Abstract
The Child's Behavioral Difficulties and Developmental Tasks of the Family Life Cycle in the Post-Divorce Family Studying the Relationship in Primary School Pupils of District 12 of Tehran Fariba Seyedan Assistant Professor, Alzahra University, Email: ...
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The Child's Behavioral Difficulties and Developmental Tasks of the Family Life Cycle in the Post-Divorce Family Studying the Relationship in Primary School Pupils of District 12 of Tehran Fariba Seyedan Assistant Professor, Alzahra University, Email: fariseyedan@gmail.com Azam Oladi Ghaedkolaei M.A. in Women’s Studies, Alzahra University Abstract .The main purpose of this study is to investigate the relationship between child's behavioral difficulties and developmental tasks of the family life cycle in the post-divorce family. Using the survey method, the study’s sample consists of 105 primary-school pupils 6 to 12 years of age from District 12 in the city of Tehran, whose parents had divorced. The mother or father who has custody of the child filled out two questionnaires: Achenbach Scale (CBCL) for child affective-behavioral difficulties and the Naghashian’s Child Rearing questionnaire. Findings show a significant relationship (r=0/410) between child's behavioral difficulties and developmental tasks. The results of multiple regression analysis indicate that improvement of social support network and the occurrence of regular visits with mother or father, who does not have the child’s custody, are the main predictors of child's behavioral difficulties. Based on the results of the study, the quality of developmental tasks over the family life cycle and child rearing are more important than the experience of separation and divorce. These factors have several effects upon child's behavioral difficulties. Keywords: Divorce Behavioral Difficulties Developmental Tasks, Family Life Cycle Child Custody
Mansureh Azam Azadeh1; Maryam Rajabzadeh
Abstract
The process of social development has made societies in transition, including Iran, undergo fundamental and extensive social changes, and its fundamental nature and rapid and uneven process have brought about numerous social changes for these societies and families. The advancement of women over men ...
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The process of social development has made societies in transition, including Iran, undergo fundamental and extensive social changes, and its fundamental nature and rapid and uneven process have brought about numerous social changes for these societies and families. The advancement of women over men in educational levels in the society in recent decades is one of these changes. Using the instrumental case study method, this article tries to test Archer's theories about individual agency, Blud and Wolfe's theory of resources, Rodman's theory of resources in the cultural context, Parsons's components of action, theory of imbalance in family structure and exchange theory, and at the same time examines the role of women's academic education. In the occurrence of changes and following them, the method of conflict resolution in married life has been. The results of the research show that if women's university education causes a change in their normative attitude towards marital roles, while the attitude of their husbands towards marital roles has not changed, it may increase the level of conflict in the family. But in the meantime, the role of women is very effective in managing conflict and establishing balance in the family.
Abstract
Social Networks and Life Satisfaction among Pensioners of Education Case: The City of Jahrom Gholamreza Ghaffary Associate Professor, Department of Social Planning , University of Tehran Email: Ghaffary@ut.ac.ir Yalda Zabardast M.A. in Welfare ...
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Social Networks and Life Satisfaction among Pensioners of Education Case: The City of Jahrom Gholamreza Ghaffary Associate Professor, Department of Social Planning , University of Tehran Email: Ghaffary@ut.ac.ir Yalda Zabardast M.A. in Welfare Planning, University of Tehran. Abstrac t This paper considers membership in social networks as means of welfare and satisfaction of life among elderly pensioners. Holding relationships, social networks and participation in social activities are significant elements for strengthening of self-concept and satisfaction of the elderly. These elements, by extension of meaning, determine quality of life among the elderly. This is a survey-method research and the questionnaire technique has been used for data collection. Statistical population includes pensioners that are over sixty years of age and have been pensioners of the office of education in the city of Jahrom our sample consists of 201 persons of this community. The findings showed that there is a significant relationship between memberships in social networks and satisfaction of life. Also there is a significant difference between formal and informal networks such as relationships with friends, members of the family, neighborhood, and the like. So that the informal networks, as compared with formal networks, exert more positive effects on life satisfaction of the elderly. Although connections and social networks do strengthen life satisfaction of the elderly but these do not provide all elements for satisfaction. Empowerment and encouraging more effective participation as playing roles in community affairs and in social networks constitute two items that their inclusion into a comprehensive policy seems to enhance life satisfaction.
Masoud Chalabi; Sakineh Khoramdel
Abstract
Self-Esteem, Autonomy, Fairness and Students’ Responsibility Studying the Relationship < /i> Masoud Chalabi Professor of Sociology, Shahid Beheshti University Email: m-chalabi@sbu.ac.ir Sakineh Khoramdel M.A. in ...
