The Effect of Family Function on Social Adjustment and Self-Regulation of High School Students

Monireh Parsian,Khadijehi Abolmaali Alhossein,Somayeh Kamali Igoli

doi:10.5539/ijps.v12n3p50

Abstract

This paper examines the family function on social adjustment and self-regulation of high school students. The research method is descriptive-correlational. The statistical population consists of all second-high school girl students in the city of Ghaemshahr. 110 female students were randomly selected as the research sample size. The results showed that there is a significant difference between family function and social adjustment and self-regulation of high school students at the error level of less than 0.01 and confidence level of 0.99. Based on regression analysis, family function variables (with a coefficient of 0.46) and social adjustment (with a coefficient of 0.44) had the highest coefficient of standardized regression, respectively, on the dependent variable of student self-regulation.

Highlights

The family is the focus of preserving social norms and values, as well as a solid foundation of social ties for the emergence of human emotions and the place for the social development of the child
The results showed that there is a relationship between self-efficacy and its dimensions of successful experiences, substitution experiences, verbal stimuli, emotional states, and physical states with the academic achievement of high school students in Tehran's second district
The used tools include: Family Assessment Device (FAD): The tool which is used in this research is the family function measurement test, which is done by Nathan Abstain, Lawrence M

Summary

Introduction

The family is the focus of preserving social norms and values, as well as a solid foundation of social ties for the emergence of human emotions and the place for the social development of the child. Based on Bandura's three-dimensional theory, self-regulation learning is the basis of social cognition. In his view, the learning activities of individuals are determined by personal, environmental, and behavioral processes (Schunk, 2005). The theory of self-regulation learning is based on how students organize their learning in terms of meta-cognitive, motivational, and behavioral (Schunk, 2001). Learning in this approach is a constructive process and learners are potentially capable of controlling and organizing the learning process. Based on the contents presented in this ijps.ccsenet.org

Methods

Results

Conclusion