Modeling aggression and adaptability based on perceived parenting style with the mediation of mentalizing ability in students

Document Type : Original

Authors

1 Assistant professor, Department of psychology, University of Kurdistan. Sanandaj, Iran.

2 M.A in Psychology, Teacher, Primery education, Marivan, Iran.

3 M.A in Psychology, Teacher, Primery education, Saqez, Iran.

10.22034/fcp.2025.141963.2251

Abstract

Background: Aggression is an important and increasing issue among students that, if not managed, can have harmful consequences. Objective: This study was conducted with the aim of investigating the modeling of aggression and adaptation based on perceived parenting style with the mediation of mentalizing ability in students. Method: The research method is descriptive survey type. The statistical population of this study included all 2500 first-year high school students in Marivan who were studying in 2023. Cluster sampling method and sample size of 331 students of Marivan city were selected. In order to collect data, Nislon's (2000) children's and adolescents' anger and aggression questionnaires, students' adaptability (Sinha and Singh, 1993), Baumrind's parenting methods (1973) and Fonagy's mentalization (2016) were used. In order to analyze the data, descriptive and inferential statistical methods (structural equations) from SMART PLS3 software were used. Findings: The results showed that mentalizing ability can play a mediating role in relation to aggression based on perceived parenting style, but mentalizing ability cannot play a mediating role in relation to adaptation based on perceived parenting style. Also, the results indicated that there is a relationship between perceived parenting style with adaptability, aggression, and mentalizing ability and mentalizing ability with aggression in students. Conclusion: Based on the results of the present research, psychologists and family counselors can inform parents about the perceived parenting styles and their consequences by holding training classes.

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History

  • Receive Date: 19 August 2024
  • Revise Date: 07 June 2025
  • Accept Date: 06 September 2026

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