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Self-Esteem, Autonomy, Fairness and Students’ Responsibility Studying the Relationship < /i> Masoud Chalabi Professor of Sociology, Shahid Beheshti University Email: m-chalabi@sbu.ac.ir Sakineh Khoramdel M.A. in Sociology, Alzahra University Abstract Responsibility is an important precondition for favorable social behavior and promoting student achievements. This inquiry is intended to study the factor affecting student responsibility. The independent variables in the present study include fairness, warm relationship, and opportunity for autonomy, self-esteem, self-concept and perceived autonomy. Survey method is employed for data collection. Research sample includes 360 female students of guidance school residing in Varamin. Structural equation modeling is employed for data analysis . Findings show that student self-esteem and self-concept, instructor ’s fairness, warm relationship and opportunity for autonomy have direct and indirect positive impacts on social responsibility of students.
Abstract
Social Adjustment of Students in Boarding Schools and in Adjacent Regular Schools A Comparison Conducted in the Semnan province Seyed Mohammad Hossein Hosseini PhD student at Kharazmi University, Tehran, Iran Masoomeh Matoor M.A, ...
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Social Adjustment of Students in Boarding Schools and in Adjacent Regular Schools A Comparison Conducted in the Semnan province Seyed Mohammad Hossein Hosseini PhD student at Kharazmi University, Tehran, Iran Masoomeh Matoor M.A, Teachers Training University, Tehran, Iran Abstract This study compares the social adjustment of students in boarding schools and adjacent regular schools. The data was gathered by comparative ex post facto research method, using adjustment inventory of Sinha and Singh. The sample includes 557 students in boarding schools and 627 students in adjacent regular schools. For the data analysis we used descriptive and inferential statistics (independent samples T test). The results show that social adjustment of students in boarding schools (both boys and girls) is lower than students in adjacent regular schools. Social adjustment of boys and girls in both boarding schools and in adjacent regular schools are equal.
Khadijeh Shafiee; Akram Cheshmeh
Abstract
This research investigates adolescent’s responsibility with regards to socialization in the family among boys and girls. The study is based on Chalabi and Parsons’s theories. The model contains main variables of socialization method (tuition, imitation, and inculcation), parents’ ...
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This research investigates adolescent’s responsibility with regards to socialization in the family among boys and girls. The study is based on Chalabi and Parsons’s theories. The model contains main variables of socialization method (tuition, imitation, and inculcation), parents’ responsibility, gender, background variables such as parents’ level of education level and occupation, warm and supportive relationship between parents and adolescents and group membership. This is a survey study. Sample size includes 375 high school students in region 15 in Tehran. Findings confirm main hypothesis and show that the variable of tuition method has the most impact on the adolescent’s responsibility. Parents as adolescent’s behavioral model have a significant effect on adolescents’ responsibility. Gender is also related to the adolescents’ responsibility amount. Although the amount of responsibility of both girls and boys is lower than average, girls have slightly higher levels of responsibility than boys. The variable of warm relationship between parents and children has direct relationship with the amount of adolescents’ responsibility it means that warmer relationship between parents and adolescent increases adolescents’ responsibility amount.
Abstract
Democratization of Science and Society Relationships From Scientific Literacy to Knowledge Co-Production Mohammad Amin Ghaneirad Associate Professor of Sociology at National Research Institute for Science Policy Email: ghaneirad@yahoo.com Abolfazl ...
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Democratization of Science and Society Relationships From Scientific Literacy to Knowledge Co-Production Mohammad Amin Ghaneirad Associate Professor of Sociology at National Research Institute for Science Policy Email: ghaneirad@yahoo.com Abolfazl Morshedi PhD Candidate, Tehran University Abstract Scientists seek to establish and maintain relationships with society and different groups of people, but these relationships have been rather one-directional and based on monologue logic flowing from scientists to the lay. During recent decades, however, the science and society relationships have witnessed changes: facilitating processes of dialogical and encouraging open/mutual participation. The present paper, while reviewing the literature, theoretical views and experiences of other countries, takes a glance at the Iranian situation and seeks to answer the following questions: 1- How have been the forms of science and society relations during recent decades? 2- What relations have exhibited these formations, echoing changes of society’s forms? 3- What parallels exist between forms of contemporary democracy and forms of science and society relations? 4- How the Iranian situation of science and society relations can be organized in a more democratic direction? The first section of the paper based on the study of the existing literature presents forms of science and society relations in three models of public deficit, public engagement, and public participation. The second section examines the link between three categories of science, society and democracy to clarify symmetry between these conceptual formulations with social changes and shifts in contemporary democracy forms. The finding of the paper shows the emergence of cultural and technological changes and that genesis of late modernity or postmodern society has been effective in democratization of knowledge and society. The final section of paper proposes several ideas for developing democratic processes in science and social relations in the country.
Mahmoud Shrepour; Mohamm Soleimani
Abstract
The study of human phenomena is the specific characteristic of social sciences. Since the dimensions of these phenomena are complex and multidimensional, social sciences have specific position in everyday life. Therefore, the present paper seeks to explore the hidden dimensions of inefficiency ...
