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South Journal of Educational Psychology and Counseling
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The Relationship between Parents’ Psychological Capitals and Flexibility and Hardiness among Gifted and Normal Students of Gorgan City
Mohadese Ghorbani*1; Javan Shir Asadi 2
1. Author: General Psychology graduate student of Islamic Azad University of Gorgan, Gorgan, Iran
2. Faculty Member, Department of Psychology, Islamic Azad University of Gorgan, Gorgan, Iran
*Corresponding author:monika.8893@yahoo.com
To cite this paper: Ghorbani, M. & Asadi, J. (2017). The Relationship between Parents’ Psychological Capitals and Flexibility and Hardiness among Gifted and Normal Students of Gorgan City. South journal of Educational Psychology and Counseling, 4, 1, 34-45.
Abstract
Having a good relationship with parents is very important for everyone especially adolescents. Many problems the happen in the course of adolescence for the adolescents and their families are caused by the lack of open communication between parents and adolescents. The aim of this study is to investigate the relationship between parents’ psychological capital and flexibility and hardiness among gifted and normal students of Gorgan city. The present study is conducted by descriptive and inferential analysis on the high school adolescents in Gorgan. In this study, 200 gifted and normal students and 200 parents are selected by shared access method and communication problems between adolescents and parents are investigated. In this study the researcher has addressed the relationship between variables such as: parents’ psychological capital, the flexibility and hardiness of normal and gifted adolescents. The statistical analyses based on SPSS software showed that there is a significant relationship between parents’ psychological capital and flexibility and an insignificant relationship between parents’ psychological capital and hardiness among gifted and normal students. Therefore it is suggested to the mental and social health authorities to consider the relationship in the families especially families with adolescents as a pervasive and important technique for primary prevention and teach healthy family relations.
Introduction
Today students form a part of our society that are experiencing a critical period that cusses adaptation, educational, anxiety and depression problems for various reasons including age requirements, uncertainties of educational and career future, emotional poverty and family disorder. Thus in this regard (2002), Bozan proposes the eight-dimensional structure Sterman et al (2000) suggest seven-eight-dimensional structure and Siriman(2000) introduces the three-dimensional structure (Goleman, 2006). Today, researchers believe that social intelligence has a multidimensional structure but there is still no universal definition in this regard. It seems that diversity of opinions and inability to find a consensus is the cause of all problems to measure social intelligence (Cron, 2009).
Recognizing the positive role of parents in the development of young people is highly regarded; teenagers at the beginning of their lives are empty from any good or bad habit; it could be claimed that one of the major causes of mental disorders in children is parents’ broken relationships or serious family disagreements. In any case education through habit is the easiest and most prestigious educational method. The effects and parental influence on child development are numerous. The child selects his behavioral model from among the people living in the environment around him. The receptive and understanding parents will be the source of security for anxious teenagers. Family environment and circumstances can be an encouraging or inhibiting factor at the growth stages. (Nairu et al., 2009)
1. hypotheses
In this paper while introducing the main hypotheses by various researchers in flexibility, the hypothesis psychological capital and hardiness of the normal and gifted adolescents and its relationship with the parents is regarded which us discussed based on the following four hypothesis:
First hypothesis: flexibility of normal male and female adolescents has a significant relationship with parents’ psychological capital.
Second hypothesis: flexibility of gifted male and female adolescents has a significant relationship with parents’ psychological capital.
Third hypothesis: Hardiness of normal male and female adolescents has a significant relationship with parents’ psychological capital.
Fourth hypothesis: Hardiness of gifted male and female adolescents has a significant relationship with parents’ psychological capital.
2. Theoretical definition 2.1.Psychological capital
Psychological capital is one of the indicators of positivism that is defined by features such as a person's belief in his ability to succeed, having perseverance to follow the goals, creating positive attributions about oneself and tolerance of problem. Psychological capital is a combined and continuous structure that includes the four cognitive perception components of hope, optimism, self-efficacy and resilience (Luthans, 2004).
