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The Relationship of Parental Education with Knowledge and Practice Level of Middle School and High School Students of Isfahan Regarding Violent Behaviors
Abstract
Background: It can be concluded from the existing theories that parental education status, by affecting socioeconomical status of families, can impact the incidence of violent behaviors in teenagers. Therefore, this study was conducted aiming at investigating the relationship between parental education and teenagers’ knowledge of violent behaviors and their incidences.
Methods: For this cross‑sectional, descriptive‑correlational study, a sample of 5500 teenager students from Isfahan province were selected by random cluster sampling and responded to a 61‑item questionnaire. The data collected from by questionnaire was analyzed by Spearman’s statistical correlation and multiple regression methods.
Results: Most of the students under study (89.1%) were living in cities and the rest were rural dwellers. In terms of gender, female to male ratio was approximately equal (49.8% vs. 50.2%). The statistical results showed that there is a significant positive relationship between practice and knowledge (R = 0.092 and P = 0.00), but there is no significant relationship between parental education and practice and there is a significant relationship between parental education and knowledge (Mothers’ education P = 0.00 and R = 0.121 and fathers’ education P = 0.00 and R = 0.109). Moreover, there was a positive significant relationship between teenagers’ knowledge of violence consequences (P = 0.005 and B = 0.048) violent behavior causes (P = 0.00 B = 0.085) and methods of preventing violent behaviors (P = 0.00 and B = 0.085) with teenagers’ practice.
Conclusions: Based on the results of the present study that indicates teenagers are less aware of the consequences of violent behavior compared to other subscales of knowledge, it is better that teenagers’ education about the violent behaviors are more about the consequences of violent behavior rather than its definitions. Moreover, parental education is related to teenagers’ knowledge of the violent behavior so it is better that in various grades more comprehensive and suitable information regarding violent behaviors be presented.
Keywords: Iran, knowledge, parental education, practice, violent behaviors
Methods: For this cross‑sectional, descriptive‑correlational study, a sample of 5500 teenager students from Isfahan province were selected by random cluster sampling and responded to a 61‑item questionnaire. The data collected from by questionnaire was analyzed by Spearman’s statistical correlation and multiple regression methods.
Results: Most of the students under study (89.1%) were living in cities and the rest were rural dwellers. In terms of gender, female to male ratio was approximately equal (49.8% vs. 50.2%). The statistical results showed that there is a significant positive relationship between practice and knowledge (R = 0.092 and P = 0.00), but there is no significant relationship between parental education and practice and there is a significant relationship between parental education and knowledge (Mothers’ education P = 0.00 and R = 0.121 and fathers’ education P = 0.00 and R = 0.109). Moreover, there was a positive significant relationship between teenagers’ knowledge of violence consequences (P = 0.005 and B = 0.048) violent behavior causes (P = 0.00 B = 0.085) and methods of preventing violent behaviors (P = 0.00 and B = 0.085) with teenagers’ practice.
Conclusions: Based on the results of the present study that indicates teenagers are less aware of the consequences of violent behavior compared to other subscales of knowledge, it is better that teenagers’ education about the violent behaviors are more about the consequences of violent behavior rather than its definitions. Moreover, parental education is related to teenagers’ knowledge of the violent behavior so it is better that in various grades more comprehensive and suitable information regarding violent behaviors be presented.
Keywords: Iran, knowledge, parental education, practice, violent behaviors