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Volume 13, Issue 52 (1-2015)
Abstract
The purpose of this study was done to explain the difference between dimensions of self-regulatory learning strategies in high-school students in different family types based on family process and content model. The research method was descriptive and post event. For this reason multistage cluster sampling was selected between second and third of 308 (186 female, 122 male) high-school students in Shiraz. The information was collected from self-report family process scale and self-report family content scale (children form) and motivated strategies for learning questionnaire were used that their validity and reliability has been confirmed. The obtained data were analyzed by ANOVA & MANOVA. The results showed that cognitive strategies have significant difference in healthy family and unhealthy family. Also results showed that there is difference in self- regulatory learning strategies among students in different family types. And is recommended to school psychologists and counselors that this issue should be considered in consultation with the student.
Ms Aazam Hashemi, Dr Asghar Jafari,
Volume 20, Issue 77 (5-2021)
Abstract
Aim: The purpose of the present study was to determine the effectiveness of self-differentiation training on improving family process and content in demanding couples with contested divorce. Methods: A quasi-experimental design with pre-test, post-test and two-months follow-up with control group was used. The statistical population included couples who mutually consented for divorce, and had referred to the counselling clinic of Behravan in Qazvin in 2018. Ten couples (20 participants) were selected through purposeful sampling and assigned in experimental and control groups. Research tools included Samani’s (2008) family process and content questionnaire. Self-differentiation was administered for the experimental group in 10 weekly 90-minute sessions. The changes of family process and content was measured in posttest and follow-up and data were analyzed by repeated measurement. Results: Results indicated that self-differentiation significantly have promoted family process (P<0.01, F=21.14) and family content (P<0.01, F= 23.32). This effect was observed in follow-up, and four couples gave up the divorce requests (P>0.01, t= 0.01). Conclusion: self-differentiation training, thorough empowering couples, helps in moderating between reason and emotions; while differentiaton of self from original family, affects the functions of family process and content. Therefore, it can be used as an efficient psycho-educational package for improving the functions of family process and content in divorce demanding couples, and may helpprevent divorce