2.2.Flexibility
2.3.Hardiness
Kubasa (1993) introduces hardiness as a complicated characteristic feature. The person in whom the amount of challenge attributes is greater considers the life events as an opportunity for the efficiency and stability and an arena to study and develop him and does not choose to be passive in the face of these events.
2.4.Operational definitions 2.4.1.Psychological capital
It refers to the overall score of the subjects from Luthans’ (2003) psychological capital inventory.
2.4.2.Hardiness
It is the score obtained by Kubasa hardiness questionnaire (1979) that includes 20 questions. Hardiness is one of the characteristic features considered as a factor for improving mental health. Hardiness is a combination of beliefs about oneself and the world that makes a person immune against external and internal pressures. In fact this feature is the ability of proper processing external and internal stimuli (Kubasa, 1979).
2.4.3.Normal adolescents
It refers to the first grade high school students.
2.4.4.Gifted adolescents
It refers to the first grade high school students that are talented in terms of education.
3. The analysis of the research concepts and theories 3.1.Psychological capital bases
Psychological capital is a positive psychological state and realistic and flexible approach towards life that is formed of hope, optimism, resiliency and self-efficacy and each of them is considered as a positive psychological capacity, it has reliable measurement scale, it is based in theory and research and it is state based and can be developed and it is significantly associated with functional outcomes (Luthans & Avolio, 2010; quoted in Noorodinvand et al., 2014).
Also having a psychological capital in addition to better coping enables individuals to be less stressed against stressful situations, have high power in the face of problems, achieve a better perspective about them and be less affected by daily events; therefore these people have higher psychological well-being (Robbins, Waters, Caccioppe and Millet, 1998).
3.2.The theoretical foundations of psychological capital
The term capital refers to the available values and resources used for a particular need. Accordingly so far three important assets i.e., financial, human and social capitals have been considered by the researchers. The capital with physical shape such as money, machinery, equipment, land, buildings and so on and it is converted into industrial capital used in production of goods and services is called financial/economic capital (Luthans et al., 2010; quoted in Najjari et al, 2012).
3.3.Luthans et al. theory
According to them psychological capital is a positive development psychological status with the following characteristics: commitment and providing the effort necessary to succeed at challenging tasks (self-efficacy); the positive reference about successes at now and in the future (positivism); stability in the way of achieving the purpose and changing the path if necessary to achieve success (hope) and stability in the face of adversity and difficulties to achieve success (resiliency) (Luthans et al, 2008; Laura et al, 2012; quoted in Najjari et al, 2012). Luthans et al (2008) believe that the positive psychological capital promotes the human and social capital in the organization. These components give meaning to the individual’s life in an interactive and evaluative process and lead to the continuation of efforts to change stressful situations, prepare him to enter the scene and guarantee his tenacity hardiness in achieving the goals (quoted in Najjari et al, 2012).
3.4.Flexibility foundations
Flexibility refers to the person’s openness to experience in the face of the stimuli. Karmezi & Mastion have defined resiliency as the ability or the outcome of successful adaptation to adverse conditions. It is a personality trait that has different degrees in different people and presents the reaction type of people versus new experiences (Karmezi & Mastion, 1991).
Early theories of flexibility are mostly focused on understanding the characteristics of flexible people through which people could achieve positive outcomes and adaptation in the face of adverse conditions. But later studies were developed in this field due to recognizing external factors as adverse socio-economic conditions, parental mental illnesses, abuse, poverty, violence, chronic disease and disastrous events which can lead to decreased flexibility (Luthar et al., 2000). New theories look at flexibility as a multidimensional construct that includes fundamental variables such as temperament, personality and specific skills such as problem solving skills. These skills allow the person to acceptably adapt to the traumatic life events. So although the first wave of studies in the field of flexibility was more focused on understanding the characteristics of flexible people, the second wave was focused on the processes through which the people could successfully cope with stress and traumatic events (Campell-Sills et al., 2006).
