Volume 12, Issue 46 (9-2023)                   2023, __(46): 0-0 | Back to browse issues page

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amani M, nemati R. The moderating role of parent-child interaction in relationship of parenting practices with behavioral problems of elementary students. Journal title 2023; 12 (46)
URL: http://erj.khu.ac.ir/article-1-1059-en.html
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Abstract:   (2294 Views)
The aim of this study was to investigate the moderating role of parent-child interaction in relationship of parenting practices with behavioral problems of elementary students. The method was descriptive-correlational. The statistical population was all students of secondary elementary and their parents in Bojnourd. Three hundred and seventy two students of secondary elementary were selected by cluster sampling. The Alabama Parenting Questionnaire (Frick, 1991), Parent-Child Interaction (Lange et al, 2002) and rating behavior problems Scale (Connors, 1990) were completed by participants. Data were analyzed by correlation and Hayes regression analysis. The results showed that the dimensions of corporal punishment and lack of parental supervision were positively correlated and the dimensions of parenting and participation were negatively correlated with behavioral problems. Parent-child interaction was also negatively associated with behavioral problems. The results of Hayes regression analysis showed that parent-child interaction, child-mother interaction and child-father interaction moderate the relationships of parenting dimensions of poor supervision, corporal punishment, parent-child participation and positive parenting with behavioral problems. The results show that when parent-child interaction is strong, ineffective methods of poor supervision and corporal punishment do not increase behavioral problems. Also, despite positive parenting, behavioral problems will not be reduced if there is no strong interaction with the children. Therefore, the impact of parenting on behavioral problems is influenced by the parent-child interaction.
 
     
Type of Study: Research Paper | Subject: Educational Psychology
Received: 2021/10/6 | Accepted: 2023/04/30 | Published: 2024/02/12

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