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The Mediating Role of Social Competence in the Relationship between Parenting Styles and Academically Inhibiting Behaviors of sSecondary School Students

Document Type : Research Paper

Authors

1 Ph.D Student Department of Psychology, Science and Research Branch Islamic Azad University, Tehran, Iran

2 Associate Prof, Department of Preschool, University of Rehabilitation Sciences and Social Health, Tehran, Iran.

3 Assistant Prof, Department of Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran.

4 Prof, Department of Educational Psychology, Allameh Tabataba’i University, Tehran, Iran.

Abstract

The present study investigates the mediating role of Social Competence in the relationship between parenting styles and academically inhibiting behaviors of secondary school students. This descriptive-correlational study was conducted using the structural equation method. Its statistical population included all secondary school students in public schools in Tehran in 2022-2023. Accordingly, 407 people were included in the study by multi-stage cluster sampling method and measured using Parenting Styles Questionnaire (Baumrind, 1973), Social Competence Questionnaire (Felner et al.,1990), Academic Cheating Scale (Farnese et al., 2011), academic procrastination Questionnaire (Savari, 2013), and aggression Questionnaire (Williams et al., 1996). Data were analyzed by structural equation method in SPSS-23 and AMOS-24 software. Data analysis revealed that the structural model indices had a good fit. The direct and negative effect of authoritarian parenting patterns on social competence was significant with a standard coefficient of -0.18 and the direct and negative effect of authoritative parenting patterns on social competence was significant with a standard coefficient of 0.25. Also, the direct and positive effect of permissive parenting patterns with a standard coefficient of 0.17 and the direct and negative effect of authoritative parenting patterns and social competence with standard coefficients of -0.21 and -0.34, respectively, were significant on academic inhibiting behaviors. Additionally, the effect of permissive, authoritarian, and authoritative parenting patterns on academic inhibiting behaviors with the mediating role of social competence was significant with standardized coefficients of -0.18, 0.13, and 0.24, respectively (P < 0.01). The results of these relationships can predict academic inhibiting behaviors in the form of a model. These results have practical implications for preventive measures against the increase of academically inhibiting behaviors and reducing their negative consequences.

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References
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Social Cognition
Volume 12, Issue 24 - Serial Number 24
November 2023
Pages 87-100
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