درخت حوزه‌های تخصصی

Objective: This study aimed to examine the mediating role of shame in the relationship between parental rejection and child emotion dysregulation among adolescents in Colombia. Methods: The research employed a descriptive correlational design using a sample of 482 adolescents aged 10 to 17, selected based on the Morgan and Krejcie sampling table. Participants were recruited from public and private schools in urban areas of Colombia. Standardized tools were used to measure perceived parental rejection, internalized shame, and emotion dysregulation. Data were analyzed using Pearson correlation to assess bivariate relationships and Structural Equation Modeling (SEM) in AMOS-21 to evaluate the direct, indirect, and total effects within the hypothesized mediation model. Assumptions for normality, linearity, and multicollinearity were checked and confirmed prior to analysis. Findings: Pearson correlation analysis revealed significant positive associations between parental rejection and shame (r = .61, p < .001), parental rejection and emotion dysregulation (r = .58, p < .001), and shame and emotion dysregulation (r = .65, p < .001). SEM results indicated that the structural model had a good fit (χ²(84) = 211.63, χ²/df = 2.52, CFI = 0.96, TLI = 0.95, RMSEA = 0.055). Parental rejection significantly predicted shame (β = 0.61, p < .001), and shame significantly predicted emotion dysregulation (β = 0.54, p < .001). A significant direct effect was found from parental rejection to emotion dysregulation (β = 0.33, p < .001), alongside a significant indirect effect through shame (β = 0.33, p < .001), supporting full mediation. Conclusion: The findings suggest that shame is a critical emotional mechanism linking perceived parental rejection to difficulties in emotion regulation among adolescents. Targeting shame in therapeutic and educational interventions may mitigate the negative emotional consequences of parental rejection and promote emotional resilience in youth.

Objective: The present study aimed to predict marital burnout in individuals married for 5 to 10 years based on attachment styles, with the mediating roles of marital self-regulation and marital intimacy. Methods and Materials: This study was analytical-correlational in nature, employing path analysis. The sample consisted of 384 married individuals (164 men and 220 women) who were selected through convenience sampling. The participants were aged between 25 and 45, with a marriage duration of 5 to 10 years. Data were collected using validated questionnaires, including the Marital Burnout Scale (Kayser, 1996), the Revised Adult Attachment Scale (Collins & Read, 1990), the Behavioral Self-Regulation for Effective Relationships Scale (Wilson et al., 2005), and the Intimacy Scale (Walker & Thompson, 1983). SPSS and Amos software were used for data analysis, applying structural equation modeling (SEM) to examine direct and indirect effects. Findings: The results indicated that marital self-regulation and intimacy mediated the relationship between attachment styles and marital burnout. Avoidant and anxious attachment styles positively predicted marital burnout, while secure attachment negatively predicted it. Additionally, self-regulation and intimacy were significant mediators, with higher levels of self-regulation and intimacy associated with lower marital burnout. Avoidant and anxious attachment styles negatively influenced self-regulation and intimacy, which in turn increased marital burnout. Conclusion: The study concluded that attachment styles significantly impact marital burnout, with self-regulation and intimacy playing crucial mediating roles. Individuals with insecure attachment styles (avoidant and anxious) are more prone to marital burnout, whereas secure attachment leads to lower burnout. Interventions aimed at improving self-regulation and intimacy in couples may help mitigate the effects of insecure attachment styles on marital burnout.

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.

  Objective : The increasing demands of the teaching profession, especially in private schools, have made work-related stress a major contributor to the decline of mental well-being among teachers. Understanding the relationship between work stress and mental well-being is crucial in order to help teachers deal with this overwhelming problem. This study examined work stress as a correlate of mental well-being among private secondary school teachers, and to assess whether gender, marital status, and teaching experience moderate this relationship. Methods : A descriptive correlational research design was adopted for this study. The target population of the study was 1,253 private school teachers and a sample of size of 424 private school teachers was utilised using stratified random sampling method. The instruments utilised for data collection are the School Teachers Job Stressor Scale (STJSS) and the General Health Questionnaire (GHQ-12). Pearson correlation and hierarchical multiple regression analyses were used to analyze the data. Results: The results showed a significant negative correlation between work stress and mental well-being (r = -0.767, p < 0.001). Gender significantly moderated the relationship (β = .187, p < 0.001), with male teachers showing greater susceptibility. Marital status (β = -0.191, p < 0.001) and teaching experience (β = .187, p < 0.001) also significantly moderated the relationship, indicating that married and less experienced teachers were more negatively affected by work stress. Conclusion : The study concludes that high work stress significantly diminishes the mental well-being of private school teachers, with the magnitude of this impact varying significantly across demographic variables such as gender, marital status, and years of teaching experience.