Since the 1960s psychiatrists and psychologists interested in the trauma etiology have long studied children who have been predicted to be subject to the risk of psychological damage due to specific biological factors (e.g. having a schizophrenic parent), before birth injuries (for example, preterm birth) or unfavorable environmental factors (poverty). Observing the normal operation of some of these children led to the concept of '' resiliency: a good performance in a context of risk” (Soleimaninia et al., 2010).
3.5.Hardiness bases
The concept of hardiness should not be summarized as specific forces to withstand mental stress but the presence of this structure helps the person in harsh conditions. It helps him to put the threatening events more successfully behind. Hardiness is the ability to understand the external conditions and make decisions about one (Lambert, 2007).
adversity and tragedy of life. Challenge means believing that change (instead of being constant) is natural in the normal life and the change of stimulus is proper for the growth rather than a threat to security and therefore Kubasa has considered hardiness as a factor to reduce of prevent the negative effects of stressful life (Lambert, 2007).
4. Studies conducted in relation to the subject of the study
Ali Jalali et al (2015) in a study titled “The relationship between life style and social intelligence and flexibility of high school students in Gorgan in 2014-2015” showed that there is a significant relationship between these variables. Mehrshad Mallah Nokande et al (2015) in their study entitled “A comparative study of psychological capital, distress tolerance and procrastination in blind, deaf, and students with mobility impairment in Gorgan in 2014-2015”obtained results such as the significance of the defined variables. S. Puri et al (2015) showed that there is a significant relationship between psychological capital, hardiness and life quality of the divorced and normal women in Agh Ghala. The study results showed that the quality of life of normal women is more than divorced women. Omolbanin Adeli et al (2015) by addressing the relationship between hardiness and individual-social adaptation and coping strategies of the Minoodasht city second grade high school students obtained excellent results regarding the significance of these variables in female students. Somaye Khorasani (2015) in the studies carried out on the subject of the relationship between spiritual intelligence and attachment styles with hardiness indicates a significant relationship between spiritual intelligence, attachment style and hardiness. Narimani et al (2014) conducted a comparative study of psychological capital emotional styles in male students with and without learning disabilities. The results showed that there is significant difference between students’ psychological capital and emotional styles. This means that students with learning disabilities has less psychological capital than normal students and obtained lower scores than the normal students in emotional styles. As the results of multivariate analysis of variance showed, the average psychological capital scores (self-efficacy, hope, resiliency, optimism) were significantly higher in normal students than students with learning disabilities.
Kahrize eh al (2014) showed that there is a significant positive correlation between hardiness and subjective well-being (r=0.33). The results showed that hardiness has an important role in subjective well-being of divorced women. Zahednezhad (2014) in a study titled comparing the life quality of the normal and divorced women in Rāmhormoz city showed a significant difference between the normal and divorced women in terms of life quality and thus the life quality in divorced women is lower than normal women (Ghaffari et al., 2009 and also Ghaffari et al., 2012).
relationship between hardiness and marital adjustment and results indicated that hardiness is a predictor of marital adjustment.
Badran et al., (2015) in investigating the relationship between psychological capital and job satisfaction in Egypt aimed to develop positive behavior and organizational boundaries to North Africa and the Middle East. The results of this study suggested that hope, self-efficacy optimism, and resilience are positively correlated with Egyptian employee job satisfaction as discrete and integrated. Ardakh et al (2014) by investigating the relationship between social intelligence and communication development in a sample of 416 people found that the highest significance relationship of social intelligence with the scale +A, +F, +H, +E, -L, +Q2, +G and N is in students’ communication skills. So the students have high level of social intelligence in determining the future development of communication skills of students such as flexibility, tact and empathy in communication activities. There is no difference between the social Intelligence of the boys and girls (Ardakh et al., 2014). Amy et al (2014) studied the relationship between emotional and social intelligence of teenage girls and committing violence in a sample of 235 people. The results showed that aggressive behaviors have positive relationship with the age, race and experience of the aggression victim in aggressive behavior among girls. Also stress management and social and emotional skills of adolescent girls are an effective strategy to reduce violent crime. Social and emotional intelligence among healthy female students have been more than the aggressive students (Amy et al., 2014).
