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Tamannaeifar M, Shahmirzaei S. Prediction of Academic Resilience Based on Coping Styles and Personality Traits. PCP. 2019; 7 (1) :1-10
URL: http://jpcp.uswr.ac.ir/article-1-579-en.html
1- Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran.
Abstract:   (1236 Views)
Objective: The purpose of the present study was prediction of academic resilience based on coping styles and personality traits.
Methods: The present study was a cross-sectional research. Study population comprised all students of Kashan University graduating February to March 2017. A total of 368 (253 females and 115 males) students studying in academic year 2016-2017 were selected by cluster sampling method. The data were collected using academic resilience scale, coping inventory for stressful situation and neo personality traits inventory. To analyze the obtained data, regression analysis was performed in SPSS V. 22.
Results: Academic resilience had a significant positive correlation with problem-focused coping style (r=0.21, P<0.01) and significant negative correlations with emotion-focused coping style (r=-0.41, P<0.01) and avoidance coping style (r=-0.16, P<0.05). In addition, there were positive correlations between academic resilience and extroversion (r=0.45, P<0.01), openness (r=0.10, not specified), agreeableness (r=0.28, P<0.01), conscientiousness (r=0.53, P<0.01), but significant negative correlation with neuroticism (r=-0.18, P<0.05). Moreover, the results of regression analysis indicated that emotion-focused style and problem-focused coping style predicted 21% of academic resilience variance, and conscientiousness and extraversion personality traits predicted 32% of academic resilience variance.
Conclusion: Results of this study support Endler and Parker’s model of resilience and confirm that students’ coping styles have considerable impact on their academic resilience. Furthermore, the findings indicated that academic resilient individuals mostly have conscientious and extravert personality traits.
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Type of Study: Research | Subject: Cognitive behavioral
Received: 2018/07/10 | Accepted: 2018/11/25 | Published: 2019/01/1

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