Confirmatory Factor Analysis on Multidimensional Adjustment Scale

AbstractThe purpose of the study was to exam the factor structure of the Multidimensional Adjustment Scale (MAS). The sample consisted of 166 female and 114 male between 19 to 62 years old. All participants filled out the MAS. The MAS consisted of five subscales: personal, social, academic, family, and job. Each subscale includes 3 items with a nine-point scale. To check the factor structure of the MAS, Maximum Likelihood (ML) factor analysis was used. The results of the ML factor analysis revealed that there is a three factors structure for the MAS. These extracted factors were named personal/inter-personal adjustment, academic adjustment, and work and family adjustment. Alpha coefficients for these factors were ranged between .86 to .90. In sum, the results confirm a three factor structure for the MAS. Also the results showed that the factor structure is a valid and reliable for research job

High-risk Behaviors: A Discriminant Analysis of Individual Factors in Students

The aim of this study was to explain the group membership model using discriminant analysis for high school students with high risk behaviors based on individual factors. The research method was correlational because the relationship between individual variables with high-risk behaviors in students was investigated. The statistical population was all high school male and female students who were studying in schools of Shiraz in the 2019 academic year. Sampling of this research was done by accessible method. The participants included 120 students who were matched in terms of age, educational level, parents' degree and relative socio-economic status and were divided into two groups. The first group included 30 boys and 30 girls with high-risk behaviors and the second group (the control group) included 60 participants (30 males and 30 females). To collect data, the scale of Iranian adolescent risk behaviors (IARS), Zuckerman Sensation Seeking Scale, Garnfsky cognitive emotion regulation questionnaire, and Luthans psychological capital questionnaire were used. For statistical analysis, discriminant analysis method was used. The results indicated that the equation of discriminant analysis has the power to classify normal students and students with high-risk behavior based on individual variables (cognitive regulation of emotion, sensation seeking, and psychological capital). Also, the discriminant analysis equation had the power to classify normal students and students with high-risk behavior male students but in female students did not have any significant power

The lived experience of traumatic cognitive factors in parent-adolescent relationships

Background: Adolescence is a stage of the individual's life during which a young person experiences comprehensive changes and transformations in various aspects such as physical, cognitive, moral, behavioral, and more. One of the most influential factors in successfully navigating this period and acquiring desirable traits as a result of these changes is the family. Hence, it is essential to identify cognitive factors that can be detrimental to parent-adolescent relationships in order to provide strategies for improving relationships between adolescents and parents. Aims: The aim of the current study was to investigate the lived experience of traumatic cognitive factors in parent-adolescent relationships. Methods: The present research employed a mixed-methods exploratory approach. Purposeful sampling using expert network technique was utilized for qualitative data collection, involving 20 participants in interviews. The statistical population for the quantitative segment of the study encompassed all high school students in Shiraz. A total of 332 participants were selected through simple random sampling. The research tools included interviews and a researcher-developed questionnaire for both qualitative and quantitative segments. Qualitative data analysis involved open, selective, and theoretical coding, while quantitative data were analyzed using descriptive and inferential statistics. In the quantitative part of the research, confirmatory factor analysis and structural equation modeling were conducted using Smart PLS 3 software. Results: The final results of the study, based on the interviews, demonstrated that traumatic cognitive factors in parent-adolescent relationships include: 1) Generational differences; parental perfectionism; parental unawareness; lack of parental understanding; divergent value systems; excessive mutual expectations; and perceptual distance between parents and adolescents. The results of the structural equation modeling indicated that trauma has a significant negative and inverse impact on the parent-adolescent relationship. However, the other factors did not show significant effects. Conclusion: Based on the findings of this study, it can be said that identifying each of the traumatic factors in parent-adolescent relationships leads to the recognition of the underlying issues between parents and adolescents, thereby facilitating improvement

Comparing of Pathology and Family Integration within Process and Content Model in High and Low Resilience Families

