Effectiveness of positive parenting skills training on social competence and emotion regulation in student

The purpose of this study was to investigate the effectiveness of positive parenting skills training on social competence and emotion regulation of students. The research method was a pre-test, post-test, and control group. The study population in this study was all mothers of 15-15 years old students in Tehran's first high schools in 1396, of which 30 were selected through purposeful sampling. Participants were randomly replaced in two groups with the same proportion. The experimental group received a positive parenting program in 8 sessions (2 hours) in a group format, while the control group was put in the waiting list. Grenfsky et al. (2001) cognitive emotion regulation strategies and Parandin social competence (2006) were completed by students in two stages: pre-test and post-test. Data were analyzed using covariance analysis. The results of univariate covariance analysis indicated that positive parenting skills training has a significant effect on positive emotional regulation and decreasing negative emotional regulation of students. The results also showed that positive parenting skills training has a significant effect on the social competence of students. Therefore, it can be said that improving the social excitement and social adequacy of students is the result of changing the patterns and methods of parenting in their mothers who participated in positive parenting sessions.