Parent-child interaction

Objective : One of the signs of people's mental health is the ability to adapt to different life conditions. This study aims to explore how parent-child interaction, sense of security, entitlement schema and adjustment are related, and how resilience mediates these relationships. Methods : The participants are 250 female high school students from Rudsar city, who were selected by convenience sampling from 5 schools in the academic year 2023-2022. The data were collected online using the following instruments: the Parent-Child Relationship Assessment Questionnaire (PCRS), the Sense of Security in Family System Questionnaire (SIFS), the Young Schema Questionnaire (YSQ), the California Social Adjustment Questionnaire (CSAQ) and the Resilience Scale (SQRS). The data analysis was performed using Pearson correlation coefficient test and structural equation modeling with LISREL-8.8 and SPSS-22 software. Results : The results showed that the data has a good fit with the proposed research model. The results showed that parent-child interaction, sense of security and entitlement schema have a direct and significant impact on the adjustment of female students. Moreover, there was an indirect and significant impact of parent-child interaction, sense of security and entitlement schema on the adjustment of students through the mediating role of resilience (p > 0.05). Conclusion : The results suggest that the type of parent-child interaction, sense of security and the schemas created can influence the individual’s adjustment with the environment, and resilience plays a mediating role in this process. Therefore, paying attention to these variables is recommended to parents, counselors, psychologist and experts in the field of education.

 Objective: Critical thinking is considered a vital skill for life, especially for learning among students. The current research aims to determine a causal model of the relationship between parent-child interaction and the disposition towards critical thinking, with cognitive flexibility playing an intermediary role.Method: The design of this research was descriptive-correlational, utilizing structural equation modeling. The study population included male and female middle school students from Lahijan city during the 2023-2024 academic year. A sample of 200 students was selected through convenience sampling. For data collection in this research, the Parent-Child Relationship Scale (PCRS), The California Critical Thinking Disposition Inventory (CCTDI), and the Cognitive Flexibility Inventory (CFI) were used. The data were then analyzed using Pearson’s correlation test and structural equation modeling, with the help of SPSS 26 and LISREL 10.2 software.Results: The findings of the research indicated that the proposed model has a good fit. Additionally, parent-child interaction and cognitive flexibility have a direct effect on the disposition towards critical thinking (P > 0.05). Parent-child interaction has a significant and positive indirect effect on the disposition towards critical thinking through cognitive flexibility (P > 0.05).Conclusion: Therefore, it can be concluded that parent-child interaction and cognitive flexibility can predict critical thinking skills in students. School authorities and parents should pay special attention to these variables.

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.