Volume 8, Issue 2 (June 2026)
IEEPJ 2026, 8(2): 0-0 |
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Mohammadnejad F, Tolou Asghari M. (2026). The Relationship Between Spiritual Intelligence and Family Communication Patterns with Students’ Bullying Behaviors. IEEPJ. 8(2),
URL: http://ieepj.hormozgan.ac.ir/article-1-1190-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1190-en.html
1- M.A. in Educational Psychology, Science and Research Branch, Islamic Az University, Tehran, Iran , mohammadzadehf@iau.ac.ir
2- M.A. in Family Counseling, Islamic Azad University, Roudehen Branch, Roudehen, Iran
2- M.A. in Family Counseling, Islamic Azad University, Roudehen Branch, Roudehen, Iran
Abstract: (215 Views)
Objective: The present study aimed to examine the relationship between spiritual intelligence, family communication patterns, and bullying behaviors among secondary school students in Tehran.
Methods: The statistical population consisted of secondary school students in Tehran. From this population, 300 students were selected using a stratified random sampling method. Data were collected using the Spiritual Intelligence Questionnaire developed by Zohar and Marshall (2000), the Family Communication Patterns Scale by Ritchie and Fitzpatrick (1990), and the Olweus Bullying Behavior Scale (1994). Data analysis was conducted using Pearson’s correlation coefficient.
Results: The results of statistical analysis indicated a significant negative relationship between spiritual intelligence and bullying behaviors, meaning that as the level of spiritual intelligence increased, bullying behaviors decreased. Additionally, a significant negative relationship was found between healthy family communication patterns and bullying behaviors. Furthermore, a significant positive relationship was observed between spiritual intelligence and family communication patterns, highlighting the role of the family environment in the development of students’ spiritual capacities.
Conclusions: The findings suggest that bullying behaviors among students are the result of the interaction between internal capacities (spiritual intelligence) and social environments (family). Enhancing spiritual intelligence and improving communication patterns within the family can serve as effective protective factors in reducing domineering and violent tendencies in educational settings.
Methods: The statistical population consisted of secondary school students in Tehran. From this population, 300 students were selected using a stratified random sampling method. Data were collected using the Spiritual Intelligence Questionnaire developed by Zohar and Marshall (2000), the Family Communication Patterns Scale by Ritchie and Fitzpatrick (1990), and the Olweus Bullying Behavior Scale (1994). Data analysis was conducted using Pearson’s correlation coefficient.
Results: The results of statistical analysis indicated a significant negative relationship between spiritual intelligence and bullying behaviors, meaning that as the level of spiritual intelligence increased, bullying behaviors decreased. Additionally, a significant negative relationship was found between healthy family communication patterns and bullying behaviors. Furthermore, a significant positive relationship was observed between spiritual intelligence and family communication patterns, highlighting the role of the family environment in the development of students’ spiritual capacities.
Conclusions: The findings suggest that bullying behaviors among students are the result of the interaction between internal capacities (spiritual intelligence) and social environments (family). Enhancing spiritual intelligence and improving communication patterns within the family can serve as effective protective factors in reducing domineering and violent tendencies in educational settings.
Keywords: Spiritual intelligence, Family communication patterns, Bullying behaviors, Secondary school students
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/11/15 | Accepted: 2026/03/13 | Published: 2026/06/1
Received: 2025/11/15 | Accepted: 2026/03/13 | Published: 2026/06/1
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