Volume 20, Issue 1 (Pajouhan Scientific Journal, Winter 2022)                   Pajouhan Sci J 2022, 20(1): 63-71 | Back to browse issues page

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Somayeh Delfrooz S D, Mohammad Ismail Ebrahimi M I E, Malik Mirhashemi M M, Ghodsi P. Develop a model of adolescent psychological well-being based on basic needs, parent-child relationship and responsibility mediated by self-efficacy. Pajouhan Sci J. 2022; 20 (1) :63-71
URL: http://psj.umsha.ac.ir/article-1-743-en.html
1- Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2- Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran , n.zamani1367@yahoo.com
3- Department of Psychology, Hamadan Branch, Islamic Azad University, Hamadan, Iran
Abstract:   (79 Views)
Aims: The present study was conducted with the aim of developing a model of adolescent psychological well-being based on basic needs, parent-child relationship and responsibility through self-efficacy.
Instrument & methods: The research method is applied and descriptive correlation. The statistical population of the study included first grade high school girls in the second district of Hamadan in the academic year 1399-1398 (n = 1200). The sample group was selected using a multi-stage cluster random sampling method with 3 people. Standard questionnaires for satisfying basic psychological needs, responsibility, parent-child relationship, psychological well-being and general self-efficacy were used to collect information. Data analysis was also done using SmartPLS structural equations.
Findings: The results showed that the psychological well-being model of adolescents based on the satisfaction of basic psychological needs, parent-child relationship and responsibility with self-efficacy mediation has a good fit. Also, the variables of basic needs satisfaction, parent-child relationship, responsibility and self-efficacy can predict adolescents' psychological well-being. In addition, the results showed that self-efficacy plays a mediating role in predicting adolescent psychological well-being based on the satisfaction of basic psychological needs, parent-child relationship and responsibility.
Conclusion: The results showed that there is a relationship between adolescents' psychological well-being model based on basic needs, parent-child relationship and responsibility with mediation of self-efficacy.
Full-Text [PDF 539 kb]   (38 Downloads)    
Type of Study: Research Article | Subject: Biostatistic & Epidemiology
Received: 2021/07/4 | Accepted: 2021/08/23 | Published: 2022/03/1

