Volume 5, Issue 3 (September 2026)
IJER 2026, 5(3): 0-0 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Kazeminejad R, Azizi G, Haddadi K. (2026). Predicting Entitlement/Grandiosity Schema Based on Resilience and Emotional Intelligence in Children. IJER. 5(3),
URL: http://ijer.hormozgan.ac.ir/article-1-578-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-578-en.html
Predicting Entitlement/Grandiosity Schema Based on Resilience and Emotional Intelligence in Children
1- M.A. in Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran
2- Department of Educational Management, Faculty of Humanities, Saveh Branch, Islamic Azad University, Saveh, Iran ,azizigh@iau.ac.ir
3- Department of Psychology, South Tehran Branch, Islamic Azad University, Tehran, Iran
2- Department of Educational Management, Faculty of Humanities, Saveh Branch, Islamic Azad University, Saveh, Iran ,
3- Department of Psychology, South Tehran Branch, Islamic Azad University, Tehran, Iran
Abstract: (2 Views)
Objective: Childhood serves as the foundation for the formation of deep cognitive patterns that determine an individual's developmental trajectory. The present study aimed to predict the Entitlement/Grandiosity schema based on the levels of resilience and emotional intelligence among elementary school students.
Methods: This study utilized a descriptive-correlational design with regression modeling. The statistical population consisted of all upper-primary school students in Tehran during the 2024-2025 academic year. A sample of 400 students was selected using multi-stage cluster sampling. Data were collected using the Young Schema Questionnaire for Children (YSQ-C), the Bar-On Emotional Quotient Inventory (Youth Version), and the Child and Youth Resilience Measure (CYRM-28). Data analysis was performed using Pearson correlation coefficient and multiple regression analysis via SPSS-26.
Results: The results indicated a significant inverse relationship between emotional intelligence, resilience, and the entitlement schema (p < 0.01). Regression analysis revealed that these two variables collectively predicted 38% of the variance in the Entitlement/Grandiosity schema. Specifically, emotional intelligence (β = -0.45) and resilience (β = -0.32) were significant negative predictors of the target schema.
Conclusions: Based on the findings, deficits in adaptive capacities (resilience) and emotion management skills (emotional intelligence) are key factors in the formation of entitlement-based beliefs in children.
Methods: This study utilized a descriptive-correlational design with regression modeling. The statistical population consisted of all upper-primary school students in Tehran during the 2024-2025 academic year. A sample of 400 students was selected using multi-stage cluster sampling. Data were collected using the Young Schema Questionnaire for Children (YSQ-C), the Bar-On Emotional Quotient Inventory (Youth Version), and the Child and Youth Resilience Measure (CYRM-28). Data analysis was performed using Pearson correlation coefficient and multiple regression analysis via SPSS-26.
Results: The results indicated a significant inverse relationship between emotional intelligence, resilience, and the entitlement schema (p < 0.01). Regression analysis revealed that these two variables collectively predicted 38% of the variance in the Entitlement/Grandiosity schema. Specifically, emotional intelligence (β = -0.45) and resilience (β = -0.32) were significant negative predictors of the target schema.
Conclusions: Based on the findings, deficits in adaptive capacities (resilience) and emotion management skills (emotional intelligence) are key factors in the formation of entitlement-based beliefs in children.
Keywords: Entitlement/Grandiosity Schema, Resilience, Emotional Intelligence, Elementary Students, Early Maladaptive Schemas
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/08/12 | Accepted: 2025/12/14 | Published: 2026/09/1
Received: 2025/08/12 | Accepted: 2025/12/14 | Published: 2026/09/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
