ش الگوي ارتباطي خانواده بر مسئوليتپذيري نوجوانان با نقش ميانجي خودكارآمدي و نظمبخشي هيجاني دانشآموزان. (Persian)

Background & Aims: The family, as the founder of the personality, identity, values and intellectual standards of children and the place of learning the culture, norms, values and gender roles that exist in societies (2). In fact, given the importance of early moral development, children learn responsibility from their parents and learn to take responsibility for the consequences of their actions (3). Research has shown that families affect cognitive and emotional development through their relationship (6). Also, among human skills, none may be as important and effective as beliefs about self-efficacy defined as individuals' beliefs about their ability to control life-changing events (12). The tasks that human beings face throughout their lives are very wide and varied; As a result, the self-efficacy feature can be used and examined in specific spectrums. When a person has self-efficacy in situations in his life, he can experience more responsibility as a result (14). Other research in this field has shown that self-esteem affects interpersonal communication and responsible behaviors, social communication, and constructive thinking skills. Emotional development can follow a family communication pattern (15). In other words, emotion regulation can also affect human behaviors, such as responsibility. In this context, it has been shown that training emotion regulation skills can be considered as part of programs that create and increase responsibility (19). In addition, it has been found that a person who can control emotions and feelings experiences more responsibility (20). Based on the above, the researcher seeks to answer the question that what role does the family communication model play in adolescents 'responsibility with mediating the role of students' self-efficacy and emotional regulation? Methods: This research was a correlation in the form of structural equation model. To conduct this research, 352 students (163 boys and 189 girls) were selected from the second year high school students in Shiraz in the academic year 2010-2011 using a multi-stage cluster random sampling method. Were selected as a sample. The method of conducting the research was that the researcher first referred to the education and training of Shiraz city and after explaining the purpose of the research and the satisfaction of the officials and with a referral letter in hand, referred to the schools and questionnaires of communication patterns of Koerner family and Fitz Patrick (2002) distributed and collected the self-efficacy of Scherer et al. (1982), the Grosso John (2003) emotion regulation questionnaire, and Soroush (2011). Finally, descriptive statistics (mean and standard deviation), Kalmogorov-Smirnov test and structural equations using SPSS-23 and AMOS-22 software were used to analyze the data. Results: The results showed that the relationships between many exogenous, mediating and endogenous variables are positively and negatively significant. And the range of correlation coefficients between all studied variables is from -0.001 to 0.86. In addition, the relationships between the research variables were significant at the level of 0.01 and 0.05. Another finding showed that dialogue affects responsibility through self-efficacy (p = 0.02, β = 0.32) and cognitive reassessment (p = 0.01, β = 0.18). . Also, compliance through cognitive reassessment affects responsibility (β = 0.06, p = 0.05). However, suppression between dialogue (p = 0.92, β = 0.0001) and compliance (β = 0.04, p = 0.10) does not have a significant mediating role on responsibility. Self-efficacy and cognitive reassessment are significant between the relationship between dialogue orientation and family compliance orientation and responsibility. On the other hand, it was found that the direct and indirect path (self-efficacy and cognitive re-evaluation) of dialogue to responsibility and the indirect path of compliance (cognitive re-evaluation) to responsibility are significant. Also, the coefficient of determination of responsibility (R2 = 0.46) is higher than the coefficient of determination of self-efficacy (R2 = 0.10), cognitive re-evaluation (R2 = 0.13) and repression (R2 = 0.7). Finally, the results showed that the self-efficacy prediction based on dialogue was approved and the compliance prediction based on self-efficacy was rejected. Also, the prediction of cognitive reassessment based on dialogue and compliance was confirmed. But in the field of repression, only conformity could predict repression, and dialogue could not predict repression. The liability prediction was approved based on dialogue and Conformity was not able to predict liability. The prediction of responsibility based on self-efficacy and the prediction of responsibility based on cognitive reassessment were confirmed. However, this hypothesis was not confirmed in the context of predicting liability based on suppression. On the other hand, it was found that self-efficacy between dialogue orientation and mediation responsibility is significant. However, self-efficacy is not significant between compliance orientation and mediation responsibility, and also, it was found that only cognitive reassessment between dialogue and compliance with mediation responsibility is significant. Conclusion: In the explanation of the present research, it can be stated that in the direction of dialogue, the person in the family can express his / her opinions, hear the arguments of family members and present appropriate arguments himself / herself, and skills Achieves a variety of topics such as problem solving, effective communication, emotion control and management; Because the individual is influential in important family decisions and has gained the necessary independence (22). These provide the basis for the development of abilities and belief in them, and thus verbal persuasion creates a source of self-efficacy (31). Also, when a person has a conversation in the family environment, he / she can get acquainted with different opinions according to the arguments that are put forward in the family environment on various issues (5); And he can use adaptive strategies to regulate his emotions and learn different cognitive skills. As a result, he knows that his thoughts, emotions and behaviors are under his control and he can look at events from different angles and perceive them (26). This confirms that external situations do not affect the individual, but it is his thoughts that create behavioral and emotional consequences (32). Also in the direction of conformity, the individual tries to avoid conflict and to experience mutual dependence with the family. In this regard, the cohesion of the family is high and the family has a hierarchy and emphasizes the relationships within the family and the interests of the family are paramount (5). All of these, especially the emphasis on matching one's views with others and emphasizing the interests and values of the family, can provide the basis for understanding phenomena and events from different perspectives. Can use cognitive reassessment strategy. When adolescents use this strategy, they can eventually experience responsibility (5). [ABSTRACT FROM AUTHOR]

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