درخت حوزه‌های تخصصی

Objective: The purpose of this study was to explore the attitudes towards childbearing among working women without children in Golpayegan city. Methods:  This study used a qualitative approach and the grounded theory method. The study population was childless working women in Golpayegan city with public and private jobs in 2022 -23. Data were collected using a semi-structured interview and analyzed using Strauss & Corbin’s three-stage method. Results: Findings revealed that 87 primary codes were obtained based on the analysis of the interviews through open coding. After axial coding, 24 themes were extracted, which were summarized in the following 11 central categories after selective coding: reluctance to childbearing, marital problems, economic problems, lack of public and social facilities, organizational and occupational problems, personal problems, cultural and environmental barriers, nuclear family system, replacement, suppression, and being used to a childless life. Conclusion: According to the current research findings, women’s attitude towards childbearing is influenced by many intrapersonal and interpersonal factors. Therefore, to strengthen the attitude towards childbearing among working women, paying attention to all these factors in educational and support programs is necessary.

Objective : This review examines how personality traits, particularly those outlined in the Five-Factor Model (FFM), impact relationship satisfaction across diverse cultural contexts. The study highlights the cultural dimensions of collectivism and individualism in shaping how traits such as conscientiousness, agreeableness, extraversion, and neuroticism affect relational outcomes. Methods : A comparative analysis of Persian and Western literature was carried out to evaluate how personality traits predict satisfaction in romantic, familial, and parent-child relationships. The review integrates meta-analytical findings, theoretical frameworks such as self-construal theory, and cross-cultural assessments using tools such as the NEO-FFI and EPQ, while addressing methodological challenges in cross-cultural measurement. Finding : Neuroticism was found to have a universally negative effect on relationship satisfaction across cultures. In a collectivist context such as Iran, conscientiousness and agreeableness emerged as the strongest predictors of relational harmony, while in individualist cultures, extraversion and personal autonomy played more significant roles. The study also revealed measurement biases and the underrepresentation of non-romantic relationships in prior research. Conclusion : Cultural values profoundly moderate the impact of personality on relationships. This review underscores the importance of culturally sensitive assessment tools and intervention strategies. It calls for future research involving direct cross-cultural comparisons, mixed-methods approaches, and broader relational contexts to build more inclusive psychological models and effective clinical practices.

This study aims to investigate children's lived experience of tourism in the space of computer games as a background that influences the development of 7- to 12-year-old children. The research method was based on a qualitative and descriptive phenomenological research design. Accordingly, 37 participants were selected from the community of 7- to 12-year-old children to access children rich in information in this field, from the participants who had the most information about computer games and were able to express their experience completely and clearly. Themes extracted from interviews with 13 students who were 12-year-olds included freedom and empowerment, educational value, emotional and psychological impact, attention to game aesthetics, realism and immersion, preference for challenge, contrast between virtual and real life, and impact on real-life skills. For 12 students who were 9-year-olds, themes extracted from interviews included excitement and combat, adventure and exploration, challenges and traps, discovery and use of weapons, interactive and dynamic environments, special abilities and equipment, achievement and power, historical and cultural elements, victory and power, preferences for play environments, and beautiful and clean environments—various ways children engage with video games emotionally and socially. For 7-year-olds, themes extracted from interviews included learning through play, exploration, visual and auditory appeal, quick solutions and cheat codes, emotional engagement and environment, cultural insight, interactive and rewarding experiences, and social interaction. The findings suggest that games can impact children’s emotional and social development, from boosting self-esteem to increasing social interactions.

