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Showing 2 results for Self-Control
A.r. Sebghati, S. Emamipour, Ph. D.,
Volume 12, Issue 1 (6-2015)
Abstract
This study examined self-control as a mediator between parental attachment styles and adolescents’ coping strategies. To this end, 354 high school boys were selected through random cluster sampling method in Tehran. The sample took Measures of Childhood Attachment to Each Parent (Hazan & Shaver), Lazarus’ Ways of Coping Questionnaire (WOCQ), as well as Tangney Self-Control Scale. The data were analyzed by structural equation modeling (SEM). Results indicated that the analyzed model had a good fitness index. Additionally, findings indicated that the connection between mothers and fathers’ secure attachment and adolescents’ coping strategies was indirectly mediated through self-control. Furthermore, mothers’ insecure attachment style was both directly and indirectly related to problem-oriented strategies through self-control.
R. Shekarchi, M. Akbari, Ph.d. , H. Ahmadian, Ph.d., Y. Yarahmadi, Ph.d.,
Volume 17, Issue 4 (3-2021)
Abstract
The purpose of this research was to determine the mediating role of integrative self-knowledge in the relationship between family emotional atmosphere and self-control among high school students in Naqadeh. This research had a descriptive design. The statistical population of the study was comprised of all senior high school students in Naqadeh in 2018-19 school year. The drawn sample (315 students) was selected via cluster random sampling method. The instruments included the Integrative Self-Knowledge Scale (Ghorbani et al., 2008), Family Emotional Condition Questionnaire (Hill Burn, 1964) and a Self-Control Scale (Tangney et al., 2004). Data analysis was performed utilizing structural equation modeling method in PLS3 program. The findings showed a positive, significant relationship between family emotional atmosphere, integrative self-knowledge, and self-control. Results also indicated that integrative self-knowledge played a mediating role in the link between family emotional atmosphere and self-control. Furthermore, the results demonstrated that the level of students' self-control was greatly correlated with family emotional atmosphere and integrative self-knowledge. Based on the research findings, it is suggested that family emotional atmosphere be addressed in interventions designed for the promotion of self-control and self-knowledge.
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