فهرست نشریات علمی دسترسی آزاد ایران

BACKGROUND AND AIMS: Parenting self‑efficacy, which is one of the main determinants of effectiveand positive parental behavior, has been commonly defined as the parents’ opinions and beliefs todevelop their ability to affect their children in a way that raises their confidence development andadjustment. This study was performed to examine the effect of educational intervention on parentingself‑efficacy in parents of primary school students.MATERIALS AND METHODS: This quasi‑experimental study was conducted on 104 parents ofprimary school students in Khomeini Shahr city, Isfahan province of Iran, in 2017. In this study, 104parents (52 couples) of primary school students were selected and randomly assigned to experimentaland control groups. Then, an educational intervention was implemented in the experimental groupduring 6 sessions of 2 h while the control group received only the usual family school educationprogram. The parenting self‑efficacy was measured before the intervention and 2 months afterward.The data were analyzed by independent t‑test, paired t‑test.RESULTS: There was no statistically significant difference between the demographic variablesof parents in both groups. Both the experimental and control groups were similar in terms of age,number of children, education, and employment as well as parenting self‑efficacy. Two months afterthe intervention, the mean of total parenting self‑efficacy, as well as play and entertainment withthe child, discipline and boundaries, self‑acceptance, learning and knowledge in the experimentalgroup, were significantly higher than the control group, but the mean scores of other areas were notsignificantly different between the two groups (P > 0.05).CONCLUSION: Educational interventions that engage parents in group task and facilitate expressionof experiences, are feasible in the primary school meetings and have a helpful effect on parentingself‑efficacy.