he prediction of educational and emotional resilience based on the psychological, familiar, and social factors: a comparison between the profiles of educational and emotional resilience dimensions

Authors

Abstract

The conceptualization of resilience as a general or multidimensional construct and recognizing the inhibitors and facilitators of it are the main issues in the resilience literature. Therefore, the present study investigated the discriminant variables of educational resilient and emotional resilient groups in person-focused approach, to examine the general or multidimensional construct of resilience. Participants were selected from the low socio-economical status of second grade Shiraz high schools. From 846 participants in this statistical sampling, 137 students were recognized as educational resilient, 146 students as emotional resilient and 28 students as dual resilient. Participants completed the Inventory of Parent and Peer Attachment of Armsden and Greenberg, the Teacher As Social Context Questionnaire of Belmont et.al., the Cognitive Emotion Regulation Questionnaire of Garnefski and Kraaji, the Children's Coping Strategies Checklist of Sandler et.al, Children Depression inventory of Cox and Beck, Psychological Well-Being of Kelley and Peterson and Educational Resilience of Martin. The results of descriptive discriminant analysis showed that among the research variables, the best discriminator variables between educational resilient and non- educational resilient groups, were respectively: active coping strategy, involvement, structure, positive cognitive emotion regulation strategy, while the results showed the best discriminator variables between emotional resilient and non-emotional resilient groups, were respectively: parent attachment, negative cognitive emotion regulation, structure, autonomy support, involvement, avoidance coping strategy. The results of predictive discriminant analysis showed that 93.7% of emotional resilient persons were classified correctly and also 92.4% of educational resilient persons were classified correctly. The implications and suggestions for future research were also discussed.

