The Relationship between Parenting Styles, Psychological Hardiness, and Students’ Resilience

The Relationship between Parenting Styles, Psychological Hardiness, and Students’ Resilience Z. Mirzamohammadi, M.A. F. Mohsenzadeh, Ph.D. M. Arefi, Ph.D. The purpose of this study was to investigate the relationship between parenting styles (dominant, possessive and ignoring child rearing attitudes), psychological hardiness, and students’ resilience. The research method was correlational and the statistical population of the study included all girls studying in vocational high schools of Kermanshah in 2014 (approximately 2000 students). Random cluster sampling method was utilized and 300 students were selected. The instrumentation comprised Drews and Teahan Parenting Styles Questionnaire (1957) (translated by Shokrkon and Najarian, 1993), Ahvaz Hardiness Questionnaire (Kiyamarsi et al., 1998) as well as Connor-Davidson Resilience Scale (CD-RISC, 2003). The obtained data were analyzed through both descriptive and inferential statistics (Pearson correlation coefficient and regression analysis). Results showed that there was a significant, positive relationship between ignoring child rearing attitudes and students’ resilience, whereas neither dominant nor possessive child rearing attitudes had significant associations with resilience. In addition, a significant, positive relationship was observed between psychological hardiness and students’ resilience. Results of regression analysis indicated that two predictive variables, namely students' psychological hardiness and ignoring child rearing attitudes, could positively predict resilience in students. Hence, it is suggested that due attention be paid to the above-mentioned variables. Key words: resilience, parenting styles, psychological hardiness, students