year 9, Issue 6 (Summer 2020 2020)                   frooyesh 2020, 9(6): 37-44 | Back to browse issues page

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Mohammadian D, Ahmadi S, Ilanloo H. The comparison of resilience and educational self-regulation and coping strategy in girl and boy students. frooyesh. 2020; 9 (6) :37-44
1- M.A. student, Kharazmi University, Tehran, Iran.
2- Assistant professor, Kharazmi University, Tehran, Iran. ,
3- PHD student, Kharazmi University, Tehran, Iran.
Abstract:   (615 Views)
The purpose of this study was to compare the resilience and emotional self-regulation and stress coping strategies in high school girls and boys. The research method was causative -comparative. The statistical population of the study included all girls and boys of high school in district 11 of Tehran in the school year of 96-97. The sample size was 210 (105 girls and 105 boys) who were selected by cluster sampling method. Thus, two girls chr('39')and two boyschr('39') schools were randomly selected from the high schools and the questionnaires were distributed among the students. In this study, three following Questionnaires were used: Conner-Davidson Resilience Scale (CD-RSC), Cognitive Emotion Regulation (CERQ), and Coping Inventory for Stressful Situation(CISS). Data were analyzed using two independent t-tests. Results showed that there was a significant difference between self-regulation scores in girls and boys and in girls more than boys (P <0.05). Also, there was a significant difference in the mean scores of the three coping styles (problem-focused, avoidant, emotion-focused) between male and female students and was higher in girls than boys (P <0.05). But there was no significant difference in mean scores of the resiliency of girls and boys (P <0.05). Therefore, it is concluded that although enhancing these three variables is necessary for boy and girl learning, self-regulation training and coping strategies in male students should be considered more and more.
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Type of Article: Research | Subject: counseling
Received: 2020/03/3 | Revised: 2020/08/23 | Accepted: 2020/04/22 | ePublished: 2020/08/25

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