JOURNAL OF FAMILY AND RESEARCH
Year:2013 | Volume:10 | Issue:3 (20)|Papers Count:7

The present study aimed to examine the relationship among parenting spirituality, quality of family communication, and students’ psychological hardiness. The population of the study comprised Zanjani high school students and their parents in 2010-2011 academic year. The sample of the study included 213 individuals who were selected through random sampling method. The instrumentation consisted of parents’ sanctity questionnaire, Family Communication Scale (FCS), and Kobasa hardiness scale. For the purpose of data collection, Pearson correlation coefficients and simultaneous regression analysis were used. Results showed that there was a positive, significant relationship between parenting spirituality, quality of family communication, and students’ psychological hardiness (P<0.01). Furthermore, the quality of family communication could explain a significant amount of variance in students’ psychological hardiness (22 percent). In fact, the higher the parenting spirituality, the higher the quality of family communication and adolescent’s hardiness.

Work-family conflict (WFC) which is a two-sided incompatibility between the demands of work and family roles can be detrimental to individuals, families, and organizations and it is linked to negative consequences. Hence, the aim of the present study was to determine the relationship of the five-factor model of personality and negative affectivity with teachers’ work-family conflict. The population of the study comprised female teachers in Najaf Abad in 2012-2013 academic year. Random sampling method was used and 200 teachers were selected. The instrumentation comprised multi-dimensional work-family conflict scale (Carlson et al.), NEO personality inventory, as well as Positive and Negative Affect Schedule (PANAS) (Watson et al.). The data were analyzed through Pearson correlation coefficient and multiple regression analysis. Results showed that work-family conflict was positively related to negative affectivity (r=0.33) and neuroticism (r=0.25) and was negatively correlated with extraversion (r=-0.21), (P<0.05). However, work-family conflict had no relationship with agreeableness, conscientiousness, and openness to experience. In addition, negative affectivity, neuroticism, and agreeableness explained 32 percent of the variance in work-family conflict. The findings indicated that elevated levels of negative affect and low levels of extraversion increased teachers’ work-family conflict. In order to minimize the negative outcomes of work-family conflict, it is important to familiarize teachers with scientific management of WFC and provide full support to teachers.

Adolescence is such a critical period that one of our main responsibilities is to help adolescents have integrated personality and promote relations and personal development among them. Hence, the present study was carried out to study the impact of happiness and positive thinking on anxiety, academic achievement and parent-child relationships among teenage girls. Pretest, posttest research design (with control group) was utilized in this quasi-experimental study. The subjects were 60 guidance school girls who obtained the highest scores on the anxiety inventory. The subjects were randomly assigned to experimental (N=30) and control (N=30) groups. The experimental group received 9 sessions of intervention (Fordyce happiness training program). Afterwards, both groups received the posttest. The instrumentation comprised Spielberger STAI-Y as well as Parent-Child Relationship Survey (PCRS). The Data were analyzed through ANCOVA statistical indexes. Results showed that Fordyce program and positive thinking had a significant effect on the components of anxiety and academic achievement. In addition, Fordyce program was effective in promoting mother-child relationships however it was not effective in father-child relationships. Due to the fact that happiness can simply be used in life, it is recommended as a convenient and effective method to reduce anxiety, increase academic achievement, and promote parent-child relationships.

The present study was undertaken to investigate the effectiveness of hope-focused and forgiveness-based group interventions to reduce general anxiety among Tehrani high school girls. The population of the study comprised 97685 students from among 400 individuals were selected through random sampling. Pretest, posttest, follow-up research design (with control group) was utilized in this quasi-experimental study. Spielberger STAl inventory was given to the subjects and 30 students with the highest scores on test were chosen. These students were randomly assigned to forgiveness, hope, and control groups. The hope and forgiveness groups participated in 10 sessions of hope-focused and forgiveness-based group interventions, respectively. At the end of the training program Spielberger STAl was given to the three groups again as the posttest. For the purpose of data analysis, descriptive statistics as well as inferential ones (analysis of variance, Levene’s test, and t-test) were used. Obtained results indicated that hope-focused and forgiveness-based group counseling was effective in reducing general anxiety. No significant difference was observed between hope and control groups. Follow-up results showed that hope-focused intervention was more effective than forgiveness-based counseling over time.

The present study investigated the interrelationship of internet addiction, adolescents’ conflict with parents, multidimensional perceived social support and happiness among Tehrani eighth- grade boys in 2013-1014 academic year. Random cluster sampling method was used and 60 students were selected from public and private schools. The sample was divided to two groups of addicts (N=30) and non-addicts (N=30) with GPAs of 15-17. The instrumentation consisted of Young’s Internet Addiction Questionnaire (1998), Multidimensional Scale of Perceived Social Support, Oxford Happiness Questionnaire, and Adolescent Conflict with Parents Questionnaire. The obtained data were analyzed through t-test. Results indicated that there was a significant relationship between perceived social support and Internet addiction. More specifically, the higher the family’s perceived social support, the lower the Internet addiction, whereas no significant association was observed between friends and significant others’ perceived social support and Internet addiction. Furthermore, no relationship was observed between happiness and Internet addiction. And finally, the higher the adolescents’ conflict with parents, the higher the tendency to Internet addiction.

This research was undertaken to investigate intimacy, forgiveness, and self-disclosure and their relationship to teachers’ marital satisfaction in Shavour district (Shoush town). The population of the study comprised 1100 teachers in 2003. Random stratified sampling was utilized and 285 teachers (184 men and 101 women) were selected. The instrumentation included Marital Intimacy Questionnaire, Family Forgiveness Scale, Marital Self-disclosure Questionnaire, and Marital Satisfaction Scale. The obtained data were analyzed through Pearson correlation coefficients and multiple regression analysis. Results revealed that significant relationships were observed (p<0.01) between intimacy and marital satisfaction (r=0.405), forgiveness and marital satisfaction (r=0.322), as well as self-disclosure and marital satisfaction (r=0.235).

This study was carried out to investigate the effectiveness of coping strategies in reducing anxiety symptoms in mothers of children with autism spectrum disorder (ASD). Pretest, posttest research design (with control group) was utilized in this quasi-experimental study. The population of the study comprised all mothers of children with ASD who had referred to psychological clinics during a six-month period for receiving play therapy for their children. Convenience sampling method was used and 20 mothers were selected and randomly assigned to control (N=10) and experimental (N=10) groups. The instrumentation comprised Cattell inventory of anxiety. The experimental group received 10 sessions of training in coping strategies (cognitive–behavioral intervention), whereas the control group received no intervention. For the purpose of data analysis ANCOVA was used. Results showed anxiety symptoms decreased significantly in the control group (p<0.001); however, this group suffered from relapse in a four-month period and the anxiety level became close again to the baseline.