Child and Adolescent Cultural-Social Research

Abstract Introduction:
Mosques, as sacred spaces for spiritual connection with God and the propagation of Islam, have historically served secondary functions alongside their primary roles. They employ various methods to encourage adolescent participation, functioning not only as places of worship but also as centers for education, social interaction, and the transmission of religious values across generations. This article examines the characteristics of mosques that successfully attract teenagers and foster their religious education. Attracting adolescents to mosques is not merely about increasing physical attendance; the ultimate goal is to cultivate a profound connection between teenagers and religious values, strengthen their sense of belonging to the Islamic community, and nurture a generation capable of confronting contemporary intellectual and moral challenges.
Method:
This applied research adopted a survey method, with a statistical population of 300 families residing near three active and three inactive mosques, selected via multi-stage cluster sampling. Mosque activity levels served as the selection criterion, distinguishing between "active" and "inactive" mosques. Here, "inactive" refers to mosques with minimal supplementary activities, not a complete absence of function. Questionnaire data were analyzed using SPSS software, with results organized into two distinct sections. Content validity was ensured through expert review, and reliability was confirmed via Cronbach’s alpha (exceeding 0.70).
Findings and Results:
The study revealed that the quantity and quality of mosques' primary and secondary activities significantly influence adolescent attendance and participation. Enhanced primary functions—such as congregational prayers, supplications, religious lectures, and classes—correlate with greater teenage engagement. Additionally, the imam’s acceptability, as both the mosque’s manager and a trusted spiritual leader, plays a pivotal role in attracting youth. The mosque’s external features also contribute notably to this dynamic.
Keywords:
Active mosque, adolescents, inactive mosque, religious education

Abstract Abstract
Introduction: Rapid cultural and social transformations, accelerated by technological advancements and globalization, have significantly impacted the lives of children and adolescents. In Iran, these changes have introduced numerous challenges in cultural and social domains, necessitating comprehensive identification and mitigation strategies. Given that childhood and adolescence are critical stages in the formation of identity, beliefs, and values, structured planning is essential to minimize risks and leverage opportunities. This study examines the cultural and social challenges faced by Iranian children and adolescents in 2024 (1403), prioritizing these issues across two dimensions—cultural and social—and proposing actionable solutions.
Methods: This qualitative study employed thematic analysis. Data were collected through semi-structured interviews with 11 cultural, educational, and social experts, selected purposively based on their expertise. The data were analyzed using MAXQDA software through a three-stage coding process: open, axial, and selective. Open-ended questionnaires were also administered to validate findings and enhance reliability.
Results: The findings categorize challenges into two main areas:

Cultural Challenges:

Decline in religious and national beliefs: Diminished adherence to religious and national values due to inadequate family upbringing, unengaging educational content, and ineffective media.
Adoption of foreign cultural norms: Excessive influence of Western media and celebrities has eroded cultural identity.
Reduced hope for the future: Economic instability and pessimistic parental attitudes contribute to widespread hopelessness.
Lack of cultural/recreational facilities: Insufficient public spaces for leisure activities lead to excessive and unproductive virtual engagement.

Social Challenges:

Deficits in social skills: Adolescents face difficulties in social integration, teamwork, and coping with social judgment.
Identity crisis: Confusion regarding personal, national, and gender identity results in significant uncertainty.
Family relationship issues: Declining emotional interactions between parents and children due to excessive virtual engagement and busy lifestyles.
Misuse of virtual spaces: Virtual platforms often foster behavioral issues and technology addiction rather than constructive use.


Discussion: The study underscores the urgent need for policy-driven interventions to address these challenges. Key recommendations include prioritizing identified issues, establishing public cultural/recreational centers, educating parents on effective parenting, and producing appropriate media content. Reforming the educational system and implementing identity-strengthening programs are also crucial.
Recommendations:

Allocate sufficient funding for public cultural and recreational centers.
Develop training programs for parents and teachers to improve parenting and mentorship skills.
Implement policies to monitor and regulate virtual spaces effectively.
Promote indigenous media content to reinforce cultural identity.

This study highlights the necessity of addressing the needs of children and adolescents—the most vulnerable demographic—and provides a foundation for informed policymaking in cultural and social domains.
Keywords: Adolescents, Children, Cultural, Issues and Challenges, Social.

Abstract Objective:
The libraries of the Intellectual Development Center for Children and Adolescents serve as vital spaces for personal growth, fostering social behavior, enhancing knowledge and creativity, and cultivating reading habits among young individuals. Identifying the factors that encourage children and adolescents to revisit the center is essential for developing strategies to enhance these contributing elements. This study aims to identify and measure the factors influencing members' decisions to return to the Intellectual Development Center for Children and Adolescents in Nowshahr.
Method:
This applied research adopts a descriptive survey approach, utilizing both field and library-based methods. Data were collected through a researcher-developed questionnaire. Initially, open-ended interviews were conducted with 30 visitors (aged 7–17) to the Nowshahr Intellectual Development Center to identify key factors influencing their willingness to return. Responses were categorized into six groups, and corresponding questionnaire items were developed. The final questionnaire comprised 24 items on a five-point Likert scale, with a Cronbach’s alpha reliability score of 0.81 (calculated using SPSS).
The study population included all children and adolescents (aged 7–17) who visited the center during the summers of 1402 and 1403. Data analysis proceeded in three stages:

Binomial test – Assessing the impact of each factor on revisit intention.
Friedman test – Prioritizing the influencing variables.
Mann-Whitney and Kruskal-Wallis tests – Examining the effects of gender and age, respectively, on respondents' perceptions.

