Volume 7, Issue 4 (December 2025)
IEEPJ 2025, 7(4): 1-21 |
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Valian Z, Zareei Mahmoodabadi H, Dehghani F. (2025). Effectiveness of Mindful Parenting Training on Parent-Child Relationship and Externalized Behavior of Primary School Students in Yazd City. IEEPJ. 7(4), 1-21.
URL: http://ieepj.hormozgan.ac.ir/article-1-945-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-945-en.html
1- M.A student of psychology, Yazd branch, Yazd University, Yazd, Iran
2- Associate Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran ,h.zareei@yazd.ac.ir
3- Associate Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran
2- Associate Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran ,
3- Associate Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran
Abstract: (1266 Views)
Objective: Childhood is a critical developmental period, and difficulties during this stage often persist into adulthood. This study aimed to examine the effectiveness of mindful parenting training on the parent–child relationship and the externalizing behaviors of male elementary school students in Yazd during the 2023–2024 academic year.
Methods: A quasi-experimental design with pre-test and post-test and a control group was used. A total of 27 mothers were selected through purposive sampling and randomly assigned to an experimental group (n = 13) and a control group (n = 14). Both groups completed pre-test measures, after which the experimental group received eight sessions of mindful parenting training. Post-test measures were administered to both groups following the intervention. The parent–child relationship was assessed using the Pianta Child–Parent Relationship Scale (CPRS), and externalizing behaviors were measured with the Achenbach Child Behavior Checklist—Parent Form (CBCL). Data were analyzed using multivariate analysis of covariance (MANCOVA).
Results: The findings indicated no significant differences between the experimental and control groups in the parent–child relationship dimensions of intimacy (p > 0.023) and conflict (p > 0.014), nor in externalizing behavior domains such as rule-breaking (p > 0.000) and aggression (p > 0.003). However, a significant difference was found between the two groups on the dependency dimension of the parent–child relationship (p < 0.313), indicating a change attributable to the intervention.
Conclusions: The mindful parenting training program did not lead to improvement in the overall parent–child relationship or in children's externalizing behaviors. The only observed effect was an increase in the dependency component of the parent–child relationship among participants in the experimental group. These findings suggest that while mindful parenting may influence certain relational aspects, it may not be sufficient on its own to produce broader changes in parent–child dynamics or externalizing behaviors.
Methods: A quasi-experimental design with pre-test and post-test and a control group was used. A total of 27 mothers were selected through purposive sampling and randomly assigned to an experimental group (n = 13) and a control group (n = 14). Both groups completed pre-test measures, after which the experimental group received eight sessions of mindful parenting training. Post-test measures were administered to both groups following the intervention. The parent–child relationship was assessed using the Pianta Child–Parent Relationship Scale (CPRS), and externalizing behaviors were measured with the Achenbach Child Behavior Checklist—Parent Form (CBCL). Data were analyzed using multivariate analysis of covariance (MANCOVA).
Results: The findings indicated no significant differences between the experimental and control groups in the parent–child relationship dimensions of intimacy (p > 0.023) and conflict (p > 0.014), nor in externalizing behavior domains such as rule-breaking (p > 0.000) and aggression (p > 0.003). However, a significant difference was found between the two groups on the dependency dimension of the parent–child relationship (p < 0.313), indicating a change attributable to the intervention.
Conclusions: The mindful parenting training program did not lead to improvement in the overall parent–child relationship or in children's externalizing behaviors. The only observed effect was an increase in the dependency component of the parent–child relationship among participants in the experimental group. These findings suggest that while mindful parenting may influence certain relational aspects, it may not be sufficient on its own to produce broader changes in parent–child dynamics or externalizing behaviors.
Keywords: Mindful parenting, Parent-child relationship, Externalized behavior, Students, Elementary school
Type of Study: Original |
Subject:
Educational Psychology
Received: 2024/11/23 | Accepted: 2025/03/16 | Published: 2025/12/1
Received: 2024/11/23 | Accepted: 2025/03/16 | Published: 2025/12/1
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