Effectiveness of parenting skills training on increasing sense of control and improvement of parenting skills in mothers of secondary high school female students

Document Type : Original Article

Authors

1 Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

2 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

3 Bachelor of Educational Sciences, Educational Management, Guilan University, Guilan, Iran

10.22098/jhrs.2022.9678.1027

Abstract

The purpose of this study was to investigate the effectiveness of parenting skills training on increasing mothers' control over the performance of children and improve parenting skills in mothers of secondary high school female students. This study was a quasi-experimental study with pretest-posttest for the dependent group, and its statistical population was all mothers of secondary high school students from Siyahkal city of Guilan province, among them 32 people were selected using available and voluntary sampling method. Parenting skills training was held in 8 sessions of one hour, and the Alabama Parental Skills Questionnaire (Frick, 1991) and Parental Locus of Control Questionnaire (Campis et al., 1986) were used to collect data. Data were analyzed using SPSS software and t-test for the dependent group. The results showed that there is a significant difference between the scores of positive parenting, poor supervision, parental efficacy and parental control in pre-test and post-test (P<0.01). Therefore, parenting skills training increases monitoring, increasing self-efficacy and improving maternal control over girls' performance, and it is necessary to use the results of this study in interventions and therapeutic programs for increasing childbearing skills and improve parent-adolescent relationships.

Keywords

Journal of Family Relations Studies

Articles in Press, Corrected Proof
Available Online from 23 February 2022

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History

  • Receive Date: 13 October 2021
  • Revise Date: 21 February 2022
  • Accept Date: 25 February 2022

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