نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشگاه شیراز
2 عضو هیئت علمی
3 دانشگاه کرمان
4 دانشگاه شیراز،گروه روانشناسی تربیتی
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
The aim of the present study was to determine the mediating role of gender identity in the relationship between environmental-social antecedents and adjustment in a group of junior high school students in Shiraz who were studying in the academic year 1400-1401. The research design was a correlational type, and the participants were 472 people (234 girls and 238 boys) from the eighth and ninth grades of junior high school who were selected using a random cluster sampling method and completed the scales of parent-child communication, school code of ethics, peer pressure, gender identity, and school adjustment. To test the research model, the statistical method of structural equation modeling was used. The results indicated a favorable fit of the research model. The findings showed that; father-child relationship could predict adjustment through the mediating role of gender identity. Mother-child relationships and school code of ethics also predicted adjustment. Finally, peer pressure positively and significantly predicted the intergroup bias component of gender identity, but it did not play a role in adjustment. The findings of the study indicated that parent-child interactions and the middle school environment play a more important role than peer pressure in students' adjustment, both directly and through the impact it has on the formation of their gender identity. Therefore, it is necessary to emphasize the role of the quality of parent-child relationships in parenting, and education officials should also pay attention to the development of school moral systems.
کلیدواژهها [English]
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