Objective: The present study investigated the relationship between parenting styles and ego strength, with the mediating role of emotional repression. Methods:  The current type of research is descriptive-correlation based on structural equation modeling. The statistical population of the research includes female students of the first secondary level of schools in Abbas Abad city in the academic year of 2022-2023. 200 students were selected by a multi-stage cluster sampling method. To collect information in this research, the Parenting Styles & Dimensions Questionnaire, Psychosocial Inventory of Ego Strengths, and Weinberger Adjustment Inventory were used. Then, the data was analyzed using correlation tests and structural equation modeling using SPSS-24 and SmartPLS3. Results: The results showed that permissive and authoritative parenting styles have a positive and direct effect on ego strength, and authoritarian parenting styles have a negative and direct effect on ego strength (p<0.05). Also, emotional repression has a negative and direct effect on ego strength (p<0.05). In addition, parenting styles have an indirect effect on ego strength through the mediating role of emotional repression (p<0.05). Conclusion: The results showed that the authoritative parenting style and emotional repression will have a negative effect on creating a strong ego in students. Therefore, it is necessary to train parents with healthy parenting styles to raise students with a strong ego.

Oral exams are a threatening situation for students, and avoidance behaviours such as postponement and expression inhibition, are ways of coping with tests anxiety. Present study aims to classify students into profiles based upon their levels of test anxiety and behavioural avoidance and explore differences in cognitive-regulation strategies and skills across the profiles. Participants (N=155) completed self-reports in an online survey. Latent class analysis identified four profiles of students combining levels of test anxiety, expression inhibition, and postponement. Multivariate analysis of variance indicated differences across groups in emotion regulation strategies with catastrophizing and rumination as the most employed in highly test anxious groups, and positive reappraisal in lowest test anxiety groups. In emotion regulation difficulties, the most distressed groups exhibited more deficits to control interference in goal-oriented behaviours, control impulses and emotion acceptance, compared with the remaining groups. Results support inclusion of emotion-regulation training in treatment of oral test anxiety.

Objective: This study aimed to explore the individual, relational, and contextual factors that shape how parents respond to their children’s negative emotions. Methods and Materials: A qualitative design was employed to capture the lived experiences of parents in managing children’s emotional challenges. Twenty-two parents from Chile participated in semi-structured interviews, focusing on their perceptions, attitudes, and practices when responding to children’s negative emotions such as sadness, anger, and frustration. Participants were recruited through community centers and parenting networks, ensuring diversity in socio-demographic backgrounds. Interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis with the support of NVivo 14 software. Data collection continued until theoretical saturation was reached. Trustworthiness was ensured through peer debriefing, reflexive memos, and constant comparison during coding. Findings: Analysis revealed four overarching themes. (1) Emotional awareness and regulation in parents highlighted recognition of children’s emotions, self-regulation strategies, empathy, cultural norms in emotional expression, and awareness of emotional contagion. (2) Parenting beliefs and attitudes encompassed views on discipline, developmental understanding, attitudes toward emotional expression, emotion-coaching roles, intergenerational patterns, and moral or religious values. (3) Contextual and social influences included family environment, societal expectations, work–life balance, socioeconomic challenges, peer and social networks, and media exposure. (4) Coping strategies in responding to children’s negative emotions featured immediate reactions, long-term approaches, distraction and redirection, seeking external support, and communication techniques. Illustrative quotations underscored the variability and complexity of parental practices. Conclusion: The findings suggest that parents’ responses to children’s negative emotions are multifaceted, shaped not only by individual self-regulation and beliefs but also by cultural expectations, social contexts, and available coping resources. These insights underscore the need for interventions that support parental emotional awareness, resilience, and communication skills, while addressing contextual stressors to promote more adaptive emotion socialization.

