Abstract
The study aimed to investigate the effectiveness of parenting effectiveness training on parenting stress and academic vitality of Afghan immigrant students with specific learning disabilities living in Isfahan. The research utilized a quasi-experimental method with a pre-test and post-test design, including a control group. For this purpose, 30 Afghan students living in Isfahan and their parents who were studying in the second year of primary school and in grades four to six in the academic year 2023-2024 were selected using a multi-stage sampling method and according to the criteria for entering the study and were randomly assigned to two experimental groups (15 people) and control (15 people). Parents in the experimental group underwent performance program training for two months, in eight 90-minute sessions. The control group did not receive any intervention during this period. To collect data, valid and standard instruments were used, including the Abdin Parenting Stress Questionnaire (1990), the Dehghanizadeh and Hosseinchari Academic Vitality Questionnaire (2012), and Raven's Progressive Matrices. The data were examined and analyzed using the analysis of covariance statistical method.The results showed that there was a significant difference between the performance of the two experimental and control groups in the variables of parenting stress and academic vitality in the post-test phase.In summary, it can be concluded that parenting effectiveness training was effective in reducing parenting stress and improving students' academic vitality, and its use is recommended to therapists, educators, psychologists, and counselors.
Keywords: Parental Effectiveness, Parenting Stress, Academic Buoyancy, Students, Specific Learning Disabilities, Afghan Migrants.



Extended Abstract

Introduction

Human migration is a universal phenomenon that has persisted since the dawn of human history. Contemporary global statistics and the current political-economic climate indicate that international migration remains prevalent, with no signs of a declining trend (Karimizadeh et al., 2022). Nevertheless, the migration process—whether internal or international—is inherently stressful (Ehsaaspor et al., 2014). According to the International Organization for Migration (IOM) global report, Iran is among the top ten asylum-hosting countries in Asia, with the vast majority of migrants being Afghan nationals (Seddighi, 2024). Beyond security and economic factors, educational opportunities have consistently served as a primary attraction for these migrants to Iran (Mirzaei, 2018).
On the other hand, while many migrant children and students strive for success within the host country's educational system, they often struggle to achieve satisfactory academic progress and performance, leading to higher dropout rates compared to native students (Amini, 2022). Among the various factors influencing learning and academic processes—and consequently, an individual's talents, interests, attitudes, efficacy, and personality—are learning disabilities (Torrazi, 2018). Although a child's disorder affects the entire family dynamic, parents, particularly mothers who often bear greater responsibility for childcare due to traditional roles, experience significant psychological pressure. One such pressure is parenting stress (Sheikholeslami & Seyed Esmaili Ghami, 2019). Furthermore, a critical indicator of students' academic success and productivity is academic buoyancy (Comerford, Batteson, & Tormey, 2015). Research findings indicate that children with specific learning difficulties exhibit lower levels of academic buoyancy compared to their peers (Montaseri, 2020).
In summary, existing literature indicates that the migration process—regardless of its underlying reasons or duration, and whether internal or international—is inherently stressful. Due to the cultural, educational, and social disparities between their host country and country of origin, migrant students may exhibit a higher prevalence of learning disabilities compared to their native peers. However, the reviewed literature reveals a significant gap, as no study has yet examined the effectiveness of Parent Effectiveness Training (PET) on the parenting stress and academic buoyancy of Afghan migrant students. Therefore, the present study sought to investigate whether Parent Effectiveness Training influences parenting stress and academic buoyancy among Afghan migrant students with specific learning disabilities.

Literature Review

Dyson (2010) demonstrated that the presence of a child with specific learning disabilities often impairs family functioning and induces significant stress in parents. Subsequent research further corroborates high levels of parenting stress among parents of children with specific learning disabilities (Shojaei, 2018). Furthermore, findings indicate that children with specific learning difficulties exhibit lower academic buoyancy compared to their peers (Montaseri, 2020), whereas higher academic buoyancy is associated with vital motivational outcomes, such as reduced anxiety (Sperling et al., 2017) and enhanced academic performance (Collie et al., 2015). Additionally, studies have shown that Parent Effectiveness Training (PET) reduces children's behavioral problems (Eyberg, Nelson, & Boggs, 2008) and improves family dynamics as well as social and academic interactions between parents and children (Lundahl, Risser, & Lovejoy, 2006). More recent evidence also suggests that such training significantly mitigates parental stress (Tan, Lyu, & Lu, 2024), improves parent-child social and academic interactions (Tanhaei Rashvanlou & Goli, 2023), and enhances children's general health (Lashkari, 2004).

