The Relationship between Psychological Well-Being and Parents’ Communication Patterns and Social Acceptance of Third-Grade Primary School Students in Tehran, Iran
Background: Child psychologists argue that primary school years are one of the critical periods of development because many of the child's abilities are developed during this period. There is a research gap in students' social acceptance and the role of psychological well-being and communication patterns between parents. The purpose of the study was to examine the relationship between psychological well-being and parental communication patterns with students' social acceptance.
Methods: The study design was correlational. The statistical population was all female third-grade primary school students in Tehran, Iran, studying in the academic year of 2019-2020. The sample included 381 female elementary school students and the schools were selected using a convenient sampling method; the samples from these schools were selected randomly. Data were collected using Social Acceptance Scale, Ryff Psychological Well-being Scale, and couples' Communication Patterns Questionnaire (CPQ). Pearson correlation coefficient and regression analysis were used for data analysis.
Results: A significant positive relationship was observed between psychological well-being and parents' pattern of interaction with the social acceptance of children and a significant negative relationship between the components of the pattern of bilateral avoidance of fathers and mothers with social acceptance of students. Multiple regression analysis results indicated that fathers' psychological well-being (13%), mothers' psychological well-being (24%), fathers' constructive model (27%), and mothers' constructive model (29%) could predict children's acceptance.
Conclusion: Parents' psychological well-being and communication patterns can predict their children's social acceptance; therefore, the results can have implications for the follow-up of psychological problems among the students.
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