Objective: This study aimed to design and validate a structural model of marital satisfaction based on the components of systemic–spiritual couple therapy, with the mediating role of the family power structure. Methods and Materials: The research adopted a descriptive–correlational design with an applied objective. The statistical population included all couples in Isfahan who had been married for at least five years. Using convenience sampling, 384 participants (192 couples) were selected from counseling centers. Participants completed the ENRICH Marital Satisfaction Questionnaire, the Family Power Structure Questionnaire, and the Systemic–Spiritual Couple Therapy Scale. Data were analyzed using Pearson correlation, multiple regression, and structural equation modeling (SEM) with AMOS software. Findings: Results showed that systemic–spiritual couple therapy had a significant positive effect on marital satisfaction (β = 0.54, p < 0.001) and on the family power structure (β = 0.61, p < 0.001). The family power structure also significantly predicted marital satisfaction (β = 0.24, p < 0.01), confirming its mediating role. The overall model demonstrated good fit indices, supporting the hypothesized relationships among variables. Regression analysis also revealed that the components of systemic–spiritual couple therapy and family power structure together explained 25% of the variance in marital satisfaction (R² = 0.25, F = 66.51, p < 0.001). Conclusion: The findings support the effectiveness of systemic–spiritual couple therapy in enhancing marital satisfaction, both directly and indirectly through improvements in family power dynamics. The proposed model underscores the importance of integrating spiritual and systemic interventions with structural family variables to improve relationship outcomes.

Objective: The study aimed to compare the effectiveness of attachment-based play therapy and parent-child relationship-based play therapy on internalizing and externalizing behavioral disorders in children with learning disabilities. Methods: This quasi-experimental study employed a pre-test, post-test, and follow-up design with a control group. A total of 45 children with learning disabilities were selected through purposive sampling and randomly assigned to three groups: attachment-based play therapy, parent-child relationship-based play therapy, and a control group. The study used the Achenbach and Rescorla (2001) Behavioral Disorders Questionnaire to measure internalizing and externalizing behaviors at each stage. Both experimental groups received nine 60-minute therapy sessions. Data were analyzed using repeated measures ANOVA and ANCOVA to compare the effectiveness of the interventions. Findings: The findings indicated that both attachment-based play therapy and parent-child relationship-based play therapy significantly reduced internalizing and externalizing behavioral disorders in children with learning disabilities, with large effect sizes (η² = 0.864 and η² = 0.773, respectively). Repeated measures ANOVA and ANCOVA confirmed the interventions' effectiveness (p < 0.001), and Bonferroni post-hoc tests revealed significant differences between the experimental groups and the control group, but no significant differences between the two experimental groups. The positive effects were sustained over time, demonstrating the long-term efficacy of both therapeutic approaches. Conclusion: Both attachment-based play therapy and parent-child relationship-based play therapy effectively reduce internalizing and externalizing disorders in children with learning disabilities, with lasting effects over time.

Objective: This study aimed to examine the predictive roles of father involvement and mother–father coordination on child social competence in a sample of Mexican families. Methods: A correlational descriptive design was used to explore the relationships between father involvement, mother–father coordination, and social competence in children. The sample consisted of 432 parents from urban and semi-urban regions of Mexico, selected based on the Morgan and Krejcie sample size table. Standardized instruments were used to assess each variable: the Inventory of Father Involvement (IFI), the Coparenting Relationship Scale (CRS), and the Social Skills Rating System (SSRS). Data analysis was conducted using SPSS-27. Pearson correlation was used to evaluate the relationships between each independent variable and the dependent variable, and multiple linear regression was performed to determine the combined and unique predictive effects of the two independent variables on child social competence. Findings: Pearson correlation coefficients revealed that father involvement (r = .43, p < .01) and mother–father coordination (r = .47, p < .01) were both significantly and positively associated with child social competence. The multiple linear regression model was statistically significant (F(2, 429) = 61.42, p < .01), with an R² of .34, indicating that 34% of the variance in social competence was explained by the predictors. Both father involvement (B = 0.06, β = .25, p < .01) and mother–father coordination (B = 0.08, β = .31, p < .01) made significant unique contributions to the model. Conclusion: The findings highlight the critical roles of both direct paternal engagement and coordinated coparenting in fostering children’s social competence. Interventions aiming to enhance children’s social skills should incorporate strategies that support father involvement and strengthen collaborative parenting dynamics.