JOURNAL OF FAMILY AND RESEARCH
Year:2015 | Volume:12 | Issue:26|Papers Count:6

In the present research, the impact of increase in the price of educational goods and services on welfare of Iranian urban households was examined. To this end, CV and EV indices were used and the equivalent amount of money to compensate for welfare loss of urban households was calculated. In addition, to estimate LES demand system, households were classified into ten income groups from 2007 to 2011. CV and EV indexes showed that the welfare level of all income groups decreased with the increase in the price of public education. Families which earn high income lost more compared to households on low income. Of course, the lost income among the privileged households, despite having been higher, is proportionally less than that of the lower income families. In other words, the higher lost income is due to the price increase in public education relative to the low income households, on the one hand, and the persistence of injustice in the distribution of educational opportunities.

Rapid advancements in Information Technology as well as changes in living conditions have led to widespread use of computer games among adolescents. The present study was carried out to indentify parents’ worries about the harm caused to teenagers by computer games. In this research, mixed methods methodology with exploratory design was used. In the first phase, phenomenological, qualitative design was used and 11 adolescents who were selected through snowball sampling were interviewed and in-depth data were collected. In the data analysis, 328 primary codes, 16 subthemes and 3 themes. i.e., “physical”, “social and cultural”, and “cognitive and mental” harm, were indentified. In the second phase, quantitative design was used and the statistical population of this stage comprised either mothers or fathers of high school boys in Nahavand. The sample (200 individuals) which was selected via random stratified sampling took a self-devised questionnaire. One-sample T-test, F test, and Tukey’s test were used for data analysis. Qualitative and quantitative results indicated that computers’ physical, social, and cognitive harm was a matter of considerable concern for parents. Additionally, results of F test and Tukey’s test showed that parents were more worried about computers’ physical harm than their cultural and cognitive harm.

This study examined self-control as a mediator between parental attachment styles and adolescents’ coping strategies. To this end, 354 high school boys were selected through random cluster sampling method in Tehran. The sample took Measures of Childhood Attachment to Each Parent (Hazan & Shaver), Lazarus ‘Ways of Coping Questionnaire (WOCQ), as well as Tangney Self-Control Scale. The data were analyzed by structural equation modeling (SEM). Results indicated that the analyzed model had a good fitness index. Additionally, findings indicated that the connection between mothers and fathers’ secure attachment and adolescents’ coping strategies was indirectly mediated through self-control.Furthermore, mothers’ insecure attachment style was both directly and indirectly related to problem-oriented strategies through self-control.

The purpose of the present study was to determine to the relationship between school climate and tendency toward delinquency among high school girls in Kerman. Based on Parsons' theory as well as Simons-Morton, Grump, Haynie, and Saylor’s thoughts, schools were considered to play a significant role in juvenile delinquency. In this survey, the instrumentation consisted of a questionnaire. The statistical population comprised high school girls who were enrolled in 2012-2013 academic year in Kerman. For the purpose of sampling, stratified sampling method was used and 381 students were selected. Results of descriptive and inferential statistics showed that 1) There exists a high tendency toward delinquency among teenage girls.2) There was an indirect, significant relationship between school climate and girls’ tendency toward delinquency. More specifically, the higher the affective, instructional, balance-seeking, interactive, and expectation climate, the lower the tendency toward delinquency.3) Multiple regression analysis showed that only three types of school climate, i.e., balance-seeking, expectation and affective, impacted the intensity of tendency toward delinquency and could account for 15 percent of its variance. The results also showed that there was a negative relationship between school climate and juvenile behavioral problems. Hence, developing appropriate school/student relationship can hinder students ‘behavioral problems.

The aim of this study was to examine the factors which contribute to the promotion of reading culture among high school boys in Tehran. The research method in this survey is descriptive and the population of the study comprised all junior and senior high school boys in district 5 of Tehran. Multi-stage sampling method was used and 379 students were selected. The instrumentation consisted of a self-devised questionnaire whose validity was approved by experts and whose reliability was calculated to be 0.819. Descriptive (frequency, percent, mean, median, mode) and inferential statistics (Kolmogorov–Smirnov test, one-sample t-test, Friedman test) were used for data analysis. Results indicated that social values, teacher, family, and instructional space influenced promotion of reading culture among students and they were placed in rank order from 1 to 4.

This study was undertaken to examine group lifestyle therapy based on individual psychology and its impact on students’ procrastination and academic achievement. This is a semi-experimental research with pretest-posttest design and experimental and control groups. The population of the study comprised Darabi high school boys who were enrolled in 2011-2012 academic year and were referred to the Counseling Center of the Regional Department of Education. Random multi-stage sampling method was used and 24 students were selected and assigned to experimental and control groups (12 students in each group). The instrumentation included Schwarzer, Schmitz and Diehl’s Procrastination Scale and student’s GPAs. The experimental group received group lifestyle therapy based on individual psychology in eight weeks (one session per week); however, the control group received no intervention. Results of ANCOVA showed that group lifestyle therapy which is based on Adler’s individual psychology could decrease students’ procrastination and promote their academic achievement (p<0.01).