reyhaneh talebi; kiumars farahbakhsh; Mohammad Asgari; asieh shariatmadar; hossain salimi bejestani
Abstract
Parents face many stresses and strains throughout their lives, one of which is the stress related to their children's education. Changing societies and intensifying the pressure to succeed in education doubles the importance of empowering parents to manage stress related to their children's education. ...
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Parents face many stresses and strains throughout their lives, one of which is the stress related to their children's education. Changing societies and intensifying the pressure to succeed in education doubles the importance of empowering parents to manage stress related to their children's education. Therefore, the current research is done based on parents' experiences with the aim of developing and validating the model of stress management related to children's education. This research was conducted with a qualitative approach (grounded theory). For this purpose, the parents (father or mother) of the students studying in the second secondary level were selected from among the 22 districts of Tehran in 1402 using convenience method. Three districts 1, 9, and 22 of Tehran were selected, and then 18 parents were interviewed using semi-structured interviews based on the principle of theoretical saturation. After coding, the paradigm model extracted from the findings was drawn. The findings of this research were able to present the causal, contextual, intervening conditions, action/interaction strategies and consequences of the strategies in the form of a paradigmatic model. Then, using the Content Validity Index, the resulting model was validated. The findings of this research showed that the stressful components related to children's education were categorized in the form of three categories of components focused on children, parents, and external factors. Effective strategies in stress management were also conceptualized in the form of five categories of cognitive strategies, intra-family strategies, behavioral strategies, parental role management strategies, and strategies related to external resources.
Mahtab Changaei; Hossain Salimi Bajestani; Kiiumars Farah Bakhsh; Asiyeh Shariatmadar; Noorali Farrokhi
Abstract
This study was conducted to develop a pattern of academic probation based on lived experiences of students and research texts related to the subject. This study is a qualitative research using phenomenology method and purposive sampling. Twelve semi-structured interviews were carried out with 10 female ...
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This study was conducted to develop a pattern of academic probation based on lived experiences of students and research texts related to the subject. This study is a qualitative research using phenomenology method and purposive sampling. Twelve semi-structured interviews were carried out with 10 female and 2 male students who were placed on academic probation. The interviews were recorded and transcribed and then, the data were analyzed using the Colizzii analysis method. Also, 25 related research texts were selected through purposive sampling and analyzed using content analysis. In general, 6 themes of individual, family, educational, economic and social factors,and non-adaptive coping strategies with 25 sub-themes were obtained from the analysis.The conceptual pattern of academic probation was developed by organizing themes and sub-themes emerged from the data, in the form of causes (causaltive, interferring and background), strategies/reactions and consequences. Considering to the pattern of academic probation, it seems that in the case of persisting the conditions and non-interference, the problem of students' failure to study successfully would continue and even intensify. To help such students to come out of this cycle, multidimensional interventions, including psychological counseling, are suggested.
