year 9, Issue 6 (Summer 2020 2020)
Rooyesh 2020, 9(6): 57-64 |
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1- M. A. in General Psychology, Faculty of Literature and Humanity Sciences, University of Guilan, Rasht, Iran.
2- Professor of Psychology, Faculty of Literature and humanity sciences, University of Guilan, Rasht, Iran.
3- M. A. in General Psychology, Faculty of Literature and Humanity Sciences, University of Guilan, Rasht, Iran. , farzinbagheri73@gmail.com
2- Professor of Psychology, Faculty of Literature and humanity sciences, University of Guilan, Rasht, Iran.
3- M. A. in General Psychology, Faculty of Literature and Humanity Sciences, University of Guilan, Rasht, Iran. , farzinbagheri73@gmail.com
Abstract: (1789 Views)
The purpose of this study was to compare the sense of coherence and personal intelligence in female students with and without traumatic experiences. The method of this study was causal-comparative. The statistical population of this study consisted of female students with and without traumatic experience who were in the ninth grade of education schools in one district of Rasht city during the academic year 2018-2019. The sample consisted of 160 female students (80 students with traumatic experience and 80 students without traumatic experience) who were selected through convenience sampling. In order to collect data, the Trauma Accident Screening Questionnaire - Self-Report Form (Ford et al., 2002), Antonovski's sense of coherence Questionnaire (1993), and Meyer & Allen's personal intelligence Questionnaire (2013) were used. The results of the analysis of variance showed that the sense of coherence and personal intelligence was different among female students with and without a traumatic experience (P˂0.001). Overall, the results of this study showed that awareness of psychological traits such as the sense of coherence and personal intelligence leads to better services for these people to experience a better quality of life and education.
Type of Article: Research |
Subject:
Clinical Psychology
Received: 2020/03/17 | Revised: 2020/08/23 | Accepted: 2020/04/4 | ePublished: 2020/08/25
Received: 2020/03/17 | Revised: 2020/08/23 | Accepted: 2020/04/4 | ePublished: 2020/08/25
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