عنوان مقاله [English]
The purpose of this article was to study the relationship between family-centered model of dialog and children's autonomy and to offer its educational explanation. The statistical population of this study included all the senior high school students in Isfahan, Iran (n ₌ 162937) in the academic year 2015-2016. Using the cluster sampling method and Cochran formula, a sample of 384 students was selected. The data collection instruments were parental dialogue-centered communication and personal autonomy questionnaires. Their content and construct validity was verified, and their reliability indices were calculated using Cronbach's alpha coefficient (the first questionnaire: 0.91 and the second questionnaire: 0.75). Then the collected data were analyzed using SPSS software (21st version). The findings of the first part of the study revealed that there is a significant relationship between parental dialog-centered communication pattern in the family and children's autonomy. It was further revealed that there is a significant relationship between the first three dimensions of parental dialog-centered communication pattern (level of communication with children, perception of children’s presence, management of family dialogue) and children's autonomy. In the educational explanation section, using the inferential-analytical method and briefly reviewing the Cognitive Learning Theory, it was concluded that dialogue in the family, as a powerful and effective cognitive stimulus, constantly makes children think, announce their position and reinforce their reasoning ability. On the other hand, it can be concluded that acceptance of children by their parents and involving them in family dialogs causes them to trust their intellectual and reasoning abilities and ultimately fosters their personal autonomy.