تاثیر آموزش خانواده مبتنی بر نظریه انتخاب بر بهزیستی تحصیلی و خودتنظیمی تحصیلی نوجوانان قلدر

سعادت   احمدی; غلامحسین مکتبی; منیجه  شهنی ییلاق; مرتضی  امیدیان

Authors

Saadat Ahmadi PhDStudent, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran. Author https://orcid.org/0000-0003-1547-8640
Gholamhossein Maktabi Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran Corresponding author https://orcid.org/0009-0004-2753-9441
Manijeh Shehniyailagh Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran Author https://orcid.org/0000-0002-8110-5335
Morteza Omidian Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran Author https://orcid.org/0000-0003-4417-438X

Keywords:

Choice theory, family education, bullying, academic well-being, academic self-regulation

Abstract

This study aimed to determine the effectiveness of choice theory-based family education on academic well-being and academic self-regulation among adolescents with bullying behaviors. This applied study used a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of male lower-secondary school students in Farsan during the 2024–2025 academic year. The sample included 60 students with bullying behavioral symptoms who were selected through multistage cluster random sampling and simple random assignment, and were allocated to experimental and control groups. The experimental group received the choice theory-based family education package, whereas the control group received no intervention. Data were collected using the Academic Well-Being Questionnaire developed by Tuominen-Soini et al., the Academic Self-Regulation Questionnaire developed by Savari and Arabzadeh, and the Illinois Bullying Scale developed by Espelage and Holt. Data were analyzed using multivariate and univariate analysis of covariance. The results of multivariate analysis of covariance indicated a significant group effect on the combined dependent variables. Pillai’s trace, Wilks’ lambda, Hotelling’s trace, and Roy’s largest root were all significant, with F=101.51 and p=0.000. The results of univariate analysis of covariance showed that choice theory-based family education had significant effects on school value, school burnout, academic satisfaction, schoolwork engagement, and academic self-regulation. The F values were 25.77, 205.51, 28.22, 93.92, and 288.12, respectively, and all effects were significant at p=0.000. Choice theory-based family education can improve academic well-being and academic self-regulation in adolescents with bullying behaviors by strengthening parent–adolescent relationships, internal control, responsibility, and self-evaluation.

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