Rebecca & Andy in the study of the effect of flexibility on lifestyle stability among a 483 people sample found that the level of high-risk and stressful conditions if life among the subjects is correlated with flexibility and lifestyle improvement. Therefore the people who use effective strategies have healthier lifestyle (Rebecca & Andy, 2013).
Skrov et al. (2013) titled flexibility, lifestyle based on the level of anxiety and depression among the youth which is conducted on a sample of 158 subjects showed that flexibility is a predictor variable in people with depression and anxiety such that these people with flexibility can deal with the pressure and withstand internal and external threats and learn methods to keep peace in stressful conditions and increase their tolerance threshold in the face of threats and pressures and adopt a better lifestyle (Skrov et al., 2013). Linda (2012) titled the factors affecting the flexibility based on lifestyle that is conducted in a sample of 257 people showed that people who adopt healthy lifestyle report high flexibility against problems (Linda, 2012). Siu et al (2009) known as functional flexibility to withstand workplace stress among workers under physical care showed that functional flexibility has a positive correlation with job satisfaction, work life balance and quality of life and functional flexibility is negatively correlated with psychological, physical and injury symptoms(Siu et al., 2009).
5. Methodology
The sample under study is 100 gifted and 100 normal adolescents based on the previous studies. Also the sampling in this study is based on shared access method. Thus in order to determine the samples after obtaining sufficient information from the Department of Education in Gorgan city, in terms of being normal and gifted and gender, two girl schools (one normal and one gifted) and two boys' schools (one normal and one gifted) are selected randomly. Then one class is selected randomly among the classes of each center and thus the research samples are selected.
6. Methods and tools for data collection
Since any study requires some initial information obtaining the initial information, at an early stage in preparing the first and second chapters of this study the library resources are applied. And to collect statistical data the field methods is applied by the necessary tools. The research tools included two questionnaires of psychological capital (PCQ) (Luthans, 2007) and flexibility Connor and Davidson (RISC-CD) (2003).
7. Data analysis method
In this study to describe the descriptive variables the statistic indices are used and for data analysis and also for data analysis the multivariate statistical correlation and MANOVA tests are used. In the statistic part the characteristics of the subjects are presented in the form of tables and graphs. In inferential statistics of the hypothesis the MANOVA test is used for the secondary hypotheses and the in the main hypothesis the T-test is used for independent groups according to research design. In most studies that are based on the collected information of the research subject, the data analysis is the most important part of the research. The raw data are analyzed by the statistical software and after processing they are presented to the researchers as information. In this study IBM SPSS 19 software is used to analyze the descriptive values and analysis of the hypotheses. In order to analyze the relationship and compare parents’ psychological capital and flexibility of gifted and normal adolescents in Gorgan according to the survey based on the questionnaire, the relevant test statistics are used. In this study the independent average t and MANOVA tests are used.
8. Descriptive analysis of data
Before analyzing statistical data for better understanding of the studied population the data should be described. Data description is a step towards analyzing the pattern governing them and a basis to discuss the relationship between variables that are used in the study. In Table 1 the descriptive statistics related to data such as mean, standard deviation, maximum and minimum amount of data are presented.
Table 1. Descriptive indicators of variables
Variable Gender Mean SD Min Max
Psychological capital Self-efficacy Male 25.12 466.4 6 23 Female 30.13 234.4 6 27
Total 83.17 108.4 6 28 Hardiness Commitment Male 53.13 480.5 1 28 Female 95.12 502.4 4 27 Total 24.13 11.5 1 28 Control Male 22.13 432.5 1 25 Female 68.12 739.4 2 25 Total 95.12 92.5 1 25 Challenge Male 23.13 564.6 0 32 Female 64.11 543.4 0 24 Total 43.12 687.5 0 32 Flexibility Male 31.61 391.13 31 92 Female 89.68 752.11 48 98 Total 10.65 129.13 31 98
9. Research theoretical model
To test the accuracy of theoretical model the correlation coefficient, comparison of average independent T and MANOVA tests are used. The null hypothesis and the alternative hypothesis to test the correlation is as follows:
H0: ρ = 0 H1: ρ ≠ 0
Where: ρ is Pearson correlation coefficient. In the correlation tests if the P value is less than 0.05, the relationship is significant and otherwise it is not.
