Development and Validation of a Stress Management Model for Children’s Education, based on Parental Experiences

Talebi, Reyhaneh; Farahbakhsh, Kiumars; Asgari, Mohammad; Shariatmadar, Asieh; Salimi Bejestani, Hossain

doi:10.22054/jep.2024.79764.4012

Document Type : Research Paper

Authors

¹ Allameh Tabataba'I University

² assessment &amp;measurment Dep., Psychology &amp; Education Facelty, Allameh Tabataba&#039;i University, Tehran, Iran

https://doi.org/10.22054/jep.2024.79764.4012

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. 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.

Keywords

References

حبیبی، مجتبی. (1394). تأثیر آموزش مدیریت شناختی رفتاری استرس بر کاهش استرس تحصیلی ناشی از انتظارات شخصی و انتظارات والدین در دانش‌آموزان. روان‌شناسی مدرسه، 4(2 (پیاپی 14))، 22-38. SID. https://sid.ir/paper/216739/fa

رحمتی، عباس، و سعیدی، مشیت اله. (1390). بررسی رابطه بین اضطراب والدین با اضطراب و پیشرفت تحصیل فرزندان آن‌ها در مقطع پیش‌دانشگاهی شهر کرمان. مطالعات روان‌شناختی، 7(4 (29))، 0-0. SID. https://sid.ir/paper/67784/fa

طالبی، معصومه. (1400). انگیزش والدین برای مشارکت در امور مدرسه. رشد آموزش مشاور مدرسه، 60، 44-47.

عینی پور، جواد، و شباهنگ، نیلوفر. (1397). تجارب زیسته‌ی مادران از والدگری موفق در تحصیل: مطالعه پدیدارشناختی. سلامت روان کودک (روان کودک)، 5(4)، 52-66. SID. https://sid.ir/paper/258256/fa

هومن، حیدرعلی. (۱۳۹۰). کتاب راهنمای عملی پژوهش کیفی، تهران: سمت.

abibi, M. (2015). The effect of cognitive-behavioral stress management training on reducing academic stress caused by personal expectations and parental expectations in students. School Psychology, 4(2), 22-38. https://sid.ir/paper/216739/fa [In Persian]

Agolla, J. E., & Ongori, H. (2009). An assessment of academic stress among undergraduate students: The case of University of Botswana. Educational Research and Review, 4(2), 63–70.

Bulgakova, O. S. (2020). Sub-level functional organization of the personality on the example of the dynamics of waves of an electroencephalogram in a state of stress excitement. Vestnik Psikhofiziologii, 1, 98–99.

Butcher, P. R., Wind, T., & Bouma, A. (2008). Parenting stress in mothers and fathers of a child with a hemiparesis: Sources of stress, intervening factors and long-term expressions of stress. Child: Care, Health and Development, 34(4), 530–541. https://doi.org/10.1111/j.1365-2214.2008.00842.x

Choi, C., Lee, J., Yoo, M. S., & Ko, E. (2019). South Korean children's academic achievement and subjective well-being: The mediation of academic stress and the moderation of perceived fairness of parents and teachers. Children and Youth Services Review, 100, 22–30. https://doi.org/10.1016/j.childyouth.2019.02.004

Eynipour, J., & Shabahang, N. (2018). Lived experiences of mothers of successful parenting in education: A phenomenological study. Child Mental Health, 5(4), 52-66. https://sid.ir/paper/258256/fa [In Persian]

Gougis, R. A. (2020). The effects of prejudice and stress on the academic performance of Black-Americans. In The school achievement of minority children (pp. 145–158). Routledge. https://doi.org/10.4324/9781315060187-6

Greenberg, J. (2012). Comprehensive stress management. McGraw-Hill Education.

Gullete, R. (2019). Parenting styles, parenting stress and parental self-efficacy [Doctoral dissertation, Capella University].

Hammer, D., Melhuish, E., & Howard, S. J. (2018). Antecedents and consequences of social-emotional development: A longitudinal study of academic achievement. Archives of Scientific Psychology, 6(1), 105. https://doi.org/10.1037/arc0000034

Hooman, H. A. (2011). Practical guide to qualitative research. Tehran: Samt. [In Persian]

Inam, A., Nomaan, S., & Abiodullah, M. (2016). Parents' parenting styles and academic achievement of underachievers and high achievers at middle school level. Bulletin of Education and Research, 38(1), 57–74.

