Mandana Sajjadi; Hossein Salimi
Abstract
War, as a significant phenomenon of international politics, is an unpleasant collective experience that can contaminate the fabric of society and leave an undesirable legacy for future generations. This study aimed to evaluate whether intergenerational transmission of war trauma influenced empathy capacity ...
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War, as a significant phenomenon of international politics, is an unpleasant collective experience that can contaminate the fabric of society and leave an undesirable legacy for future generations. This study aimed to evaluate whether intergenerational transmission of war trauma influenced empathy capacity and war-mongering among the next generation. The subjects of this study included 182 people born in the 80s and 90s (the first generation of the Iran-Iraq war survivors) whose parents had different experiences in war. A mixed questionnaire was distributed to assess the severity of war trauma experienced by parents from children's perspectives. To assess empathy capacity and belligerent attitude, the participants also completed warmongering and interpersonal reactivity questionnaires. Quantitative data were analyzed using correlation analysis and linear regression analysis, while qualitative data were analyzed using content analysis. Researchers found a significant link between the severity of parents' traumatic experiences of war and their children's cognitive capacity for empathy. In other words, the more painful their experiences of war were, the lower the cognitive capacity of empathy their children had. Furthermore, children's belligerent attitude was not significantly influenced by the severity of their parents' war trauma.
akbar nasiri; omid shokri; Jalil fathabadi; masoud sharifi
Abstract
The purpose of this study is to examine the role of mediators including rumination, empathy and forgiveness in the relationship between social goals and school adjustment. The research sample consisted of 404 first-year high school boys who were selected by multi-stage cluster sampling and answered to ...
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The purpose of this study is to examine the role of mediators including rumination, empathy and forgiveness in the relationship between social goals and school adjustment. The research sample consisted of 404 first-year high school boys who were selected by multi-stage cluster sampling and answered to social achievement goals (Ryan & Shim, 2008), Rumination about an Interpersonal Offense (Wade, Vogel & Goldman,2008),Empathy(Bar-Ann,1997), Trait Forgivingness (Berry, Worthington, O'Connor, Parrott &Wade,2005) and Adjustment Inventory For High School (Sinha and Singh, 1993). In this study, descriptive method and correlational research design of path analysis type were used. The results showed that the assumed pattern of Intermediate rumination, empathy and forgiveness related to social achievement goals, including social development, social demonstration approach, and social demonstration avoid to emotional, social, educational adjustment has good fitness. In addition, all correlational pathways (except for Social development and emotional adjustment, social demonstration approach and academic adjustment, social demonstration avoid and socio-academic adjustment) were statistically significant. The results of the present study show that the goals of social progress through predicting the increase of empathy and forgiveness and reduction of rumination have an important role in the occurrence of emotional, social and educational adjustment of students.
