The current study aims to identify a relationship between spiritual intelligence and stress coping strategies, on a sample of (60) Families of children with intellectual disability, The use measure of spiritual intelligence for families of children with intellectual disability was prepared by Ali (2010), stress coping strategies for the families of children with intellectual disability scale was prepared by researcher. Satistical methods were used: averages, standard deviations, correlation coefficients, simple regression analysis and one way ANOVA. The results revealed a correlation is positive statistically significant correlation between spiritual intelligence and stress coping strategies, Revealed a correlation is positive statistically significant correlation between age both spiritual intelligence and stress coping strategies, as well as the results led to that there are no differences in both spiritual intelligence and stress coping strategies due to the educational level, There are statistically significant differences in both spiritual intelligence and stress coping strategies due to gender. And that it can predict the degree of stress coping strategies for Families by grades on the spiritual intelligence scale.
gaber, S. (2019). Spiritual intelligence and its relationship to stress coping strategies in families of children with intellectual disability. المجلة التربوية لکلية التربية بسوهاج, 64(64), 407-441. doi: 10.21608/edusohag.2019.40774
MLA
sherif gaber. "Spiritual intelligence and its relationship to stress coping strategies in families of children with intellectual disability". المجلة التربوية لکلية التربية بسوهاج, 64, 64, 2019, 407-441. doi: 10.21608/edusohag.2019.40774
HARVARD
gaber, S. (2019). 'Spiritual intelligence and its relationship to stress coping strategies in families of children with intellectual disability', المجلة التربوية لکلية التربية بسوهاج, 64(64), pp. 407-441. doi: 10.21608/edusohag.2019.40774
VANCOUVER
gaber, S. Spiritual intelligence and its relationship to stress coping strategies in families of children with intellectual disability. المجلة التربوية لکلية التربية بسوهاج, 2019; 64(64): 407-441. doi: 10.21608/edusohag.2019.40774
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