The Study of Mediating Role of Resilience on the Relationship between Family Communication Patterns and Motivational Regulation
Subject Areas : PsychologySamira Firoozbakht 1 * , Morteza Latifian 2
1 -
2 -
Keywords: resilience family communication patterns motivational regulation adolescents,
Abstract :
This study investigated the mediating role of resilience on the relationship between family communication patterns (including conversation orientation and conformity orientation) and motivational regulation (including interest enhancement, self-consequating, environmental control, mastery self-talk and performance self- talk). Participants were 572 high school students (290 boys and 282 girls) in Shiraz city selected through multistage cluster sampling method. Structural equation modeling using AMOS software revealed that conversation orientation and conformity orientation can positively predict motivational regulation. However conversation orientation was much stronger than conformity orientation. Conformity orientation predicted motivational regulation directly but the association between conversation orientation and motivational regulation was indirect and mediated by resilience.
باباپور خیرالدین، جلیل.؛ اسماعیلی انامق، بهمن.؛ غلامزاده، مجتبی. و محمدپور، وهاب. (1391). رابطه بین شیوه های فرزند پروری و سبک های هویتی نوجوانان، مجله روانشناسی، 62، 161-175.
بیطرف، شبنم. شعیری، محمدرضا. و حکیم جوادی، منصور. (1389). هراس اجتماعی، سبکهای والدگری و کمال گرایی، روانشناسی تحولی: روانشناسان ایرانی، 25، 75-82.
جوکار، بهرام. و رحیمی، مهدی. (1386). تأثیر الگوهای ارتباطی خانواده بر شادی در گروهی از دانش آموزان دبیرستانی شهر شیراز. مجله روانپزشکی و روانشناسی بالینی ایران. 4 ، 376-384.
دهقانی زاده، محمدحسین. و حسینچاری، مسعود. (1391). سرزندگی تحصیلی و ادراک از الگوهای ارتباطی خانواده: نقش واسطه ای خودکارآمدی. مجله مطالعات آموزش و یادگیری، 2(4)، 21-47.
رحیمی، مهدی. و یوسفی، فریدون. (1389). نقش الگوهای ارتباطی خانواده در همدلی و خویشتنداری فرزندان. فصلنامه خانواده پژوهی. 24، 433-447.
سپهری، صفورا. و مظاهری، محمدعلی. (1388). الگوهای ارتباطی خانواده و متغیرهای شخصیتی در دانشجویان، روانشناسی تحولی: روانشناسان ایرانی، 22(6)، 141-150.
سندی، فاطمه.؛ رضایی، سجاد. و صالحی، ایرج.(1393). شیوه های فرزند پروری ادراکشده و سبک های هویت در دختران نوجوان: بررسی نقش تعدیلگرانه حرمت خود، مجلة روانشناسی، 69،61-76.
عمادپور، لیلا. و لواسانی، مسعود. (1395). رابطة حمایت اجتماعی ادراکشده با بهزیستی روانشناختی در دانش آموزان، مجلة روانشناسی،77، 75-85.
فولادچنگ، محبوبه. (1383). بررسي تأثير آموزش مهارتهای خودگرداني و افزايش باورهاي خودبسندگي بر عملكرد تحصيلي، پایاننامه دكتري، دانشگاه شيراز.
کورش نیا، مریم. و لطیفیان، مرتضی. (1386). بررسی روایی و پایایی ابزار تجدیدنظر شده الگوهای ارتباطی خانواده. فصلنامه خانواده پژوهی.12، 855-875.
کشاورزی، سمیه.، فیروز بخت، سمیرا. و فولادچنگ، محبوبه. (1390). بررسی نقش ادراک جهت گیری هدف والدینو الگوهای ارتباطی خانواده در جهت گیری هدف فرزندان. فصلنامه خانواده پژوهی، 28، 363-377.
کشتکاران، طاهره. (1388). رابطة الگوهای ارتباطی خانواده با تاب آوری در دانشجویان دانشگاه شیراز. دانش و پژوهش در روانشناسی کاربردی،39، 43-54.
Aken, M. A. G. (2006). The development of general competence and domain-specific competencies. European Journal of Personality, 6, 267–282.
Assor, A., & Tal, K. (2012). When parents’ affection depends on child’s achievement: Parental conditional positive regard, self-aggrandizement, shame and coping in adolescents. Journal of Adolescence, 35(2), 249–260.
Borman, G.D., & Overman, L.T. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal. 104. 177-195.
Black, K., & Lobo, M. (2008). A conceptual review of family resilience factors. Journal of Family Nursing, 14 , 33–55.
Brooks, R. B. (2013). The power of parenting. In S. Goldstein & R. Brooks (Eds.), Handbook of resilience in children. New York: Kluwer Academic Publishers.
Chao, R. (1994). Beyond parental control and authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training. Child Development, 65, 1111-1119.
