Mahdi Khanjani; MARYAM ALSADAT LARIJANIAN; Ahmad Borjali
Abstract
This study aimed to determine the effectiveness of Adler-Dreikurs approach parenting education on empathy and courage in Zahra Mardani 2 girls elementary school students. A quasi-experimental pretest-posttest control group design was used. The statistical population included mothers of Zahra Mardani ...
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This study aimed to determine the effectiveness of Adler-Dreikurs approach parenting education on empathy and courage in Zahra Mardani 2 girls elementary school students. A quasi-experimental pretest-posttest control group design was used. The statistical population included mothers of Zahra Mardani 2 elementary school children who were students in Tehran, 2019-2020 school year. convenience sampling was used. A sample of 30 mothers from one school who met the study criteria were selected. They were randomly assigned to the experimental and control groups and responded the Alizadeh et al. (2015) social interest questionnaire. The experimental group participated in a 10-session, 60 minutes course containing Adler-Dreikurs approach parenting education. At the end, both the groups were post-tested. All the training and testing were done virtually. Data were analyzed using SPSS. The ANCOVA showed that the levels of empathy and courage of the experimental group were significantly different from the control group at the post-test stage with levels of 0.001 and 0.011, respectively. Considering the higher mean scores of the experimental group in the post-test, it can be concluded that Adler-Dreikurs approach parenting education had a significant effect on empathy and courage in children and increased these components in them. Finally, it can be concluded that parenting education with the Adler-Dreikurs approach leads to a change in parents' attitudes towards how they deal with their children, which results in learning new behaviors and changing parents' behaviors towards their children, and increasing empathy in children.
روانشناسی یادگیری
Maryam Aghaie meybodi; Azadeh Choobforoushzadeh; Yasser Rezapour
Abstract
The aim of the present study was to investigate the mediating role of mind theory in relation to executive functions with quality of life and empathy in children. The research method was descriptive-correlation modeling of structural equations. The statistical population included children (boys and girls) ...
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The aim of the present study was to investigate the mediating role of mind theory in relation to executive functions with quality of life and empathy in children. The research method was descriptive-correlation modeling of structural equations. The statistical population included children (boys and girls) aged 6 to 12 years in Meybod city in the academic year 1400-1399, 350 of whom were selected by the available sampling method and completed the children's empathy questionnaires of Auyeung et al (2009), quality of life form of Varni et al (2001), Coolidge neuropsychological (2002) and Hutchins' Theory of Mind (2012) the parent form. The results showed that the research model is a good fit. Executive functions have a significant direct effect on the theory of mind, quality of life and empathy of children. Theory of mind also has a significant direct effect on the quality of life and empathy of children. Another finding showed that the theory of mind plays a mediating role in the relationship between executive functions and children's quality of life and empathy. Therefore, it can be concluded that by improving executive functions and strengthening the theory of mind, we can increase the quality of life and empathy in children.
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.