References
1. Maehler C, Joerns C, Schuchardt K. Training Working Memory of Children with and without Dyslexia. Children (Basel). 2019;6(3):47-59.
2. Shadbafi M, Khanjani Z. The effectiveness of treatment based on visual stimulation in reducing spelling-learning disorder. J Child Mental Health. 2017;4(2):146-55. [Persian]
3. Dahlin KRE. Effects of working memory training on reading in children with special needs. Read Writ. 2011;24:479-91.
4. Perebooma M, Peeters A, Overvelde A, Nijhuis-van der Sanden MWG, Steenbergen B. Learning of writing letter-like sequences in children with physical and multiple disabilities. Res Dev Disabil. 2015;36:150–61.
5. Chacko A, Uderman J, Feirsen N, Bedard AC, Marks D. Learning and cognitive disorders multidiscipline treatment approaches. Child Adolesc Psychiatr Clin N Am. 2013;22:457-77.
6. Blachman BA. Foundations of reading acquisition and dyslexia: Implications for early intervention. London: Routledge; 2013. pp: 1-488.
7. Shafiei B, Tavakol S, Alinia L, Maracy M, Sedaghati L, Foroughi R. Developing a screening inventory reading test (IRT) for the Isfahanian students of the first to fifth grade. Audiology. 2009;17(2):53-60. [Persian]
8. Shahim S. correlations for wechsler intelligence scale for children—revised and the wechsler preschool and primary scale of intelligence for iranian children. Psychol Rep. 1992;70(1):27-30.
9. Brock SE, Clinton A. Diagnosis of attention deficit/ hyperactivity disorder (AD/HD) in childhood: A Review of the literature. Child Dev. 2007;(12):73-91.
10. Shahaeian A, Shahim S, Bashash L, Yousefi F. Standardization, factor analysis and reliability Conners Rating Scale for children 6 to 11 years in Shiraz (Specially parents). J Educ Psychol Stud. 2007;3(3):97-120. [Persian]
11. Motaghedifard M, Baezzat F, Nejati V, Naderi H. Designing COROOR Computer-Based Cognitive Rehabilitation Program and Investigating its Effect on Spelling Efficacy and Visual-Phonological Processing in Students with Dyslexia -Dysorthographia. J Child Ment Health. 2021;7(4):264-83.
12. Moradi A, Hosaini M, Kormi Nouri R, Hassani J, Parhoon H. Reliability and validity of reading and dyslexia test (NEMA). Adv Cognit Sci. 2016;18(1):22-34. [Persian]
13. Rasoli A, Dehghan M, Abdollahi M, Sahgholyan M. Comparison of personality traits and acceptance - commitment among married people with assimilator cognitive style and explorer cognitive style. Social Cognition. 2017;6(1):105-124.
14. Semrud-Clickman M. Neuropsychological aspects for evaluating disabilities. J Learn Disabil. 2005;38(6):563-8.
15. 15- American Psychiatric Association. Diagnostic and statistical manual of mental disorders, fifth edition. Washington: APA; 2013. pp: 305-15.
16. Hallahan DP, Lloyd JW, Kauffman JM, Weiss MP, Martinez EA. Learning disabilities: foundations, characteristics, and effective teaching. 3rd Edition. Unknown city: Pearson; 2005. pp: 21-25.
17. Eden GF, Olulade OA, Evans TM, Krafnick AJ, Alkire DR. Developmental dyslexia. In: Small GHL, editor. Neurobiology of language. San Diego: Academic Press; 2016. pp: 815-26.
18. Westwood P. What teachers need to know about reading and writing difficulties. Unknown city: Aust Council for Ed Research; 2008. pp: 39-48.
19. Reid G, Wearmouth J. Dyslexia and literacy: theory and practice. Hoboken: John Wiley & Sons; 2002. pp: 86-90.
20. Schwarb H, Nail J, Schumacher EH. Working memory training improves visual short-term memory capacity. Psychol Res. 2016;80(1):128-48.
21. Verhagen J, Leseman P. How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between first and second language learners. J Exp Child Psychol. 2016;141:65-82.
22. De Luca M, Burani C, Paizi D, Spinelli D, Zoccolotti P. Letter and letter-string processing in developmental dyslexia. Cortex. 2010;46(10):1272–83.
23. Romani C, Tsouknida E, di Betta AM, Olson A. Reduced attentional capacity, but normal processing speed and shifting of attention in developmental dyslexia: Evidence from a serial task. Cortex. 2011;47(6):715-33.
24. Matteucci MC, Soncini A. Self-efficacy and psychological well-being in a sample of Italian university students with and without Specific Learning Disorder. Research in Developmental Disabilities, 2021, 110, 103858.
25. Sima Shirazi T, Moossavi A, Gholami Tehrani L, Hatamizadeh N, Rahgozar M, Ghelmanipoor M. Rapid naming in Persian children with dyslexia and its relation to reading level. Auditory Vestib Res. 2014;23(1):10-20.
26. McBride-Chang C. Models of speech perception and phonological processing in reading. Child Dev. 1996;67(4):1836-56.
27. Torgensen JK, Mathes PG. A basic guide to understanding, assessing, and teaching phonological awareness. Austin: Pro-Ed; 2000. pp: 20-34.
28. Baezzat F, Moradi M, Motaghedifard M. The effect of phonological awareness on the auditory memory in students with spelling problems. Iranian Rehabil J. 2018;16(1):83-90.
29. Hassanabadi H, Jesri N, Noury Ghasemabadi R. Visual capacity versus cognitive process: reducing spelling errors of homophone letters. Dev Psychol. 2018;14(55):285-304. [Persian]
30. Willburger E, Fussenegger B, Moll K, Wood G, Landerl, K. Naming speed in dyslexia and dyscalculia. Learn Individ Diff. 2008;18(2):224-36.
31. Araújo S, Reis A, Petersson KM, Faísca L. Rapid automatized naming and reading performance: A meta-analysis. J Educ Psychol. 2015;107(3):868-83.
32. Bexkens A. Wildenberg WP, Tijms J. Rapid automatized naming in children with dyslexia: Is inhibitory control involved?. Dyslexia. 2015;21(3):212-34.
33. Juul H, Poulsen M, Elbro C. Separating speed from accuracy in beginning reading development. J Educ Psychol. 2014;106(4):1096-106.
34. Fälth L, Gustafson S, Tjus T, Heimann M, Svensson I. Computer-assisted interventions targeting reading skills of children with readingdisabilities– A longitudinal study. Dyslexia. 2013;1199(11):37-53.
35. Sohlberg MM, Mateer CA. Cognitive rehabilitation: An integrative neuropsychological approach. New York: Guilford Publications; 2017. pp: 114-120.
36. Torman RK, Takala M. Auditory processing in developmental dyslexia: An exploratory study of an auditory and visual matching training program with Swedish children with developmental dyslexia. Health and Disability. J Psychol. 2009;(50):277-85.
37. Motaghedifard M, Baezzat F, Nejati V, Naderi H. Designing COROOR computer-based cognitive rehabilitation program and investigating its effect on spelling efficacy and visual-phonological processing in students with dyslexia-dysorthographia. J Child Ment Health. 2021;7(4):263-82. [Persian]
38. Tamadoni M, Hatami M, Hashemi Razini H. General self-efficacy, academic procrastination and academic achievement in University students. Educational Psychology, 2010; 6(17): 66-88.
39. Diseth A, Danielsen A.G, Samdal O. A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic and wellbeing: The role of psychological needs. Psychological Inquiry. 2012;22:17–22.
40. Reeve J, Nix G, Hamm D. Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of educational psychology.2003;95(2):375.

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 CC BY-NC 4.0 | Pajouhan Scientific Journal

Designed & Developed by : Yektaweb