Providing a Model for Predicting Aggression in Male Adolescents Based on Communication Patterns, Differentiation, and Family Cohesion with a Mediating Role of Resilience

Document Type : Original Article


1 PhD Student in Educational Psychology, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran

2 Department of Family Counseling, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran

3 Department of Educational Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran


Aims: The present study aimed to investigate the aggression prediction model based on communication patterns, family cohesion, and differentiation, considering the mediating role of resilience in male adolescents. Method: The research method was descriptive-correlational, and it had a structural equation modeling type. The statistical population of the present study consisted of all second-grade high school students in Tehran in the academic year of 2019-2020, and 500 students were selected by random cluster sampling. Research tools included Connor-Davidson Resilience Scale (2003), the Novaco Anger Scale (1986), Ritchie & Fitzpatrick Communication Patterns Questionnaire (1990), Scorne and Friedlander Self-Differentiation Scale (1998), and the Family Cohesion Scale By David H. Olson, Joyce Portner, and Yoav Lavee (1985). The structural equation modeling (SEM) by AMOS software was used to analyze data. Result: The results of the conceptual model test indicated that fit indices of the research model were in a good status (GFI=0.95). Communication patterns of dialogue, family cohesion, and differentiation had a direct negative effect on aggression (P=0.05). The indirect effect of the communication pattern of dialogue, family cohesion, and differentiation on adolescent aggression due to resilience was confirmed (P=0.05).  Conclusion: Understanding the underlying factors of aggression not only led to a deeper understanding of adolescents, but also provided bases for taking into account their characteristics and differences in planning and the use of educational facilities, and thus considering expectations according to their age, psychological features, and characteristics.


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