10. Analysis of the main
First hypothesis: flexibility of normal male and female adolescents has a significant relationship with parents’ psychological capital.
Table 2. Summary of the Pearson correlation coefficient for psychological capital and flexibility
Relationship Correlation coefficient Pvalue Result
Flexibility- psychological capital 0.077 0.244 Insignificant Flexibility- self efficacy -0.068 0.503 Insignificant Flexibility- hope 0.148 0.143 Insignificant Flexibility- resiliency 0.137 0.173 Insignificant Flexibility- optimism -0.045 0.456 Insignificant
As shown in Table (2) there is no significant relationship between flexibility of normal adolescents and psychological capital and all its components.
Second hypothesis: flexibility of gifted male and female adolescents has a significant relationship with parents’ psychological capital.
Table 3. Summary of the Pearson correlation coefficient for psychological capital and flexibility
Relationship Correlation coefficient Pvalue Result
Flexibility- psychological capital 0.24 0.01 Significant Flexibility- self efficacy 0.09 0.32 Insignificant
Flexibility- hope 0.25 0.01 Significant Flexibility- resiliency 0.16 0.09 Insignificant Flexibility- optimism 0.24 0.01 Significant
As shown in Table (3) there is a significant relationship between normal adolescents’ flexibility and psychological capital and just the subcomponents of hope and optimism.
Table 4. Summary of the Pearson correlation coefficient for hardiness and psychological capital
Relationship Correlation coefficient Pvalue Result
Hardiness- psychological capital 0.05 0.57 Insignificant Commitment – self efficacy -0.03 0.33 Insignificant Commitment – hope 0.13 0.16 Insignificant Commitment – resiliency 0.16 0.11 Insignificant Commitment – optimism -0.06 0.49 Insignificant Control – self efficacy -0.03 0.72 Insignificant Control – hope 0.18 0.06 Insignificant Control – resiliency 0.19 0.053 Insignificant Control – optimism -0.13 0.18 Insignificant Challenge – self efficacy -0.08 0.40 Insignificant Challenge – hope 0.04 0.65 Insignificant Challenge – resiliency 0.10 0.28 Insignificant Challenge – optimism -0.15 0.12 Insignificant
As shown in Table (4) there is no significant relationship between hardiness of normal adolescents and psychological capital and also there is no significant relationship between all the components.
Fourth hypothesis: Hardiness of gifted male and female adolescents has a significant relationship with parents’ psychological capital.
Table 5. Summary of the Pearson correlation coefficient for hardiness and psychological capital
Relationship Correlation coefficient Pvalue Result
Hardiness- psychological capital 0.04 0.67 Insignificant Commitment – self efficacy 0.08 0.41 Insignificant Commitment – hope 0.12 0.20 Insignificant Commitment – resiliency -0.01 0.89 Insignificant Commitment – optimism -0.03 0.72 Insignificant Control – self efficacy 0.18 0.07 Insignificant Control – hope 0.23 0.03 Significant Control – resiliency 0.004 0.96 Insignificant Control – optimism -0.05 0.57 Insignificant Challenge – self efficacy -0.06 0.10 Insignificant Challenge – hope 0.10 0.30 Insignificant Challenge – resiliency -0.09 0.32 Insignificant Challenge – optimism -0.10 0.31 Insignificant
As shown in Table (5) there is no significant relationship between psychological hardiness of gifted adolescents and psychological capital and. Also there is only a significant relationship between control and hope components and there is no significant relationship between the rest of the components of hardiness and psychological capital.
11. Results in relation to the hypotheses and research objectives 11.1. finding and results of the first hypothesis
relationship between the normal male and female adolescents and psychological capital and all its components.
