Parenting

Purpose: The purpose of this study was to investigate the effectiveness of integrated parenting based on Acceptance and Commitment (ACT) and Compassionate Focus (CFT) approach enriched with Islamic teachings on the self-esteem and compassion of their first parents. Methodology: The research method was quasi-experimental with pretest-posttest with control group. The statistical population of the study consisted of all mothers of first elementary school children in Isfahan city. Then, 30 of them were selected by available sampling method and were divided into two groups of control and experimental, each group of 15. The research tool was a checklist for measuring self-esteem in preschool children and the Compassion Self-Esteem Scale. For the experimental group, the training was held in 10 sessions of 120 minutes. Data were analyzed using one-way analysis of covariance. Findings: Findings showed that integrated parenting based on acceptance, commitment and compassion-based approach enriched with Islamic teachings increased child self-esteem and compassion for parents (p <0.05). Conclusion: The conclusion of the study is that increasing self-esteem in children is related to parenting style. Therefore, with this combined parenting education, mothers have been able to improve their self-esteem and compassion and improve their child's self-esteem.

Purpose: According to self-determination theory well-being of individuals rests upon meeting the psychological need to autonomy, competence, and relatedness and the environment which provides the ground to meet these needs can facilitate psychological well-being of people. The goal of present research is to investigate the role of paternal and maternal autonomy support and warmth in psychological and social well-being of female students. Methodology: The design was correlational studies; 182 female freshmen students of Mashhad Payam-Noor University were selected using multistage random sampling and completed Perceptions of Parents Styles (POPS; Robbins, 1994), psychological well-being (Ryff, 1989) and social well-being (Keyes, 1998) questionnaires. Data analysis was done using correlation coefficients and stepwise regression in SPSS software. Findings: The findings showed that there was significant and positive relationship between paternal autonomy and social integration. Maternal warmth has positive relationships with self-acceptance, personal growth, social integration and social well-being. Paternal warmth has a positive significant relationship with self-acceptance, personal growth, psychological well-being, social integration, social contribution and social well-being. There was no significant relationship among maternal autonomy support with none of the research variables. Conclusion: It seems that warm and friendly behavior along with parents' affection toward children can have sustainable impacts on children's well-being.

This study aimed to investigate the mediating role of parenting stress, quality of the mother-child relationship, and maternal mental health in the relationship between mindful parenting and behavioral problems of preschool children. This research was carried out spatially in Ardabil and in terms of time in the fall of 2020. The type of research is descriptive-correlation. The statistical population of the study is 433 mothers of preschool children in Ardabil schools. The sample size was 204 people and they were selected by simple random sampling. Five questionnaires including general health, child-parent relationship, stress-parenting, child behavioral checklist, and mindful parenting questionnaire were distributed among the research samples. The results show that the relationship between mindful parenting with parenting stress, mindful parenting with maternal mental health, and also mindful parenting with the quality of the mother-child relationship is significant (sig <0.05).

Objective: This research was conducted with the aim of investigating the relationships between parenting dimensions, indicators of father-child relationship, and academic achievement.Methods: The research method was correlational of type structural equation modeling (SEM). The population of this study included boy students between 13 and 16 years in the city of Isfahan in the academic year 2021-2022. The random sampling method was a multi-stage cluster. The sample included 269 adolescents, who answered the parenting and father-child relationship online questionnaires. academic achievement was also calculated through the examination of grade average scores. The data were analyzed using Pearson's correlation test and structural equations and by SPSS and AMOS.Results: The findings showed that the assumed model after the modification has a good fit and parenting in all dimensions (except monitoring and Notification) was able to explain the indicators of the father-child relationship (P<0.01). On the other side, academic achievement could not have a place in the tested model.Conclusion: The results of the current research confirm the important role of parenting and its dimensions in explaining the father-child relationship, and also focus attention on the role of non-family factors regarding academic achievement.

