The Role of Family Factors in Aggression of Preschool Children by Social Skills Intermediation

Mohammad Shayegh; Kazem  Barzegar Bafrooei; Mahdi Rahimi

doi:10.18502/tbj.v20i1.6183

Mohammad Shayegh Associate Professor, Department of Psychology and Educational Sciences, Faculty of Humanities and Social Sciences, Yazd University, Yazd, Iran.
Kazem Barzegar Bafrooei Associate Professor, Department of Psychology and Educational Sciences, Faculty of Humanities and Social Sciences, Yazd University,Yazd, Iran
Mahdi Rahimi M.A.,Student of Psychology Educational, Department of Psychology and Educational Sciences, Yazd University,Yazd, Iran.

DOI: https://doi.org/10.18502/tbj.v20i1.6183

Keywords: family factors, children aggression, social skills

Abstract

Introduction: The children's vulnerability to unpleasant life issues depends on their existing social abilities
and skills. Social skills are defined as the skills needed to adapt to social needs and social adjustment. The
purpose of this study was to determine the role of family factors in aggression of preschool children in terms
of social skills as a mediator.
Method: This research was descriptive (correlation). The statistical population of the study included all
preschool students in Yazd in the academic year of 2018. Participants included 350 students selected based
on Cochran formula and compilation sampling. Eliot's stress management scale, Marlow's and Crown's
social acceptance scale, Nef's self-compassionate scale, Trascat's children social skills scale, and Vahedy
et.al children aggression scale were used to measure the research variables. Data were analyzed by SPSS 21
and AMOS 20 using path analysis.
Results: The path analysis method indicated a good fit of the model and showed that among the family
factors, parents' stress had a positive direct effect and social acceptance had a negative direct effect on
aggression.
Conclusion: Family factors, with the intervening role of social sciences has a significant effect on
aggression in preschool children.