FACTORS RELATED TO THE PSYCHOLOGICAL ADJUSTMENT OF IRANIAN CHILDREN WHO HAVE EXPERIENCED DIVORCE
Bibliographic record
Abstract
Divorce is an event that can have profound psychological consequences for children of all ages. Vast research has shown that children from divorced families suffer from short and long-term negative effects such as mental health problems (i.e. anxiety and depression) and interpersonal relationship issues. Exposure to parental conflict and triangulation are two of the strongest influences in a child's adjustment to divorce and their psychological well-being. Previous literature has focused on predominately white populations. Much less is known about minority cultures; specifically Iranian populations and the impact of divorce on child adjustment and mental health. Only a few studies have focused on Iranian children and divorce, however these studies were conducted in Iran and information was limited. Iranian culture greatly values family stability. Ethnic group memberships and culture are central elements in an Iranian-Americans sense of self. With divorce, these individuals typically lose all three. The purpose of this study was to explore and understand the impact of culture on Iranian children experience of parental divorce in the United States. 41 Iranian-American and 2 Iranian-Canadian adult children of divorce, ranging in age from 18 to 46 years, participated in an online self-report survey measuring adjustment to divorce, beliefs about separation, anxiety, stress, resilience, and perceptions of divorce. Open-ended questions were used to capture unique aspects of culture that influenced their experience. Specifically questions were designed to explore how Iranian children perceive their experience of divorce compared to divorced children in other cultures. Overall quantitative results indicated that adult Iranian children of divorce who had lower levels of adjustment to the divorce and higher reports of irrational beliefs about parental separation as children/adolescents also had higher levels of stress and anxiety as adults. Additionally, individuals who perceived that Iranian culture had an impact on their divorce experience also reported lower levels of adjustment to divorce and higher prevalence of irrational beliefs about parental separation/divorce. Qualitative results included important cultural aspects and perceptions of divorce that are unique to the Iranian community. Aspects of divorce that were related to being Iranian included cultural stigma and judgment, loss of culture and familial support, and psychological distress and shame. Furthermore, results from this study provide new insight into how cultural aspects impact the child's psychological well-being, overall adjustment, beliefs about separation, stress, and anxiety. Therapeutic implications are discussed as well as limitations, strengths, and suggestions for future research.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".