The purpose of this study was to predict cyber victimization based on personality traits, primary maladaptive schemas, and parenting styles among high school students. In this cross-sectional study, a total of 240 male and female students of the high school in the academic year of 2021-2022 were selected using available sampling method. To collect data, the Cyber-bullying/Victimization Experiences Questionnaire (CBVEQ, 2016), The Big Five Questionnaire for Children (BFQ-C, 2017), The Schema Inventory for Children (SIC, 2010) and the Parenting Style Index-2 (PSI-II, 1997) were used online. The data were analyzed with SPSS software using statistical techniques such as Pearson’s correlation test and multivariate regression analysis. The findings indicated that two factors of personality traits (emotional instability; β= 0.328 and extroversion; β= -0.253), early maladaptive schemas (β= 0.237) and parenting styles (demandingness; β= 0.318 and autonomy granting; β= -0.193) can predict cyber victimization in students. In addition, the findings related to the interaction effect of the predictor variables showed that the interaction between personality traits, early maladaptive schemas and parenting styles (R2= 0.551; P<0.01) is a stronger predictor for cyber victimization in students than each of these variables alone. The findings of this study revealed that emotional instability, maladaptive schemas, and demandingness parenting styles play a very significant role in predicting cyber victimization among high school students. The findings of the present study have some psycho-educational implications that have been discussed.

Objective: The present study aims to determine the effectiveness of schema-based parenting training on parenting stress, and the quality of parent-child interactions among mothers of children aged 4 to 12 years. Methods: This research is applied in nature and semi-experimental with a pre-test, post-test, and one-month follow-up design with a control group. The statistical population included mothers of children aged 4 to 12 years who visited counseling centers in District 1 of Tehran. From this population, 45 individuals were selected through convenience sampling and randomly assigned to two groups of 15 (schema-based parenting training and control group). Data were collected using the Pianta Parent-Child Interaction (1994) and the Abidin Parenting Stress Index (1984). Schema-based parenting training, which encompasses educational topics, was delivered to the mothers in 8 weekly sessions, each lasting 90 minutes. For data analysis, which involved two experimental groups and one control group across three time points, a mixed ANOVA with repeated measures was utilized, and the data were analyzed using SPSS 25 software. Findings: The results showed that schema-based parenting training significantly affected parenting stress symptoms (F=30.383, P=0.001, η²=0.52) and the quality of parenting interactions (F=7.057, P=0.002, η²=0.201). Conclusion: It can be concluded that schema-based parenting training effectively reduces parental stress symptoms, and the persistence of the training effect during the follow-up phase indicates the intervention's lasting impact on parental stress.

Objective: This study aimed to examine the predictive roles of parental anxiety and parental criticism on child internalizing symptoms in a South African sample. Methods: The research employed a correlational descriptive design with a sample of 470 parents of children aged 6 to 12 years, selected based on the Morgan and Krejcie sample size table. Participants were recruited from various regions of South Africa. Standardized instruments were used, including the Child Behavior Checklist (CBCL) for child internalizing symptoms, the Beck Anxiety Inventory (BAI) for parental anxiety, and the Perceived Criticism Measure (PCM) for parental criticism. Data were analyzed using SPSS version 27, applying Pearson correlation coefficients to examine the relationships between variables and multiple linear regression to determine the predictive power of parental anxiety and criticism on child internalizing symptoms. Findings: Pearson correlation analysis showed significant positive relationships between child internalizing symptoms and both parental anxiety (r = .61, p < .01) and parental criticism (r = .53, p < .01). Multiple linear regression analysis revealed that both parental anxiety (β = .49, t = 12.67, p < .001) and parental criticism (β = .33, t = 8.82, p < .001) significantly predicted child internalizing symptoms. The overall model was statistically significant (F(2, 467) = 183.19, p < .001), with an R² of .44, indicating that 44% of the variance in child internalizing symptoms was explained by the two predictors. Conclusion: The findings demonstrate that higher levels of parental anxiety and criticism are associated with increased internalizing symptoms in children. These results highlight the importance of addressing both emotional and behavioral aspects of parenting in preventive and therapeutic interventions aimed at supporting child mental health.