JOURNAL OF FAMILY AND RESEARCH
Year:2016 | Volume:13 | Issue:30|Papers Count:6

This research was undertaken to explore the association between effective spousal communication and parent-child relationship and to examine the relationship between attachment style, personality traits, communication skills, sexual satisfaction, and parent-child relationship with mediation of spousal communication. To this end, 260 individuals (parents and their children) were selected through random stratified sampling method. The instrumentation comprised communication patterns questionnaire, the Experiences in Close Relationships-Revised (ECR-R) Questionnaire, communication skills questionnaire, NEO-FFI, Sexual Satisfaction Scale, and Parent-Child Relationship Survey. The obtained data were analyzed through Covariance Matrix. Result indicated that the proposed models constituted a good fit to the data. Regarding the structure of effective spousal communication, in the men’s group, the most significant effects were respectively related to conscientiousness, agreeableness, neuroticism, communication skills, and men’s avoidant attachment style. Also in the women’s group, the most significant effects were respectively related to neuroticism, agreeableness, sexual satisfaction, communication skills, and women’s secure attachment style. In addition, regarding the parent-child relationship structure, in the fathers’ group, the most significant effects were respectively related to agreeableness, anxious attachment style, and neuroticism and in the mothers group the most significant effects were respectively related to agreeableness, neuroticism, anxious attachment style, and mothers’ sexual satisfaction.

This study was carried out to compare resilience, loneliness, and academic self-efficacy of male students studying at day and boarding high schools of Baneh in academic year 2014-2015. The participants were selected through multistage cluster sampling method. To do so, from among all of the high schools of Baneh, one day high school and one boarding high school were randomly selected. Then, a total number of 200 students (100 for each high school) were selected at random. In the next step, Connor-Davidson Resilience Scale (2003), UCLA Loneliness Scale (Russell, Peplau & Cutrona, 1980), and the Academic Self-Efficacy Questionnaire (McIlroy & Bunting, 2002) were administered to the participants. The obtained data were analyzed through descriptive (mean and standard deviation) and inferential statistics (independent t-test). The results showed significant differences between the two groups. More specifically, the day high school students had higher levels of resilience and academic self-efficacy. On the contrary, they had a lower level of loneliness compared to their counterparts in boarding high schools.

The main goal of the present study was to identify the key factors affecting pre-school children’s creativity and to use creativity-cultivating models in designing educational products that keep children engaged and interested. This study utilized non-probability sampling of simple and snowball techniques and the population size was determined to be 40. For the purpose of sampling, district three of Tehran was selected due to its highest number of kindergartens and pre-school creative education institutes. The sample included pre-school children and their mothers in 2014. Data collection techniques encompassed interviews with mothers, observation of children, and documentation of their behavior. Furthermore, a test was given to children to assess their reaction to building a creative corner. The findings revealed that most children showed great interest in building such private corners and playing in them; however, lack of engaging products and services would lead to children’s boredom. This would negatively affect their learning and reduce children’s motivation for repeating the exercises with existing tools (P<0.05). In addition, a new model for designing creativity-inducing products was introduced that is aimed to improve learning through experience and increase motivation among children. The findings of this study can be used in order to design educational environments for children.

Adolescence as the most critical period in each individual’s life coincides with numerous obstacles and family plays a pivotal role in overcoming these difficulties. The aim of the present study was to investigate the role of family functioning in the extent of experienced identity crisis and differentiation levels of adolescents. This study was descriptive-correlational. The statistical population of the study included all high school students aged 15-17 in Ardakan and its suburbs (Yazd Province). For the purpose of sampling, cluster sampling method was used and 370 male and female students were selected. The instrumentation comprised Family Assessment Device (FAD), Ahmadi's Identity Crisis Inventory as well as the Differentiation of Self Inventory-Revised (DSI-R). The obtained data were analyzed through Pearson correlation, step-wise regression, and two-sample t-test. Results showed that there was a significant positive relationship between family functioning and differentiation. Furthermore, a significant positive association was observed between all components of family functioning and “I position” subscale of differentiation. However, there was a negative significant relationship between 5 components of family functioning (communication, roles, general functioning, problem solving, behavior control) and “fusion” subscale of differentiation. Moreover, family functioning and its dimensions were negatively correlated with the extent of adolescents’ experienced identity crisis. More specifically, “general functioning” and “roles” components could predict identity crisis and differentiation could be predicted by “general functioning”. Also results revealed that girls experienced higher levels of identity crisis than boys; however, the observed differentiation differences between the two genders were not significant. In general, it can be stated that family functioning plays a central role in the extent of experienced identity crisis and differentiation levels of adolescents.

One of the most important issues in education is selection of appropriate content which can help meet the educational goals. Each story has a specific form and content which can contribute to the fulfillment of educational goals. Critical awareness is one of the most fundamental aims of formal education and Samad Behrangi is of one of the leading authors of children’s stories who focuses on this theme. Hence, in the present study a qualitative content analysis of Behrangi’s stories was carried out based on such themes as the condition of classes, social oppression, promotion of critical awareness, collective actions, and critique of unjustified beliefs. In addition, the possibility of extracting educational-critical themes from Behrangi’s stories was probed based on Israel Scheffler’s criteria, i.e., intentionality, rationality, and manner. There are opponents and proponents of the use of Behrangi’s stories for educational purposes. According to the findings of the present study a moderate view is recommended in which certain aspects of the stories such as inculcating themes, overt and covert layers of aggression, exaggerating class divides, and inadequacy of reasoning-centered dialogues should be moderated and modified.

Concept of energy is of significance in both daily life and the school curriculum, yet misconceptions about this phenomenon are frequent. To assess the extent of such misconceptions among male sixth graders, a cluster sample of 136 of them from two districts of Tehran was selected and then given a test consisting of nine open-ended questions. Additionally semi-structured interviews were also conducted. The data analysis revealed many misconceptions about this phenomenon including sources of energy, conservation and transformation of energy, and the concept of work. In addition, students’ learning in the previous grades has not prevented the development of such misconceptions. Hence, it is necessary that more attention be paid to this concept in re-designing the primary school curriculum.