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Showing 2 results for Abdollahzadeh Rafi
Mahdi Abdollahzadeh Rafi, Haniyeh Mohamadi, Masoume Mohamadi, Mohadese Rafiei Boldaji,
Volume 8, Issue 3 (spring 2022)
Abstract
Introduction: Given the many negative consequences associated with adolescent depression, researchers are trying to gain a better understanding of the factors involved in causing and exacerbating the symptoms of this disorder. The aim of this study was to investigate the relationship between the "psychological flexibility of mother in parenting" with adolescent depression after statistical control of the effect of maternal depression.
Method: To investigate this goal, the descriptive-correlation method was used The study population consisted of first-grade high school students in Tehran, Boldaji, and Hamedan and their mothers in the academic year 2019-2020. 432 adolescent mothers were selected by multi-stage cluster random sampling. Inclusion criteria were living with both parents and the mother being literate (at least fifth grade). Adolescents living in welfare-supervised centers (homeless) were excluded from the study. Data were collected using psychological flexibility in parenting Questionnaire, Depression, Anxiety and Stress Questionnaire, and Adolescent Self-Reporting Questionnaire.
Results: The results showed that there was a statistically significant positive relationship between adolescent depression and maternal depression (p = 0.001). Also, "maternal psychological flexibility in parenting" had a statistically significant negative relationship with adolescent depression (p = 0.001). Also, after statistical control of the effect of maternal depression, "psychological flexibility of the mother in parenting" was able to significantly predict adolescent depression (p = 0.001).
Conclusion: More psychological flexibility in parenting causes the mother to be more involved in positive parenting practices and positive parenting practices are associated with less depression in children.
Mahdi Abdollahzadeh Rafi, Ali Ortegoli, Saeed Ariapooran,
Volume 11, Issue 2 (winter 2025)
Abstract
Introduction: Students with learning disabilities often encounter significant challenges in reading, including accuracy, fluency, and comprehension. Anxiety is one factor that may exacerbate these difficulties. Therefore, this study aimed to compare reading accuracy, fluency, and comprehension among students with learning disabilities who exhibited or did not exhibit symptoms of anxiety.
Methods: This research employed a causal-comparative design. The study population consisted of all elementary school students with learning disabilities in Arak during the 2021-2022 academic year. A purposive sampling method was used to select 36 participants (18 with and 18 without anxiety symptoms). Data was collected using the Spence Anxiety Scale (1998), the Shirazi and Nilipour Diagnostic Reading Test (2004), and the Wechsler Intelligence Scale for Children (2003). Data was analyzed using Fisher's exact test and independent t-tests in SPSS.
Results: The findings revealed no significant difference in reading accuracy or fluency between students with learning disabilities with or without anxiety symptoms (p >.05). However, reading comprehension was significantly higher in students with learning disabilities without anxiety compared to those with anxiety (p <.001).
Conclusion: Based on the findings, it can be concluded that anxiety does not significantly impact reading accuracy or fluency in students with learning disabilities but can reduce their reading comprehension.
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