Rooyesh-e- Ravanshenasi Journal(RRJ)

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The aim of this study was to investigate the relationship between perceived parenting styles with emotional well-being and social well-being of high school girl students in Tehran's 2nd district. The statistical population of this study was all high school girl students in Tehran during the years 2016-2017. The research method was descriptive and correlational; According to Morgan's table, 229 students were selected by cluster sampling and responded to the questionnaires. For data collection, Baumrind's parenting style questionnaire (1967), and Keyes & Magyar-Moe’s subjective well-being questionnaire were used. Pearson correlation coefficient and regression coefficient were used to analyze the data. The results of data analysis indicated that there was a relationship between parenting styles with social well-being and emotional well-being and There was a positive and significant relationship between the authoritative parenting style with sub-components of social well-being (social acceptability, social realism, social participation, and social cohesion); there was also a significant relationship between the authoritative parenting style with positive and negative emotional well-being, while there was no meaningful relationship between Absolute permissive and authoritarian parenting styles with these components.

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The purpose of this study was to investigate the relationship between emotional well-being and social well-being with educational Goal orientation of high school students. Sample and sample size: The statistical population was all high school girl students in Tehran during the years 2016-2017, 229 students were selected by cluster sampling and responded to the questionnaires. Instruments: To collect the data, Keyes & Magyar-Moe’s subjective well-being questionnaire and academic Goal Orientation Questionnaire of Bouffard et al (1998) were used. Results: The results of data analysis showed that there was relationship between emotional and social well-being with educational goal orientation. Conclusion: It is suggested to provide information in the field of academic goal orientation for students, in order to increase the level of mastery goal orientation among students, and to increase their emotional and social well-being.