Introduction: This study was conducted to determine the relationships of spirituality, resiliency, and coping strategies with quality of life, and to determine their predicting power in university students’ quality of life.Method: The statistical population was Razi University students. The samples (N=375) were selected by classified random method for this population. The information collection tools were Ghobari’s Spirituality Experience; Conner, and Davidson Resiliency Questionnaire (CD-RISC); Coping Strategies Scale of Lazarus and Folkman (WOCQ); and Quality of Life Questionnaire (SF-36). This study had the correlation design and data were analyzed by stepwise regression.Results: Spirituality, resiliency, and emotion-oriented strategy predicted 38% of quality of life variance. Quality of life had a positive relationship with resiliency, spirituality, and problem-oriented strategy factors and a negative relationship with emotion-oriented coping strategy.Conclusion: Since resiliency, spirituality, and coping strategies factors could predict the quality of life, the students’ quality of life will be enhanced by creating such capacities.
momeni,K . (2012). Relationship of spirituality, resiliency, and coping strategies with quality of life in university students. International Journal of Behavioral Sciences, 6(2), 97-103.
MLA
momeni,K . "Relationship of spirituality, resiliency, and coping strategies with quality of life in university students", International Journal of Behavioral Sciences, 6, 2, 2012, 97-103.
HARVARD
momeni K. (2012). 'Relationship of spirituality, resiliency, and coping strategies with quality of life in university students', International Journal of Behavioral Sciences, 6(2), pp. 97-103.
CHICAGO
K momeni, "Relationship of spirituality, resiliency, and coping strategies with quality of life in university students," International Journal of Behavioral Sciences, 6 2 (2012): 97-103,
VANCOUVER
momeni K. Relationship of spirituality, resiliency, and coping strategies with quality of life in university students. IJBS. 2012;6(2):97-103.