Mehrzad Farahati, Ali Fathi Ashtiani, Alireza Moradi,
Volume 4, Issue 1 (9-2010)
Abstract
The purpose of this study was to investigate the relationship between the dimensions of Family communication patterns (conversation orientation and conformity orientation) and adolescents' Shyness. The sample the study included 367 students, 232 girls and 135 boys, who were first and second high school students in the first region of Tehran, and they were selected through multistage cluster sampling method. The subjects filled in the revised family communication patterns scale (koerner & Fitzpatrick, 2002) and Cheek and Buss Shyness scale (1981). Regression analysis was used to predict shyness by Dimensions of family communication patterns. Then, four kinds of families were extracted based on high and low scores on dimensions of family communication patterns and the adolescents’ shyness in these families was compared by using One-way ANOVA analysis. The results of regression analysis revealed that family conversation orientation had a negative and significant relationship with shyness and predicted it negatively and family conformity orientation had a positive and significant relationship with adolescents' shyness and predicted it positively. The results of the analysis of variance indicated a significant difference between these groups and showed that the children in consensual and pluralistic Families had less shyness than the children in protective and careless families. The findings of the present research showed that families with conversation orientation, who had free, comfortable and rich relationships as a need for joyful family life, raised children who are less shy in comparison with the children being raised in the families with conformity orientation
Zeynab Maleki, Phd Javad Kavousian, Phd Parvin Kadivar, Phd Mehdi Arabzadeh,
Volume 19, Issue 1 (6-2025)
Abstract
The present study aimed to present a structural model of academic identity, family communication patterns, and parents'perceived educational expectations with the mediating role of basic psychological needs. The research method was descriptive-correlational and structural equation modeling. The statistical population included all tenth and eleventh grade students in Yazd in the academic year 2021-2022. The statistical sample included 400 tenth and eleventh grade students who were randomly selected as clusters. To collect data, the Basic Psychological Needs Questionnaire, the Academic Identity Status Questionnaire, Family Communication Patterns Questionnaire, and the Parents' Perceived Educational Expectations Questionnaire were used. In order to examine the paths of the research model, structural equation modeling was used using PLS3 software. The results showed that parents' educational expectations, conformity pattern, and conversation pattern have a direct, positive, and significant effect on basic psychological needs. The results also showed that basic psychological needs have a direct, negative, and significant effect on the follower identity and the confused identity and a direct, positive, and significant effect on the latecomer identity and the successful identity. Finally, the results showed that basic psychological needs play a mediating role in the relationship between academic identity and family communication patterns and parents'perceived educational expectations.
