Children’s questioning is the beginning of awareness and thinking and the family plays a significant role in its development. Negative or neutral attitude towards this issue hinders children’s questioning. This study aimed to identify family barriers to student questioning in primary school. This was a descriptive-analytical study which was carried out with an exploratory approach. The population of the study comprised all sixth grade students in Qom (N= 16150). Using Krejcie and Morgan table and multi-stage cluster sampling method, 427 students were selected as the sample. The instrument included a researcher-made questionnaire on family barriers to student questioning. The validity of measure was evaluated by academics and experts and its reliability was confirmed using Cronbach's alpha test (0.79). The collected data were analyzed by factor analysis. The results showed that “not encouraging children to ask questions and not assisting children in scientific issues” (factor loading= 2.964 and explained variance=19.429 percent) and “rigor and strict control of children’s activities at home” (factor loading=0.755 and explained variance= 6.086 percent) were the most and least influential barriers to student questioning. In general, the findings indicated that the family has failed to fulfill its significant role in promotion of children reflection, critical thinking, and questioning.

This study was carried out to determine the effects of positive psychology intervention on self-efficacy and psychological hardiness of female students. The statistical population of the study comprised all female students attending public high schools in District 4 of Tehran in school year 2017-18. The drawn sample was selected through multi-stage cluster sampling method and the subjects were randomly assigned to experimental and control groups (15 in each group). Positive psychology training was provided to the experimental group during eight 120-minute sessions and the control group received no intervention.Self-efficacy and psychological hardiness of the participants were assessed by General Self-Efficacy Scale (Sherer et al., 1982) and Psychological Hardiness Scale (Kobasa & Kahn, 1982) before and after the intervention. The obtained data were analyzed through analysis of covariance (ANCOVA). The results indicated that positive psychology intervention improved the self-efficacy and psychological hardiness (commitment, control, and challenge) of the intervention group compared with the control group. In general, it can be stated that positive psychology interventions can improve self-efficacy and develop psychological hardiness. Consequently, positive psychology training can be used to reduce students’ psychological problems.

The purpose of study was to determine a typology of the patterns of parents' academic support to elementary school students during virtual education. The research was developmental-applied in terms of purpose and qualitative in terms of approach and was carried out by thematic analysis method. Potential participants were the parents of elementary school students. Selection of the participant was done by purposeful sampling method of criterion type. Data were collected through semi-structured interviews to the point of theoretical saturation (16 participants). Credibility of the results was ensured through researcher accuracy, referral to colleagues and expert supervisors and member checking. Moreover, the confirmability was ensured via conducting effective interviews, self-review of the researcher, and coding of interviews by another researcher. Based on data analysis, 11 main themes of virtual education including classroom management, homework, teaching methods, conditions and facilities, practical activities, pursuit of academic status, encouragement and punishment, planning, problem solving, assessment and evaluation, and covert support were obtained. In general, the results showed that parents support the virtual educational process of students in 4 types: Permissive, authoritarian, interventionist, and authoritative. Identifying these types of academic support, criticizing and evaluating them and introducing the best types will help parents to have better and more effective academic support to elementary school students during virtual education.

The aim of this article is to evaluate family stability and resilience and to identify the factors influencing family stability. The research method is secondary analysis, in which the data from the "National Family Survey" (2018) has been analyzed. The statistical population includes married individuals from urban centers (provincial capitals and another city from each province) and the sample size was 1450 people selected using a two-stage cluster sampling method. The findings show that the families in the sample have relative stability, with 5% of the families being unstable, 33% balanced, and 62% stable. Among the factors influencing family stability, the variables of intimacy with siblings (beta 0.334), high social acceptance and respect for occupation (beta 0.222), and family size (beta 0.149) have the most significant impact on family stability and resilience, respectively. Training on interpersonal relationship regulation, conflict resolution skills, improving the economic status of couples and families, and creating the basis for economic prosperity can help enhance family resilience. To establish better communication with families, it is suggested to utilize the capacities of virtual space, modern communication technologies, and social media networks.