Fariba Farazi, Massoumeh Esmaeili, Eskandari Eskandari, Mohammad Hatami,
Volume 4, Issue 34 (5-2017)
Abstract
Parents and children from tender age through adolescence continue to renew relationships with each other. This study aims to show how Training Educational pattern influenced the Parent-Child Relationship subsequent critical thinking. In this study quasi-experimental pretest-posttest control group method was used. Statistical population of all female students in twelfth grade schools in Birjand is intended to achieve the main objective of this study. Pattern group was achieved by using the cluster sampling multistage method. A typical school in the city of Birjand was randomly chosen with a class considered as a sampling unit and finally the samples generated are divided into experimental and control groups. Questionnaire used were based on variables of Parent-child relationship (Fine, Morland and Schwebel,1983), and critical thinking (Ricketts, 2003). Data generated were analyzed through Multivariate covariance examination. The result indicates that parent-child relationships are improved by Educational pattern. Also it was demonstrated that relationship improvement due to Educational pattern increases children’s critical thinking in the aspect of creativity& commitment. It should be noted that according to the results besides the improving parent-child relationships due to educational model training, critical thinking dispositions in children is increased as well.
Dr Zahra Kermani Mamazandi, Mrs Maryam Abbasi Eskandari,
Volume 18, Issue 52 (3-2026)
Abstract
The present study aimed to predict resilience based on early maladaptive schemas and emotional self-regulation with the mediating role of family emotional climate in female students. The research method was descriptive-correlational based on structural equation modeling. The statistical population of the study included all female high school students in Chenaran city, Mashhad in the academic year 1403-1404, numbering 2100 people, of whom 325 were selected based on Morgan's table and using a random cluster sampling method. They answered the questionnaires of Young's early maladaptive schemas, Connor and Davidson's resilience, Hoffman and Kashden's emotional self-regulation, and Hillburn's emotional climate. Pearson correlation and structural equation modeling (path analysis) methods were used to analyze the data. The results of the Pearson correlation test showed that there is a significant negative relationship between early maladaptive schemas, resilience, and family emotional climate. There is also a significant positive relationship between emotional self-regulation, resilience, and family emotional climate. The results of structural equation modeling showed that early maladaptive schemas and emotional self-regulation have an indirect negative effect on resilience through the mediating role of the family emotional climate. The results also indicated that the family emotional climate mediates the relationship between early maladaptive schemas and resilience, as well as the relationship between emotional self-regulation and resilience. Based on the findings, psychologists and counselors can, by teaching self-regulation and enhancing resilience in students, take a step toward promoting students' adaptive functioning in challenging situations.
