test-post-test design, follow-up with two experimental groups, and one control group. The statistical population included primary school students with anxiety disorders in the city of Mobarakeh in the academic year 2021-2022. In this research, 45 elementary school students with anxiety disorders were randomly assigned to experimental and control groups. The students of experimental group 1 participated in ten 60-minute sessions of the Coping Cat Program, and the mothers of experimental group 2 participated in ten 75-minute sessions of Parent Management Training. The groups responded to anxiety (Spence, 1997) and resilience (Merrell, 2010) questionnaires before the intervention, immediately after the intervention, and also after 45 days for follow-up. A mixed variance analysis was used to analyze the data. Results: The results of mixed variance analysis showed that the Coping Cat Program and Parent Management Training had a significant effect on reducing anxiety and increasing resilience (p<0. 001). The effectiveness of the Coping Cat Program in reducing anxiety is greater than that of the Parent Management Training (P<0. 01). There is no significant difference between the two programs in increasing resilience. Conclusion: Coping Cat Program and Parent Management Training are suitable methods to reduce anxiety and increase students' resilience, and these models are suggested for the development of mental health.