The Role of Spiritual Intelligence and Emotion Regulation in Students Resiliency

Document Type : Scientific Articles

Authors

1 M.A. of Psychology, Department of Psychology, Education Sciences and Psychology Faculty, University of Sistan and Baluchestan, Zahedan, Iran.

2 Associate Professor of Psychology, Department of Psychology, Education Sciences and Psychology Faculty, University of Sistan and Baluchestan, Zahedan, Iran.

Abstract

One of the most important factors in the psychological strategies that is needed to coping with a wide range of personal, social and cognitive challenges in adolescence, is resilience. This study examined the role of spiritual intelligence and emotional regulation on the resilience of student adolescents in Zahedan. This study was descriptive and correlational. The study population formed from 7953 boys and 9463 girls of the second high school students in Zahedan, in 2014- 2015 academic year. A sample consisted of 312 participants were selected by multistage cluster sampling method. Instruments were included, the Conner-Davidson’s Resilience Scale (2003), the Spiritual Intelligence of King (2008) and the Emotion Regulation Scale (SRI) of Marques, Ibanez, Ruiperez, Moya, Ortet (2005). To analyze the relationship between variables and predict resilience changes, Pearson correlation and the stepwise regression analysis were used. The results showed that there was a significant positive correlation between spiritual intelligence and emotional regulation with resilience. The stepwise regression analysis showed that in the first step spiritual intelligence, alone, predicts.11 of resilience (P<.001) and in the second step of spiritual intelligence and emotion regulation together predicts.14 of resilience (P<.001). Based on these findings, spiritual intelligence and emotion regulation had a positive and significant role in predicting of resilience and spiritual intelligence was a stronger predictor for resilience. Therefore it is proposed that spiritual intelligence and emotion regulation were concentrated in the programs of adolescents’ schools and in their consultation

Keywords

References

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Journal of Educational Psychology Studies
Volume 20, Issue 51
December 2024
Pages 117-105

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