Deci, E.L., Driver, R. E., Hotchkiss, L., Robbins, R. J., & McDougal Wilson, I. (1993). The relation of mothers’ controlling vocalizations to children’s intrinsic motivation. Journal of Experimental Child Psychology, 55, 151–162.
Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., & Oliver, P. H.(2009). A latent curve model of parental motivational practices and developmental decline in math and science academic intrinsic motivation. Journal of Educational Psychology, 101, 729-739.
Grolnick, W. S. (2015). Mothers’ motivation for involvement in their children’s schooling: Mechanisms and outcomes. Motivation and Emotion, 39(1), 63–73.
Grolnick, W. S. (2009). The role of parents in facilitating autonomous self-regulation for education. Theory and Research in Education, 7(2), 164–173.
Grolnick, W. S., Raftery-Helmer,J. N., Marbell, K. N., Flam, E. S., E. V. Cardemil, & Sanchez, M. (2014). Parental provision of structure: Implementation and correlates in three domains, Merrill-Palmer Quarterly,60, 355-384.
Hjemdal, O., Friborg, O., Stiles, T. C., Martinussen, M.,& Rosenvinge, J. H. (2006). A new scale for adolescent resilience: Grasping the central protective resources behind healthy development. Measurement and Evaluation in Counseling and Development, 39, 84-96.
Johnson, J.G., Liu, L., Cohen, P.( 2011). Parenting behaviours associated with the development of adaptive and maladaptive offspring personality traits. Canadian Journal of Psychiatry ,56 (8), 447–456.
Kärkkäinen, R., Raty, H., & Kasanen, K. (2009). Parents’ perceptions of their child’s resilience and competencies. European Journal of Psychology of Education,14,405-419.
Koerner, A. F., & Fitzpatrick, M. A. (2002). Understanding family communication patterns and family functioning: The roles of conversation orientation and conformityorientation. Communication Year Book. 28, 36-68.
Koerner, A. F., & Maki, L. (2004). Family communication patterns and social support of families of origin and adult children subsequent intimate relationship. Paper presented at the international Association for relationship research conference, Medison, WI, July, 22-24.
Leung, K., Lau, S., & Lam, W. (1998). Parenting styles and academic achievement: A cross-cultural study. Journal of Developmental Psychology, 44(2), 157-172.
Liew, J., McTigue, M. E., Barrois, L., &Hughes, J. N. (2008). Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders. Early Childhood Research Quarterly. 23 , 515–526.
O’Brien, M. P., Zinberg, J. L., Ho, L., Rudd, A., Kopelowicz, A., Daley, M., et al. (2009). Family problem solving interactions and 6-month symptomatic and functional outcomes in youth at ultra-high risk for psychosis and with recent onset psychotic symptoms: A longitudinal study. Schizophrenia Research, 107 , 198–205.
Padrón, Y,N,, Waxman, H,C,, & Huang, S,-Y,L, (1999). Classroom behavior and learning environment differences between resilient and nonresilient elementary school students. Journal of Education for Students Placed at Risk. 4. 65-82,
Pino-Pasternak , D., & Whitebread, D. (2010). The role of parenting in children’s self-regulated learning. Educational Research Review, 5, 220-242.
Robinson, J.B.,Burns,B.M.,&WinderDavis,D.(2009).Maternal scaffolding and attention regulation in children living in poverty. Journal of Applied Developmental Psychology,30, 82–91.
Ryan, R. M, & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development and wellness. New York: The Guilford Press.
Sheridan , S.M., Sjuts ,T. M., & Coutts, M. J. (2013). Understanding and promoting the development of resilience in families. In S. Goldstein & R. Brooks (Eds.), Handbook of resilience in children (pp. 91 -106). New York: Kluwer Academic Publishers.
Smokowski, P. R., Reynolds, A. J., & Bezruczko, N. (1999). Resilience and protective factors in adolescence: An autobiographical perspective from disadvantaged youth. Journal of School Psychology. 37, 425–448.
Tao, V. Y. K., & Hong, Y. (2013). When academic achievement is an obligation : Perspectives from social oriented achievement motivation. Journal of Cross-Cultural Psychology, 45(1), 110-136.
Valiente, C., Lemery-Chalfant, K., & Castro, K. S. (2007). Children’s effortful control and academic competence. Merrill-Palmer Quarterly, 53, 1–25.
Vasquez, C. A., Patall, E. A., Fong, C. J., Corrigan, A. S., & Pine, L. (2016). Parent autonomy support, academic achievement, and psychosocial functioning: A meta-analysis of research. Educational Psychology Review. .http://dx.doi.org/10.1007/s10648-015-9329-z
Wolters, C. A. (1998). Self-regulated learning and college student’s regulation of motivation. Journal of Educational Psychology. 90, 224-235.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45 (1), 166-183.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, M. Zeidner (Eds.), Handbook of self-regulation (pp.13-41). San Diego: Academic Press
Zimmerman, B. J., & Schunk, D. H. (2012). Self-regulated learning and academic achievement: Theory, research, and practice, New York: Springer-Verlag