JOURNAL OF FAMILY AND RESEARCH
Year:2017 | Volume:14 | Issue:36|Papers Count:6

Social capital is a significant social issue which is a means to attain other forms of capital including economic, human, and cultural capital. Family and education are two realms which can be affected by social capital. The present study aimed to identify the relationship between family social capital, parental involvement in schools, and students’ academic achievement. The theoretical framework of the study is based on Coleman’s theory and some other relevant theories. Parents’ relationships, getting help from parents in case of facing personal problems, interaction with parents, and intimacy are among the indicators used for assessing social capital. The statistical population of the study comprised all high school students in five districts of Tehran (Districts 1, 4, 5, 7 & 12) in school year 2014-2015. For the purpose of sampling, simple random sampling method was utilized and 456 students (151 boys and 305 girls) were selected. The required data were collected through structured interview which was based on a questionnaire. The questionnaire had desirable construct validity. Cronbach's alpha coefficient obtained for the reliability of the questionnaire showed its acceptable reliability. Results revealed that change in social capital had a direct effect on students’ achievement. Furthermore, social capital explains another part of variation in students’ achievement due to parental involvement in schools.

The present study was undertaken to make a comparison between high school girls and boys in Karaj with respect to emotional intelligence, adjustment and achievement motivation. The method of this study was causal-comparative. The statistical population of the study included all high school students in Karaj in school year 2015-2016 (N=24,000). The sample size was determined utilizing Morgan Table and 378 students were chosen through multi-stage sampling method. The instruments comprised Bar-On Emotional Quotient Inventory, Adjustment Inventory for School Students (AISS), and Hermans’ Achievement Motivation Scale. The obtained data were analyzed through independent samples T-Test and multiple analysis of variance (MANOVA). Results showed that there was a significant difference between girls and boys in several aspects of emotional intelligence, such as impulse control, independence, compassion, and inter-personal relationships. While males were found to have better impulse control, the results showed that females excelled greater in independence, compassion, and inter-personal relationships. Moreover, results indicated that girls compared to boys had higher levels of adjustment and achievement motivation.

The purpose of current research was to examine the effects of mindfulness training on the use of coping strategies by ninth grade boys in Andisheh in academic year 2015-2016. To this end, Mowlana high school was randomly¬ selected and Endler and Parker Coping Style Questionnaire (1990) was administered to all 9th graders. Forty students with the lowest grades on the problem-focused coping style subscale were selected and randomly assigned to experimental and control groups. The experimental group participated in one-hour weekly training sessions and had the necessary practice in mindfulness skills. One week after the intervention, the post-test was given to both experimental and control groups to assess the effectiveness of mindfulness training. The obtained data were analyzed by using multivariate analysis of covariance (MANCOVA). Results demonstrated that mindfulness training was effective in changing students’ coping styles. In fact, students receiving mindfulness training increased their use of problem-focused coping, as compared to the control group.  In addition, the experimental group used emotion-focused and avoidance coping styles less in comparison to the control group.

Equality of opportunity ensures fair distribution of goods and main services among children irrespective of circumstances like gender, family background, and place of residence. In addition, the Human Opportunity Index (HOI) is one way of accounting for differences in access to a particular opportunity over a particular period of time across and within countries. This index shows how equitable the distribution of opportunities is. In the present article, the concepts of inequality of opportunity and HOI have been elaborated on. Afterwards, inequality of access to education as well as fairness of the distribution of children’s access to education was measured using statistical data provided by Iran Statistics Center. To this end, separable logistic model and the method proposed by De Barros et al. were utilized.  Results showed that the likelihood of having access to primary education has increased from 2004 to 2013 and HOI has improved. This improvement can be attributed to two factors: First, improvement in educational coverage rate in the society and second, decline in inequality of access to education among diverse population groups. According to the findings, scale effect is the main source of increase in HOI. In spite of the fact that distribution effect has also increased, its share compared to scale effect is negligible. This in turn is indicative of the fact that inequality of access to education among individuals based on circumstances still prevails.

As a social damage, divorce can affect family members, especially children and adolescents and leave negative effects on their social and emotional development. The present study was carried out to compare mental profiles among 180 female high school students from divorced and normal families in Gorgan in academic year 2014-2015. The population of the study comprised all high school girls in Gorgan and the sample was drawn through multi-stage cluster sampling method. The research method was causal-comparative. Required data were collected using the Iranian short form of Minnesota Multiphasic Personality Inventory (MMPI). For the purpose of data analysis, independent samples t-test was utilized. Results showed a significant difference between the two groups of high school girls from divorced and normal families in terms of all clinical scales, i.e., hypochondriasis, depression, hysteria, psychopathy, paranoia, mental weakness, schizophrenia, and mania. Based on the overall results, it is concluded that not only does parents’ break up affect their own lives but it will also have even more adverse effects on their children.

The present study sought to examine the relationship between parenting styles and depression among girls. The method of research was correlational. The statistical population of the study comprised 3000 high school and pre-university female students studying in Ilam in academic year 2010-2011. For the purpose of sampling, multi-stage cluster sampling method was used and 340 students were selected. Required data were collected by using Beck Depression Inventory and Sanaee Parenting Style Questionnaire (1994). The obtained data were analyzed via Pearson and Spearman Correlation. Results showed that assignment of appropriate responsibilities to children, having appropriate expectations of children, and kindness of parents had a negative relationship with girls’ depression. However, punishment and scolding had a positive association with girls’ depression. Results also indicated that higher levels of children’s accountability, logical expectations of parents, and kindness of parents lead to lower levels of depression among teenage girls.