Enter your email address
Submit
Write your message
Behavioral Secinces Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran. , kh_ahmady@yahoo.com
Abstract: (70 Views)
Background: Parenting is one of the fundamental domains of education, and its quality plays a decisive role in shaping a child’s personality, psychological competencies, and developmental trajectory. However, most conventional parenting models are limited to behavioral or cognitive aspects and pay insufficient attention to the existential dimensions of the human being as an integrated whole. In response to this gap, the present study adopts an interdisciplinary approach to reinterpret the principles, methods, and outcomes of parenting within the framework of the three essential existential dimensions—sense, imagination, and intellect—and to propose a comprehensive matrix model to guide parental education.
Aims: This study aimed to examine the methods, principles, and outcomes of parenting based on the three existential dimensions of the human being and to develop a matrix model of parenting.
Methods: This qualitative study used qualitative content analysis. The study population included written sources such as books and scientific articles in five specialized fields: psychology, sociology, philosophy, literature, and Islamic texts. Purposive sampling was conducted using theoretical sequential sampling. Data collection and analysis occurred in three steps: systematic literature review and component extraction, validation via Delphi method by 10 experts, and final model development. Content validity was assessed using CVR and CVI indices.
Results: Parenting-related components were extracted across three axes—principles, methods, and educational outcomes—and classified into three dimensions: sense, imagination, and intellect. In the sensory dimension: principles like democratic and authoritative parenting, meeting emotional-biological needs, attending to child's demands/expectations; methods like creating joyful emotional space, verbal exchanges, encouragement, activity guidance, education; outcomes like physical-emotional growth, self-esteem, practical responsibility. In the imagination dimension: principles like alignment with divine nature, affection for the Ahl al-Bayt, attention to talents; methods like advice, prophetic modeling, repentance; outcomes like piety, acquiring moral virtues, talent blossoming, happiness.In the intellect dimension: principles like moderation, gradual/staged approach, long-term goal-setting; methods like Socratic education, conscious remembrance/worship; outcomes like intellect blossoming, justice-orientation, wise behavior.
Conclusion: The findings indicate that conceptualizing parenting through an existential framework provides a more coherent and profound understanding of educational processes. This approach integrates parenting principles and methods into a unified and applicable model. Ultimately, the proposed framework can serve as an effective guide for designing parenting programs and informing future research.
Aims: This study aimed to examine the methods, principles, and outcomes of parenting based on the three existential dimensions of the human being and to develop a matrix model of parenting.
Methods: This qualitative study used qualitative content analysis. The study population included written sources such as books and scientific articles in five specialized fields: psychology, sociology, philosophy, literature, and Islamic texts. Purposive sampling was conducted using theoretical sequential sampling. Data collection and analysis occurred in three steps: systematic literature review and component extraction, validation via Delphi method by 10 experts, and final model development. Content validity was assessed using CVR and CVI indices.
Results: Parenting-related components were extracted across three axes—principles, methods, and educational outcomes—and classified into three dimensions: sense, imagination, and intellect. In the sensory dimension: principles like democratic and authoritative parenting, meeting emotional-biological needs, attending to child's demands/expectations; methods like creating joyful emotional space, verbal exchanges, encouragement, activity guidance, education; outcomes like physical-emotional growth, self-esteem, practical responsibility. In the imagination dimension: principles like alignment with divine nature, affection for the Ahl al-Bayt, attention to talents; methods like advice, prophetic modeling, repentance; outcomes like piety, acquiring moral virtues, talent blossoming, happiness.In the intellect dimension: principles like moderation, gradual/staged approach, long-term goal-setting; methods like Socratic education, conscious remembrance/worship; outcomes like intellect blossoming, justice-orientation, wise behavior.
Conclusion: The findings indicate that conceptualizing parenting through an existential framework provides a more coherent and profound understanding of educational processes. This approach integrates parenting principles and methods into a unified and applicable model. Ultimately, the proposed framework can serve as an effective guide for designing parenting programs and informing future research.
Article number: 15
Keywords: Parenting methods, parenting principles, parenting outcomes, human existential dimensions, meta-synthesis
References
1. اسماعیلی، محمدعلی، و چنگی اشتیانی، مهری. (۱۴۰۳). اتحاد نفس با عقل فعال در اندیشه ابنسینا و صدرالمتألهین. پژوهشهای عقلی نوین، 9(17)، 97–120. https://doi.org/10.22081/nir.2022.62193.1325
2. امینی، عبداله (1402). ضرورت تربیت زیباشناختی از نظر جان دیویی (با تکیه بر کتاب هنز به منزلۀ تجربه ). حکمت و فلسفه، 19(74)، 46-23. https://doi.org/10.22054/wph.2023.67535.2071
3. باقری، خسرو.(1400). نگاهی دوباره به تربیت اسلامی، چاپ پنجاه و یکم، جلد اول، تهران: انتشارات مدرسه.