Methodology

This study employed a quasi-experimental pretest-posttest control group design. The target population consisted of Afghan migrant students residing in Isfahan and their parents during the 2023-2024 academic year. A sample of 30 participants was selected through multi-stage sampling based on specific inclusion criteria and randomly assigned to either the experimental group (n = 15) or the control group (n = 15). Data collection instruments included the Parenting Stress Index (PSI), the Academic Buoyancy Questionnaire, and Raven's Progressive Matrices. Following the selection of the research sample, the pretest was administered to both groups. Parents in the experimental group subsequently participated in eight 90-minute Parent Effectiveness Training (PET) sessions conducted over two months, while the control group received no intervention. Data were analyzed using descriptive statistics (frequency, percentage, and mean) and inferential statistics, specifically the analysis of covariance (ANCOVA), via SPSS-26 software.

Results

Statistical analysis revealed that in the posttest stage, the experimental group exhibited significantly lower mean scores in parenting stress and significantly higher mean scores in academic buoyancy compared to the control group.
Table (1): Analysis of Covariance for Stress Scores





Source


Sum of Squares


df


Mean Square


F


Sig.


Eta Squared


Power




Pretest


246.620


1


246.620


2.339


0.139


0.089


0.312




Group


4721.801


1


4721.801


44.792


0.001


0.651


1.000




As presented in Table 1, a significant difference was observed between the experimental and control groups (p < 0.05). Considering that the mean parenting stress scores in the experimental group were significantly lower than those in the control group at the posttest, it can be concluded that Parent Effectiveness Training (PET) successfully reduced parenting stress among the participants.
Table (2): Analysis of Covariance for Vitality Scores




Source


Sum of Squares


df


Mean Square


F


Sig.


Eta Squared


Power




Pretest


174.948


1


174.948


31.454


0.001


0.567


1.000




Group


108.152


1


108.152


19.445


0.001


0.448


0.988




As presented in Table 2, a significant difference was observed between the groups (p* < 0.05). Given that the mean academic buoyancy scores in the experimental group were significantly higher than those in the control group at the posttest, it can be concluded that Parent Effectiveness Training (PET) successfully enhanced students' academic buoyancy.

Discussion

Regarding the impact of Parent Effectiveness Training (PET) on parenting stress, the findings of this study are consistent with previous research, including Fu et al. (2023), Eyberg, Nelson, and Boggs (2008), Moghtadaei et al. (2020), Yari (2017), and Tirgar (2013). In providing a theoretical explanation, it can be argued that elevated levels of parenting stress often lead parents to employ coercive, inflexible, and aggressive disciplinary methods. Such parental behaviors tend to exacerbate the child's existing difficulties, thereby creating a detrimental negative feedback loop (Greenspan & Wieder, 2006). Furthermore, concerning the effect of PET on academic buoyancy, the results align with the findings of Fadavi et al. (2021), Montaseri (2020), and Tavangar (2018). It can be concluded that academic buoyancy is a fundamental psychological asset for all students; it serves as a catalyst that generates and sustains the necessary energy and resilience to navigate academic challenges (Akbari & Rahimi, 2016).

Conclusion

Given that the present study focused on parents and migrant students at the elementary level, and considering that the findings demonstrate the efficacy of Parent Effectiveness Training (PET) in mitigating parenting stress and enhancing students' academic buoyancy, several practical recommendations can be made. It is highly recommended that school administrators, educational counselors, and stakeholders involved with migrant populations incorporate PET modules into their support programs. Utilizing this training package can serve as a proactive strategy to improve the psychological well-being of families and foster greater academic resilience among migrant students.
Acknowledgments
The authors would like to express their sincere gratitude and appreciation to all those who provided assistance and support throughout the conduct and advancement of this research.