he prediction of educational and emotional resilience based on the psychological, familiar, and social factors: a comparison between the profiles of educational and emotional resilience dimensions

The conceptualization of resilience as a general or multidimensional construct and recognizing the inhibitors and facilitators of it are the main issues in the resilience literature. Therefore، the present study investigated the discriminant variables of educational resilient and emotional resilient groups in person-focused approach، to examine the general or multidimensional construct of resilience. Participants were selected from the low socio-economical status of second grade Shiraz high schools. From 846 participants in this statistical sampling، 137 students were recognized as educational resilient، 146 students as emotional resilient and 28 students as dual resilient. Participants completed the Inventory of Parent and Peer Attachment of Armsden and Greenberg، the Teacher As Social Context Questionnaire of Belmont et. al.، the Cognitive Emotion Regulation Questionnaire of Garnefski and Kraaji، the Children''s Coping Strategies Checklist of Sandler et. al، Children Depression inventory of Cox and Beck، Psychological Well-Being of Kelley and Peterson and Educational Resilience of Martin. The results of descriptive discriminant analysis showed that among the research variables، the best discriminator variables between educational resilient and non- educational resilient groups، were respectively: active coping strategy، involvement، structure، positive cognitive emotion regulation strategy، while the results showed the best discriminator variables between emotional resilient and non-emotional resilient groups، were respectively: parent attachment، negative cognitive emotion regulation، structure، autonomy support، involvement، avoidance coping strategy. The results of predictive discriminant analysis showed that 93. 7% of emotional resilient persons were classified correctly and also 92. 4% of educational resilient persons were classified correctly. The implications and suggestions for future research were also discussed.