4. ذوالفقاری، حسن و نادعلی زاده، مسلم (1402). روش های قصه گویی و تمثیل پردازی در آثار منظوم عطار نیشابوری. مجله پژوهش نامه ادبیات داستانی، 12(2)، 164-139. doi:10.22126/rp.2021.6179.1361
5. سرکشیک، سیدهادی؛ فاطمی نیا، محمدحسن و رفیعی هنر، حمید(1401). تبیین فلسفی-روانشناختی حقیقت نفس و رابطه آن با بدن از دیدگاه علامه طباطبایی. فصلنامه تاریخ فلسفه اسلامی، 4. https://noo.rs/rStkY
6. قاسمی قلعه، بهمن محمود و مرادی، حسن (1403). نظریه تربیت وجودی با تاکید بر تاثیر مکاتب تربیت توحیدی. نشریه مطالعات راهبردی انقلاب اسلامیو 2(4)، 1-55. https://www.sid.ir/paper/1797228/fa
7. کلبادی نژاد، علیرضا و قدیری جاوید، لیلا (1400). بررسی دیدگاه علامه طباطبایی (ره) درباره معرفت نفس و رابطه آن با تهذیب و اخلاق. مجله اندیشه علامه طباطبایی. انتشار آنلاین. DOI:10.22054/tat.2017.19342.39
8. کوخایی، آزاد، و رودمقدس، رمضانعلی. (1395). بررسی سبک های فرزند پروری در منابع اسلامی. بصیرت و تربیت اسلامی، 13(36)، 129-150. SID. https://sid.ir/paper/249674/fa
9. کیان، مریم. (1394). تبیین ابعاد تربیت کودک در نظام خانواده از دیدگاه اسلام. اخلاق، 5(18 (پیاپی 40))، 9-35. SID. https://sid.ir/paper/505970/fa
10. موسوی، سیدغلامرضا (1404). سندتعالی انسان از منظر قرآن کریم براساس مدل تحلیلی SWOT و ارتباط آن با حکمرانی اسلامی. مجله مطالعات حکمرانی اسلامی، 1(1)، 16-26.https://www.sid.ir/paper/1520438/fa
11. نادی، محمدحسین؛ نجفی، محمد و امام جمعه، سیدمهدی (1403). تجدید تجربه ی تربیت عقلانی اخوان الصفا به عنوان برون رفتی از چالش های موجود در نظام تعلیم و تربیت. نشریه تربیت اسلامی، 19(50)، 87-102.https://www.sid.ir/paper/1522736/fa
12. Aneesh, A., Sia, S. K., & Kumar, P. (2024). parent-child relationship and psychological wellbeing of adolescents: role of emotion regulation and social competence. Journal of Human Behavior in the Social Environment, 34(2), 153-171. URL: https://www.tandfonline.com/doi/abs/10.1080/10911359.2023.2221321
13. Bandura, A. (1977). Social learning theory. Prentice-Hall.
14. Coburn, J. (2022). Parental Warmth and Disciplinary Strategies in Two-Parent-Adoptive and Biological Families. https://search.proquest.com/
15. Durkheim, É. (1992). Education and Sociology. New York: Free Press.
16. Esmaeeli, Mohammad Ali, & Changi Ashtiani, Mehri. (2024). The unification of the soul with the active intellect in the thought of Ibn Sīnā and Ṣadr al-Muti‘alihīn. New Rational Studies, 9(17), 97–120. https://doi.org/10.22081/nir.2022.62193.1325 (in persian).
17. Feeney, J. A., & Passmore, N. L. (2020). Adoption and attachment: Implications for parenting and child development. Developmental Psychology,56(5), 843-857. https://www.sciencedirect.com/
18. Fisher, A. (2001). Critical thinking: An introduction. Cambridge University Press.
19. Fonseca، A.، Moreira، H.، & Canavarro، M. C. (2020). Uncovering the links between parenting stressand parenting styles: The role of psychological flexibility within parenting and global psychological flexibility. Journal Of Contextual Behavioral Science، 18، 59-67. https://doi.org/10.1016/j.jcbs.2020.08.004
20. Gidado, B. K. & DIFFANG, A. D. (2023). Family dysfunction and parental role abdication as predisposing factors for drug abuse among secondary school adolescents and youths in the federal capital territory, Abuja, Nigeria. GPH-International Journal of Social Science and Humanities Research, 6(06): 01-12. https://doi.org/10.5281/zenodo.7998101
21. Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112.
22. Kant, I. (1983). Über Pädagogik [On Education]. In: Immanuel Kant’s Werke, vol. 10. Berlin: Königsberg.
23. Özaslan، A.، Yıldırım، M.، Güney، E.، Güzel، H. Ş.، & İşeri، E. (2022). Association between problematic internet use، quality of parent-adolescents relationship، conflicts، and mental health problems. International Journal of Mental Health and Addiction، 20(4)، 2503-2519. https://link.springer.com/article/10.1007/s11469-021-00529-8
24. Peng، B.، Hu، N.، Yu، H.، Xiao، H.، & Luo، J. (2021). Parenting style and adolescent mental health: The chain mediating effects of self-esteem and psychological inflexibility. Frontiers in psychology، 12، 738170. https://doi.org/10.3389/fpsyg.2021.738170
25. Piaget, J. (1954). The construction of reality in the child. Basic Books.
26. Pinquart, M., & Kauser, R. (2020). Parenting styles and child adjustment. *Journal of Child and Family Studies*.
27. Rogers, C. R. (1961). On becoming a person: A therapist’s view of psychotherapy. Houghton Mifflin.
28. Sandelowski, M., & Barroso, J. (2007). Handbook for synthesizing qualitative research. Springer Publishing Company.
29. Tian, X., & Tang, Y. (2025). The Long-Term Impact of Moral Education on College Students’ Psychological Well-Being: A Longitudinal Study Revealing Multidimensional Synergistic Mechanisms. Behavioral Sciences, 15(2), 217.
30. Yaffe, Y. (2021). A narrative review of the relationship between parenting and anxiety disorders inchildren and adolescents, International Journal of Adolescence and Youth, 26(1), 449-459.https://doi.org/10.1080/02673843.2021.1980067
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)