The results of the previous studies that are limited report conflicting results. The results of Narimani et al (2014), Soleimaninia et al (2010), Happiness (Bass, 2000), subjective well-being (Diener, 2000), optimism (Patterson, 2000), faith (Meyers, 2000), autonomy (Ryan & Deci, 2000), rationality (Baltz and Staudinger, 2000), dramatically (Lubinsky and Bnbvy, 2000) and creativity (Simonton, 2000) are inconsistent with the present study.
Discussion: given that the hypothesis is rejected, it can be concluded that the subscales of parents’ psychological capital is not effective on normal adolescents’ flexibility. And based on psychological capital they do not have the features of flexible individuals that achieve positive outcomes against adverse conditions. It should be noted that parents’ psychological capital is not the only factor affecting the adolescents’ flexibility and factors such as mental illnesses, poor economic conditions, catastrophic events etc. actually lead to reduced flexibility. Also a flexible person can acquire flexibility features through education at schools and the role of community is considerable. Personality features of each person affect flexibility such that some people are flexible instinctively.
11.2. Findings and results of the second hypothesis
In the second hypothesis it is claimed that flexibility of gifted male and female adolescents has a significant relationship with parents’ psychological capital. In order to test this hypothesis the Pearson correlation coefficient is used that its results indicate that the calculated level of significance (0.240) is less than the test error 0.01. Thus the research hypothesis is confirmed and thus there is a significant relationship between the gifted male and female adolescents’ flexibility and psychological capital and just hope and optimism subcomponents. The results are not in line with a few studies but they are consistent with Hafarian (2015) in hope and with Luthans & Avolio (2010) quoted in quoted in Noorodinvand et al., 2014 in resiliencs with Brint, Congrass (2002) Luthans and Joseph (2007).
Discussion: given that the hypothesis is confirmed, the significance of this hypothesis is not confirmed between all subscales of psychological capital. So it can be concluded that in general, flexibility association with gifted adolescents’ parents’ psychological capital can have a positive effect in them in adverse conditions. But the research shows highlighted importance of hope and optimism versus self-efficacy and resilience. According to this hypothesis parents of these teenagers in hope subscale that is a motivational state to consider clear goals in life and in the optimism subscale that indicates they attribute their successes to internal factors and related their failures to the external factors which presents a high level of motivation.
11.3. Findings and results of the third hypothesis
Discussion: given that the concept of hardiness indicates that this helps the person to pass the threatening events successfully and gives the ability to understand the external conditions and the ability to make the right decisions and based on the results hardiness of normal adolescents is low based on the parents’ psychological capital subscales, it is hard to decide that parents’ psychological capital is the only determining factor of hardiness among adolescents because other factors may be effective on adolescents’ hardiness. According to the results it cannot be mentioned that these adolescents have lower hardiness and if other factors are studied they may indicate the degrees of hardiness in them.
11.4. Findings and results of the fourth hypothesis
In the fourth hypothesis it is claimed that hardiness of gifted male and female adolescents has a significant relationship with parents’ psychological capital. In order to test this hypothesis the Pearson correlation coefficient is used that its results indicate that the percentage of positive comments is less than the negative comments thus the hypothesis is not confirmed and there is no significant relationship between adolescents’ hardiness and psychological capital. Also there is only a significant relationship between the components of control and hope and there is no significant relationship between the rest of hardiness and psychological capital components. The results are inconsistent with Liu (2006), Johnson et al (2002) and Majidian (2005). Discussion: the concept of hardiness indicates that this helps the person to pass the threatening events successfully and gives the ability to understand the external conditions and the ability to make the right decisions and based on the results hardiness of gifted adolescents is low based on the parents’ psychological capital subscales, however, it is hard to decide that parents’ psychological capital is the only determining factor of hardiness among adolescents because other factors may be effective on adolescents’ hardiness. Nevertheless, there is more effectiveness between control subscale of hardiness variable that represents the predictability of events by these people and the subscale of hope of psychological capital that is a positive motivational state to consider clear goals in life; compared to other variables of hardiness on psychological capital.
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