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Examining the Relationship Between Parenting Styles and Parental Emotion Regulation with Behavioral-Emotional Problems among Second-Grade Secondary School Students | ||
| A Review of Theorizing of Behavioral Sciences | ||
| مقاله 6، دوره 2، شماره 1، فروردین 2025، صفحه 97-112 اصل مقاله (651.12 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22098/j9032.2026.20276.1073 | ||
| نویسندگان | ||
| Arian Nikshad1؛ Azra Ghaffari* 2 | ||
| 1Faculty of Medical Sciences, Islamic Azad University, Ardabil Branch, Ardabil, Iran. | ||
| 2Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran. | ||
| چکیده | ||
| The aim of this study was to investigate the relationship between parenting styles and parental emotion regulation with behavioral-emotional problems among upper secondary school students. In terms of purpose, this research was applied; in terms of nature, it employed a quantitative approach; and in terms of implementation method, it was a descriptive-correlational study. The statistical population consisted of all parents of upper secondary school students in Ardabil City in 2025. Since no accurate statistics regarding the total number of parents of upper secondary school students in Ardabil City in 2025 were available, based on the maximum sample size determined by Cochran’s formula, 384 participants were selected as the research sample using cluster random sampling. The data collection instruments included Parenting Styles Questionnaire developed by Buri (1991), the Emotion Regulation Questionnaire developed by Gross and John (2003), and the Revised Behavior Problem Checklist (RBPC) developed by Quay and Peterson (1983). The findings indicated a positive and significant relationship between permissive parenting style and behavioral-emotional problems, as well as between authoritarian parenting style and behavioral-emotional problems. Furthermore, a negative and significant relationship was found between authoritative parenting style and behavioral-emotional problems among upper secondary school students in Ardabil City. The results also demonstrated a negative and significant relationship between parental cognitive reappraisal and students’ behavioral-emotional problems, while a positive and significant relationship was observed between parental emotion suppression and students’ behavioral-emotional problems (p<0.05). The findings of this study suggest that dysfunctional parenting styles (authoritarian and permissive styles) and parental emotional suppression contribute to the emergence of behavioral-emotional problems among students. Therefore, training and enhancing authoritative parenting skills, along with improving parents’ emotion management and cognitive reappraisal abilities, can serve as an effective step toward reducing and preventing behavioral and emotional disorders in adolescents. | ||
| کلیدواژهها | ||
| Parenting Styles؛ Emotion Regulation؛ Behavioral-Emotional Problems؛ Upper Secondary School Students | ||
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آمار تعداد مشاهده مقاله: 65 تعداد دریافت فایل اصل مقاله: 26 |
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