The aim of this study was to compare the pathology and family integration within the process and content model in high and low resilience families. The method of the current research is a descriptive survey and the statistical population includes 6000 parents of middle school students were living in Shiraz city in 2020. The sample size of the research was 361 people who were selected by accessible sampling method. Self-report family content scale (SFCS), self-report family process scale and Sixbey Family Resilience Assessment Scale (FRAS) were used to collecting data. The data were analyzed using the MANOVA test. The results revealed that there is a significant difference between high and low resilience families in the subscales of job and education, time to be together, financial resources, physical appearance, social dignity and physical and mental health. According to the findings, coping skills, cohesion and mutual respect and religious belief, decision-making, problem solving and communication skills were higher in families with high resilience than families with low resilience. In general, the findings exhibited that there is a significant difference between high and low resilience families in family integrity

A Causal Model of Motivational Beliefs with the Mediating Role of Academic Hope on Academic Self-Efficacy in High School Students

The purpose of this study was to explain the causal model between motivational beliefs and self-efficacy with the mediating role of academic hope in high school students. The research method was descriptive and correlational.  The sample size was 558 (248 girls and 310 boys) from high school students (tenth, eleventh and twelfth grade) in Shiraz, Iran in 1997-98. They were selected through multistage cluster sampling method. The tools used in this research included Pintrich and De Groot self-regulation learning strategies scale; Sohrabi and Samani academic hope scale and Gink and Morgan student self-efficacy scale. LISREL software was used for statistical calculations. Path analysis was used for data analysis that showed the academic hope plays a significant mediating role in the relationship between motivational beliefs and academic self-efficacy. Also, results indicated the proposed model has the good fitting indices. Generally the results revealed the role of motivational variables in self-efficacy

Predicting self- Harming in Adolescent Girls based on Irrational Beliefs, Emotional Dysregulation Regulation and Social Support

The aim of this study was to predict self-harming in adolescent girls based on irrational beliefs, emotional dysregulation and social support. The statistical population of this descriptive-correlational study included all 12- to 19-year-old self-harming female students in Tehran in the academic year 2019 who they were studying in public schools, from which 150 people who scored a standard deviation above the average in the Inventory of Statements About Self-Injury were selected using multi-stage cluster sampling. Data were collected using the Jones (1968) Irrational Beliefs Questionnaire, the Gratz and Roemer (2004) Disacceptance of Emotional Responses Scale, and the Zimet et al.'s (1988) and Multidimensional Scale of Perceived Social Support. There is a positive and significant relationship between helplessness against change, expecting approval from others, avoiding problems and emotional irresponsibility with self-harming; there is a positive and significant relationship between non - acceptance of emotional responses, limited access to emotion regulation strategies during pressure, difficulty in performing targeted behaviors during pressure, lack of awareness, emotional clarity and difficulty in controlling shocks under pressure with self-harming and there is a positive and significant relationship between between family, community and family with self-harming (p<0.05). In addition, components of expectations from others are the ability, limited access to emotional regulation strategies, the difficulty of controlling the ability to predict self - harming (p<0.05). This study seems to have an important role in the relationship between self - harming with irrational beliefs, emotional dysregulation and social support in adolescent girls

Creating a Sex Education Package and Determining Its Effectiveness on Self-Esteem in Primary School Children

Objective: Development of a healthy identity can significantly affect the formation of other traits, including self-esteem and body image, in individuals. The aim of the study was to develop a sexual education program and evaluate its impact on the self-esteem of elementary school children. Methods: It was a quasi-experimental study with a pre-test-post-test design, which included a control group. The statistical population consisted of all elementary school girls in Shiraz (Iran) in 2021, and the sampling method was random from the girls' elementary schools in Shiraz. The participants were 30 female students who were randomly  assigned to two groups, experimental and control, each with 15 individuals. The Cooper Smith Self-Esteem Inventory (SEI) was used to measure self-esteem. Results: The multivariate covariance analysis indicated that the F-statistic for personal and social self-esteem variables was significant (p < 0.001), but not for the family self-esteem variable. Conclusions: Therefore, implementing the sexual education program for elementary school children has a positive and significant effect on personal and social self-esteem