Keywords


استوار، صغری (1386). تبیین نقش واسطه‌ای توجه متمرکز بر خود و خودکارآمدی اجتماعی بر ارتباط بین اضطراب اجتماعی و سوگیری‌های شناختی. پایان نامه دکتری، شیراز: دانشگاه شیراز.
اشرف، پریچهر (1385). بررسی تأثیر دلبستگی به والدین بر خودمختاری نوجوانان با توجه به دلبستگی والدین آن‌ها به پدر و مادرشان. پایان نامه کارشناسی ارشد. شیراز: دانشگاه شیراز.
یعقوبخانی غیاثوند، مرضیه‌ (1372). رابطۀ محیط خانواده و پیشرفت تحصیلی. پایان نامه کارشناسی ارشد، دانشکده علوم تربیتی و روان‌شناسی دانشگاه شیراز.
هاشمی، زهرا و جوکار، بهرام‌ (1392). مدل یابی علّی تاب‌آوری هیجانی : نقش دلبستگی به والدین و همسالان، راهبردهای مقابله‌ای و تنظیم شناختی هیجانات. مطالعات روان‌شناختی. دوره 9، شماره 1، بهار 1392.
هاشمی، زهرا و جوکار، بهرام‌ (1390). مدل تبیینی تاب‌آوری هیجانی و تحصیلی. پایان نامه دکتری، دانشکده علوم تربیتی و روان شناسی دانشگاه شیراز.
Annunziata, D., Hogue, A., Faw, L., and Liddle, H. A. (2006). Family functioning and school success in at-risk, inner-city adolescents. Journal of Youth and Adolescence, 35, 105 – 113.
Belmont, M., Skinner, E., Wellborn, J., & Connell, J. (1992). Teacher as social context (TASC). Two measures of teacher provision of involvement, structure, and autonomy support. Technical Report, University of Rochester, Rochester, NY.
Brooks, J. E. (2006). Strengthening resilience in children and youths: Maximizing opportunities through the schools. Children and Schools, 28, 69-76.
Campbell-Sills, L., & Barlow, D. H. (2007). Incorporating emotion regulation into conceptualizations and treatments of anxiety and mood disorders. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 542–559). New York: Guilford Press.
Campbell-sills, L., Cohan, S., and Stein, M. B. (2006). Relationship of resilience to personality, coping, and psychiatric symptoms in young adults.Behavior research and therapy, 44, 585-599.
Crosnoe, R. and Elder, G. H. (2004). Family dynamics, supportive relationships, and educational resilience during adolescence. Journal of Family Issues, 25, 571-602.
Deci, E. L., and Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
Deci, E. L., and Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
Dieperink, M., Leskela, J., Thuras, P., and Engdahl, B. (2001). Attachment style classification and posttraumatic stress disorder in former prisoners of war. American Journal of Orthopsychiatry, 71, 374-378.
Garnefski, N. & Kraaij, V. (2009). Cognitive coping and psychological adjustment in different types of stressful life events. Individual Differences Research, 7, 168-181.
Garnefskiand N.,& Kraaij, V. (2006). Cognitive emotion regulation questionnaire– development of a short 18-item version (CERQ-short) Personality and Individual Differences.  41(6), 1045-1053.
Gizir, Cem Ali. (2004). Academic Resilience: An investigation of protective factors contributing to the academic achievement of eight grades students in poverty. Ph.D., Department of Educational Sciences. Middle East Technical University.
Gross (Ed), Handbook of emotion regulation. (2007). New York: Guilford Press.
Gross, J. J., and John, O. P. (2003). Wise emotion regulation. In L. F. Barrett and P. Salovey (Eds.), The wisdom of feelings: Psychological processes in emotional intelligence (pp. 297–318). New York: Guilford Press.
Gross, J. J., and Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Eds.), Handbook of emotion regulation. (2007). New York: Guilford Press.
Haeussler, Stephanie (2013) Emotional regulation and resilience in educational organisations: a case of German school teachers. Doctoral thesis, Northumbria University.
Kelley, M.S. and Peterson, J. L. (1997). The National Longitudinal Study of AdolescentHealth (Add Health), Waves I and II, 1994-1996: A user’s guide to the machine readable files and documentation (Data Sets 48-50, 98, A1-A3). Los Altos, CA.
Kovacs, M. & Beck, A.T. (1977). An empirical-clinical approach toward a definition of childhood depression. In J.G. Schulterbrandt & A Raskin (Eds), Depression in Children: Diagnosis, Treatment, and Conceptual Models. New York: Raven Press.
Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press.
Luthar, S. (1991). Vulnerability and resilience: a study of high-risk adolescents. Child Development, 62, 600–616.
Luthar, S.S., and Cicchetti, D. and Baker, (2000). The construct of resilience: Implications for interventions and social policies. Development and Psychopathology, 12, 857–885.
Martin, A. J. (2003). The Student Motivation Scale: Further testing of an instrument that measures school students’motivation. Australian Journal of Education, 47, 88–106.
Masten, A. S. (2001). Ordinary majic: Resilience processes in development. AmericanPsychology, 56, 227-238.
Mikulincer, M., & Shaver, P. R. (2003). The attachment behavioral system in adulthood: Activation, psychodynamics, and interpersonal processes. In M. P. Zanna, (Ed.), Advances in experimental social psychology (Vol. 35, pp. 53-152). San Diego, CA: Academic Press.
Ming-hui Li. (2008). Helping college students cope: Identifying predictors of active coping in different stressful situations. Journal of Psychiatrry, and Psyvhology and Mental Health, Volume 2, Issue 1.
Piers, D., (2004). The effects of a cognitive behavioral and emotional resilience program on the emotional resilience, social competence and school adjustment of elementary students. California State University Long Beach.
Reis, S. M., Colbert, R. D., and Hebert, T. (2005). Understanding resilience in diverse, talented students in an urban high school. Roeper Review, 27, 110-120.
Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. E. Rolf, A. S. Masten, D. Cicchetti, K. Nuechterlein, and S. Weintraub (Eds.), Risk andprotective factors in the development of psychopathology (pp.181-214). New York: Cambridge University Press.
Sandler, I. N., Ayers, T. S., Bernzweig, J. A., Wampler, T. P., Harrison, R. H., and Lustig, J. L. (1990). Children coping with divorce-related stressful events. Paper presented at the American. Psychological Association, Boston, MA.
Schoon, I., Parsons, S., and Sacker, A. (2004). Socioeconomic adversity, educational resilience and subsequent levels of adult adaptation. Journal of Adolescent Research, 19, 383-404.
Sirin, S. R., and Rogers-Sirin, L. (2004). Exploring school engagement of middle-class African American adolescents. Youth and Society, 35, 323 – 340.
Taylor, R. D., and Lopez, E. I. (2005). Family management practice, school achievement, and problem behavior in African American adolescents: Mediating processes. Applied Developmental Psychology, 26, 39 – 49.
Taylor, Sylvia Y. (2007). Academic resilience in African American students: A study of recovery from proximal risk, Ph.D., Emory University, 85 pages.
Vincent, E. C., (2007). Gender differences in protective factors associated with educational, emotional and dual domain resilience, Ph.D. Department of Counseling and Educational Psychology, Indiana University.
Washington, A. R. (2010). Professional school counselors and African American males: Using school/community collaboration to enhance academic performance. Journal of African American Males in Education, 1, 26-39.
Williams, J. M., & Bryan, J. (2013). Overcoming adversity: High-achieving African American youth’s perspectives on educational resilience. Journal of Counseling and Development, 91, 290-299.
Yates, T. M. and Masten, A. S. (2004). Fostering the future: Resilience theory and the practice of positive psychology. In P. A. Linley and S. Jozeph and (Eds), Positive psychology in practice (pp. 521-539). Hoboken: New Jersey.