Comparison of pers onality characteristics, emotional intelligence and cognitive-emotional adjustment strategies among students of ordinary schools and government samples

Teens are the future capital of society. The difference between two educational environments can enhance or create different personality and emotional characteristics in the two groups of students in these schools. The purpose of this study was to compare personality traits, emotional intelligence, and cognitive-emotional adjustment strategies in students of ordinary schools and government samples. This is a causal-comparative study. The statistical population consisted of all female students studying in primary schools in Bushehr city in 2017 in primary schools. A multistage randomized cluster sampling was conducted on 150 students (75 students of normal schools and 75 students of state-run schools). Data collection was done using five-personality trait (NEO-FFI), Predictive Intelligence (PFEIQ), and cognitiveemotional regulation (CERQ) questionnaires. Descriptive statistics and covariance data were analyzed. The results showed that there is a significant difference between the students of ordinary schools and the government sample in the personality characteristics of extraversion, openness and acceptability, so that ordinary school students have an extraversion score higher than that of students in state-run public schools and in features Openness and acceptability, students in ordinary schools have a lower score than students in state-run public schools. Also, the data show that there is a significant difference in emotional intelligence and cognitive-emotional adjustment between students of ordinary schools and government samples. Students in state-run sample schools have a higher score in their positive emotional setting than in regular school students. According to the results of the study, the attention of planners to educational and educational programs in the field of emotion and the reduction of maladaptive personality traits is felt.