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year 9, Issue 5 (Summer 2020 2020)
Rooyesh 2020, 9(5): 173-180 |
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Zaddahesh B, Babakhani V. The Canonical Analysis of the Relationship between Perceived Social Support and High Risk Behaviors in Adolescents. Rooyesh 2020; 9 (5) :173-180
URL: http://frooyesh.ir/article-1-1975-en.html
URL: http://frooyesh.ir/article-1-1975-en.html
1- Department of Counseling, Abhar Branch, Islamic Azad University, Abhar, Iran
2- Department of Counseling, Abhar Branch, Islamic Azad University, Abhar, Iran. , vahideh_babakhan@yahoo.com
2- Department of Counseling, Abhar Branch, Islamic Azad University, Abhar, Iran. , vahideh_babakhan@yahoo.com
Abstract: (2010 Views)
High-risk behaviors are one of the most important factors in the tendency to crime. It is very imperative to identify the factors which are able to prevent or reduce these behaviors. On that basis, the present study was performed to investigate the relationship between perceived social support and high-risk behaviors in adolescents. The research method was descriptive-correlation. The statistical population consisted of all male and female high school students in public schools of Qazvin in the 2019-2020 academic year. 340 students (173 girls and 167 boys) were selected as samples by stage cluster sampling method and responded to the Perceived Social Support Scale and Riskiness Scale in Iranian Adolescents. Data were analyzed using focal correlation analysis by the Spss-22 Software. Results showed a significant positive relationship between perceived social support and high-risk behaviors. The family support component was the strongest predictor of high-risk behaviors include drug, smoking, and violence factors in adolescents. This means that the more family support in adolescents, the less drug, cigarette use, and violence they experience. Considering the significant role of perceived family support in adolescent high-risk behaviors, the study results can be used in interventions and training in child and adolescent clinics and family education courses.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2020/03/3 | Revised: 2020/08/22 | Accepted: 2020/04/28 | ePublished: 2020/07/31
Received: 2020/03/3 | Revised: 2020/08/22 | Accepted: 2020/04/28 | ePublished: 2020/07/31
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