Findings:
The primary factors influencing revisit intention were:

Internal motivation
Trainers' behavior
Available resources
Workshops (general and specialized)
Center environment
Facilities

Gender differences were observed: girls rated the center’s environment, facilities, and internal motivation as more influential than boys did. Additionally, older participants placed greater importance on facilities (play areas, amphitheater, lighting, climate control, etc.).
Conclusion:
The findings indicate that revisit intention is shaped by multiple factors, with trainers' behavior being the most significant. The results align with Fishbein and Eisen’s theory of attitude and motivation, which posits that behavioral intention stems from personal attitudes and social norms, often influenced by role models (e.g., parents, peers, trainers).
These insights can inform policy-making at intellectual development centers and libraries serving children and adolescents. The prioritized factors are:

Trainers' behavior
Members' internal motivation
Information resources
Center environment
Facilities
Workshops

 

Abstract The need for amusement, entertainment and filling free time is one of the basic needs of human beings. The purpose of the present study is the systematic review of internal research in the field of child and adolescent entertainment. Systematic review method used in this research. This type of review is a purposive method to identify, select and evaluate relevant studies and collect information with a critical perspective. For this purpose, the keyword "entertainment" was searched in the databases of Noor Magz, Mag Iran, SID and Comprehensive Portal of Human Sciences. The number of articles were obtained by the initial search was about 300 Persian articles, which first of all was conducted by one researcher. In the next step, the researcher removed duplicate and unrelated articles based on the inclusion and exclusion criteria, and finally 28 articles were included in the research. By studying the conducted research, it can be said that a significant amount of research has concentrated on entertainment in terms of religious dos and don'ts, and other research has been addressed the entertainment issue in a limited way from other psychological, social and cultural terms. According to the role of entertainment in the children and adolescents‘s education and training in our country, it is necessary to study the role of entertainment in the mental health of children and adolescents and to pay attention to the impact of various social, cultural, economic and political conditions on entertainment.

Abstract Objective:
In recent decades, video games have become a prevalent pastime among teenagers and young adults, who devote considerable time to playing them. Beyond their entertainment and commercial value, American video games, including Call of Duty, also serve educational and ideological purposes. The American gaming industry combines high production quality with deliberate messaging, embedding educational or persuasive objectives within its games. Video games possess a unique capacity to foster unconscious attachment in players, and gamification can shape user interactions in ways that influence adolescent education. This study evaluates the educational approach embedded in the American video game Call of Duty.
Methods:
Given the research subject and hypotheses, this study adopts an applied research design. Data were collected through surveys, questionnaires, and library research. Utilizing scenario analysis, the research follows a descriptive-analytical approach. By employing survey methods and questionnaire-based data collection, the study analyzes and describes the implications of Call of Duty’s educational approach.
Results:
The study surveyed a statistical sample of 420 individuals from the target population. All respondents were male, aged between 12 and 19, with educational levels ranging from 7th to 12th grade. Analysis of participant responses confirmed the research hypotheses, indicating that Call of Duty’s portrayal of violence, anti-nationalism, and foul language significantly impacts adolescent and young adult education indicators.
Conclusions:
Call of Duty is a politically charged game series that conveys explicit political messages by immersing players in specific scenarios. The historical roots of such games trace back to the 1980s, with many titles attempting to shape political narratives—rendering them, in a sense, educational. The study found that, from the perspective of respondents—particularly those drawn to violent content—Call of Duty contributes to the normalization of foul language and anti-nationalist sentiments among teenagers and young adults.
 
 

Abstract Introduction
Television can exert both positive and negative effects on children, with their developmental level—including media literacy, family education, media consumption habits, cultural background, and socio-economic status—playing a critical role in determining these outcomes. While not all television or online content is detrimental or contrary to educational and moral principles, substantial evidence highlights the adverse effects of exposure to certain media content, such as violence, advertising, and depictions of tobacco use. These effects include increased aggressive behavior, rising obesity rates, physical inactivity, and academic decline, warranting serious consideration.
Methods
This study employs a library-based research method, utilizing relevant sources aligned with the research objectives. Data were collected through questionnaires, with samples selected purposively. The study aims to investigate the consequences of television viewing on children, specifically examining how media influences childhood experiences and how these experiences have evolved compared to previous generations.
Findings
In recent years, television and new media have predominantly been perceived through an informational and news-oriented lens within the dominant cognitive paradigm. However, for children, their dual roles in entertainment and education are more pronounced. Television viewing for children primarily serves as a leisure activity, offering entertainment and time-passing benefits. However, excessive screen time reduces engagement in other critical activities, necessitating careful management by adults.
Given the pervasive exposure of children to media content, active parental monitoring and control are increasingly essential. The influence of television on audiences, particularly children, is undeniable. In an era marked by the proliferation of fake news and misleading information across media and social networks, even adults struggle to discern factual accuracy. Consequently, it is imperative to equip younger generations with the skills to critically evaluate sources, assess evidence, and judge the validity of the information they encounter.
Conclusion
The findings underscore that the most significant consequence of media proliferation for children is the loss of valuable childhood opportunities. Excessive screen time displaces critical activities such as peer interaction, outdoor play, group games, and motor skill development. The traditional play-centered childhood has shifted toward a screen-dominated experience, depriving children of diverse physical and social experiences. To mitigate these negative effects, proactive measures—including stricter content monitoring and parental oversight—are urgently needed.