Kaplan Toren, N. (2013). Multiple dimensions of parental involvement and its links to young adolescent self-evaluation and academic achievement. Psychology in the Schools, 50(6), 634–649. https://doi.org/10.1002/pits.21698

Kendler, K. S. (2020). A prehistory of the diathesis-stress model: Predisposing and exciting causes of insanity in the 19th century. American Journal of Psychiatry, 177(7), 576–588. https://doi.org/10.1176/appi.ajp.2020.19111213

Kristjansson, A. L., & Sigfúsdóttir, I. D. (2009). The role of parental support, parental monitoring, and time spent with parents in adolescent academic achievement in Iceland: A structural model of gender differences. Scandinavian Journal of Educational Research, 53(5), 481–496. https://doi.org/10.1080/00313830903180786

Krypel, M. N., & Henderson-King, D. (2010). Stress, coping styles, and optimism: Are they related to meaning of education in students’ lives? Social Psychology of Education, 13(3), 409–424. https://doi.org/10.1007/s11218-010-9132-0

Lambert, M. C., Duppong Hurley, K., January, S.-A., & Huscroft D’Angelo, J. (2021). The role of parental involvement in narrowing the academic achievement gap for high school students with elevated emotional and behavioral risks. Journal of Emotional and Behavioral Disorders, 30(1), 10634266211020256. https://doi.org/10.1177/10634266211020256

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.

Liao, K. Y. H., & Wei, M. (2014). Academic stress and positive affect: Asian value and self-worth contingency as moderators among Chinese international students. Cultural Diversity and Ethnic Minority Psychology, 20(1), 107. https://doi.org/10.1037/a0034071

Liu, X., Zhao, L., & Su, Y. S. (2022). Impact of parents’ attitudes on learning ineffectiveness: The mediating role of parental self-efficacy. International Journal of Environmental Research and Public Health, 19(1), 615. https://doi.org/10.3390/ijerph19010615

Park, J. A., & Lee, E. K. (2011). Influence of ego-resilience and stress coping styles on college adaptation in nursing students. Journal of Korean Academy of Nursing Administration, 17(3), 267–276. https://doi.org/10.11111/jkana.2011.17.3.267

Rahmati, A., & Saeedi, M. (2011). The relationship between parental anxiety with anxiety and academic achievement of their children in pre-university level in Kerman. Psychological Studies, 7(4), 0-0. https://sid.ir/paper/67784/fa [In Persian]

Ross, M. E., & Aday, L. A. (2006). Stress and coping in African American grandparents who are raising their grandchildren. Journal of Family Issues, 27(7), 912–932. https://doi.org/10.1177/0192513X06287167

Roy, M., & Giraldo-García, R. J. (2018). The role of parental involvement and social/emotional skills in academic achievement: Global perspectives. School Community Journal, 28(1), 29–46.

Schmit, S., Matthews, H., & Golden, O. (2014). Thriving children, successful parents: A two-generation approach to policy. Center for Law and Social Policy (CLASP).

Singh, A., Mathur, A., & Mahananda, M. (2014). Effect of parental stress on academic performance of children. Journal of Asian Regional Association for Home Economics, 21(3).

Skinner, E. A., & Saxton, E. A. (2019). The development of academic coping in children and youth: A comprehensive review and critique. Developmental Review, 53, 100870. https://doi.org/10.1016/j.dr.2019.100870

Sointu, E. T., Savolainen, H., Lappalainen, K., & Lambert, M. C. (2016). Longitudinal associations of student-teacher relationships and behavioural and emotional strengths on academic achievement. Educational Psychology, 37(4), 457–472. https://doi.org/10.1080/01443410.2016.1165796

Talebi, M. (2021). Parental motivation for participation in school affairs. School Counselor Education Growth, 60, 44-47. [In Persian]

Topor, D. R., Keane, S. P., Shelton, T. L., & Calkins, S. D. (2010). Parent involvement and student academic performance: A multiple mediational analysis. Journal of Prevention & Intervention in the Community, 38(3), 183–197. https://doi.org/10.1080/10852352.2010.486297

Tran, V. D. (2020). Assessing the relationship between perceived crowding, excitement, stress, satisfaction, and impulse purchase at the retails in Vietnam. Cogent Business & Management, 7(1), 1858525. https://doi.org/10.1080/23311975.2020.1858525

Tulppo, M. P., Piira, O. P., Miettinen, J. A., & Huikuri, H. V. (2012). Exercise capacity is associated with endothelin-1 release during emotional excitement. *American Journal of Physiology-Heart and Circulatory Physiology, 304*(1), H162–H169. https://doi.org/10.1152/ajpheart.00902.2013

Wang, C. W., & Neihart, M. (2015). How do supports from parents, teachers, and peers influence academic achievement of twice-exceptional students. Gifted Child Today, 38(3), 148–159. https://doi.org/10.1177/1076217515583742

Ye, L., Posada, A., & Liu, Y. (2019). A review on the relationship between Chinese adolescents’ stress and academic achievement. New Directions for Child and Adolescent Development, 2019(163), 81–95. https://doi.org/10.1002/cad.20265

Zimmer-Gembeck, M. J., Webb, H. J., Pepping, C. A., Swan, K., Merlo, O., Skinner, E. A., Avdagic, E., & Dunbar, M. (2017). Review: Is parent-child attachment a correlate of children’s emotion regulation and coping? International Journal of Behavioral Development, 41(1), 74–93. https://doi.org/10.1177/0165025415618276

Development and Validation of a Stress Management Model for Children’s Education, based on Parental Experiences

References

References

Volume 21, Issue 75March 2025Pages 95-121

Volume 21, Issue 75
March 2025
Pages 95-121