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The study of human phenomena is the specific characteristic of social sciences. Since the dimensions of these phenomena are complex and multidimensional, social sciences have specific position in everyday life. Therefore, the present paper seeks to explore the hidden dimensions of inefficiency of teaching of social sciences in Iran. The main six challenges of teaching social sciences are identified as teaching methods, quality of teaching, evaluation, encouraging students to pure abstract thinking, dissimilarity of teaching methods in natural sciences and social sciences, and problems related to absence of educational technology. At the end with the emphasis on sociological imagination, which may improve the quality of teaching of social sciences in Iran, three suggestions are provided.
Abstract
The Academic Education and Cultural Capital Studying the Relationship Morteza Monadi Associate Professor, Alzahra University Abstract Culture or in the interpretation of Bourdieu (1989) cultural capital, includes level of education, physical and material elements ...
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The Academic Education and Cultural Capital Studying the Relationship Morteza Monadi Associate Professor, Alzahra University Abstract Culture or in the interpretation of Bourdieu (1989) cultural capital, includes level of education, physical and material elements of culture and habitus which are always found in cultural behaviors and activities such as watching TV, listening to music, going to the cinema, museum or a theater, reading books, newspapers, etc. Such acts requires objective material and cultural elements such as having a library, paintings, sculptures and antiques. Based on this, the members who have higher levels of education, should contain most of cultural goods of the consumers or as Adorno (1384) interpreted, cultural industries. This means that the universities, in addition to improving the level of individual’s knowledge, should increase their cultural capital and educational level. This may occur in Western societies, but the two research projects conducted in Tehran, on the family and women's groups of different classes enjoying varying economic, social, cultural and educational levels, imply that there is not a considerable difference between the academic and non-academic individuals in the use of cultural goods. In other words, universities had not been able to increase the cultural activities of the people up to the level at which their cultural capital level is also raised. Another important point is that the theories of the Western world do not necessarily respond accordingly in our society because our society is in transition from a traditional path towards the modernization and finally to amodernity (Berman, 1389).
Afsaneh Kamali; Zahra Khavari
Abstract
This article reviews the factors affecting critical thinking of students in Mashhad. In this study based on theoretical viewpoints of Habermas, Bourdieu, Lipman, Perry, Maiers, Vinche, Dewey, and Ennis, the effective indicators of critical thinking were selected and studied. These indicators are ...
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This article reviews the factors affecting critical thinking of students in Mashhad. In this study based on theoretical viewpoints of Habermas, Bourdieu, Lipman, Perry, Maiers, Vinche, Dewey, and Ennis, the effective indicators of critical thinking were selected and studied. These indicators are educational tendencies, mental expectations of school and educational major, academic motivation, school level, social cohesion inside the school, commitment, teaching method, rationality, place and methods of dialogue, school facilities, and cultural capital. The method of study is survey and the tool for gathering data is questionnaire. The sample is composed of 380 high school students in Mashhad, who were selected randomly. Findings are attained based on the frequency distribution, Pearson correlation coefficient, multivariate regression analysis, and trajectory analysis. The results of multivariate regression analysis indicate that rationality and teaching method are the main predictors of critical thinking of students.
Abstract
Functions of the Formal Education A Critical Analysis of the Iranian Case Seyed Zia Hashemi Assistant Professor, Department of Sociology, University of Tehran Email: zhashemi@ut.ac.ir Mohsen Gholami M.A. in Sociology, University ...
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Functions of the Formal Education A Critical Analysis of the Iranian Case Seyed Zia Hashemi Assistant Professor, Department of Sociology, University of Tehran Email: zhashemi@ut.ac.ir Mohsen Gholami M.A. in Sociology, University of Tehran Abstract This article seeks to analyze the mechanisms of Iran’s education system, using the critical theories, especially that of Ivan Ilich. First, we discuss the social issues which can be traced to education system’s mechanisms, directly or either indirectly. Then these issues are analyzed through the lens of critical theories, during which the relationship between some traits of the mechanisms of Iran’s education system, its malfunctions and dysfunctions of the system are unraveled. Based on this analysis we propose some solutions to amend the education system. Overwhelming emphasis that the state recruitment system puts on certificates makes people obey the rules of education system blindly in order to gain formal qualifications and certificates. Some traits of education system such as categorizing based on age and certificate, centralized curricular materials, hegemony of specialists, mandatory schooling, long years of education and schooling, and so on, sprang up numerous educational and social problems. The proposed solution is that education system and the state recruitment system must change radically in order to regain efficiency.
MohammadRezaا Ahanchian; Mohammadreza Ahanchian; Mohammad Taghi Rafiee
Abstract
The aim of this paper is to study the impact of social, cultural and economic capitals on success in public university entrance examination. In addition these three types of capital, the contribution of variables such as educational background, gender, educational major, and type of school are ...
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The aim of this paper is to study the impact of social, cultural and economic capitals on success in public university entrance examination. In addition these three types of capital, the contribution of variables such as educational background, gender, educational major, and type of school are also measured. This is a survey study. The sample consists of 400 pre-university students in Isfahan in 2010 which were selected randomly based on the stratified cluster sampling method. Based on the results of logistic regression, social, economic, and cultural capitals are among significant predictors of participants’ success in public university entrance examination.