The aim of this study was to determine the effect of family emotional atmosphere on high-risk behaviors with mediation of resilience and emotion regulation. The method of this research was descriptive in terms of applied purpose and descriptive-correlational More
The aim of this study was to determine the effect of family emotional atmosphere on high-risk behaviors with mediation of resilience and emotion regulation. The method of this research was descriptive in terms of applied purpose and descriptive-correlational. The statistical population of the study was 850 students of all secondary school students in Langarod city in the academic year 1399-1400, of which 265 statistical samples were selected by multi-stage random-cluster sampling. The Family Emotional Atmosphere Questionnaire (Hill Burn, 1964), Iranian Adolescents' Risk Scale (Zad Mohammadi & Ahmadabadi, 2008), Resilience Scale (Conner & Davidson, 2003) and Emotion Regulation (Gross & John, 2002). Structural equation modeling and Amos24 software were used to analyze the data. Findings showed that the emotional atmosphere of the family has a positive and direct effect on resilience (p <0.01), Emotion regulation (p <0.05) Resilience and emotion regulation (p <0.001) have a direct and negative effect on high-risk behaviors. as well as indirect effect of family emotional atmosphere whit medition of resilience and emotion regulation on high-risk behavior.
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The purpose of this study was to construct and primary standardize of the high risk behaviors scale among second high school girls students. Research method was survey and instrument construction. The statistical population of this study consisted of all adolescent girl More
The purpose of this study was to construct and primary standardize of the high risk behaviors scale among second high school girls students. Research method was survey and instrument construction. The statistical population of this study consisted of all adolescent girls aged 15-18 years in Isfahan. The sample consisted of 340 secondary school girls who were selected through convenience (accessible) sampling. Researcher made High-Risk Behaviors Scale (HRBS), Iranian Adolescent's Risk Scale (IARS- Zadeh Mohammadi & Ahmadabadi, 2011) and General Health Questionnaire (GHQ- Goldberg, 1970) were used to gather the data. Data were analyzed using Cronbach's alpha, Pearson correlation and exploratory factor analysis. The results showed that internal consistency, test-retest reliability and questions and subscales coordination were appropriate. Evidence of divergent and convergent validity with Iranian adolescents' risk behaviors and mental health showed that high risk behaviors scale had divergent and convergent validity. Factor analysis confirmed construct validity of the scale. Providing percent norms and standard can help to determine normative judgment. Given these findings, it can be concluded that the high-risk behaviors scale for Adolescent girls has desirable psychometric properties and can be used in educational and research fields.
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The purpose of this study was to construct and primary standardize of the high risk behaviors scale among second high school girls students. Research method was survey and instrument construction. The statistical population of this study consisted of all adolescent girl More
The purpose of this study was to construct and primary standardize of the high risk behaviors scale among second high school girls students. Research method was survey and instrument construction. The statistical population of this study consisted of all adolescent girls aged 15-18 years in Isfahan. The sample consisted of 340 secondary school girls who were selected through convenience (accessible) sampling. Researcher made High-Risk Behaviors Scale (HRBS), Iranian Adolescent's Risk Scale (IARS- Zadeh Mohammadi & Ahmadabadi, 2011) and General Health Questionnaire (GHQ- Goldberg, 1970) were used to gather the data. Data were analyzed using Cronbach's alpha, Pearson correlation and exploratory factor analysis. The results showed that internal consistency, test-retest reliability and questions and subscales coordination were appropriate. Evidence of divergent and convergent validity with Iranian adolescents' risk behaviors and mental health showed that high risk behaviors scale had divergent and convergent validity. Factor analysis confirmed construct validity of the scale. Providing percent norms and standard can help to determine normative judgment. Given these findings, it can be concluded that the high-risk behaviors scale for Adolescent girls has desirable psychometric properties and can be used in educational and research fields.
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