Comparison of Parent–Child Relationships, Sense of Coherence, and Psychological Capital among First-Cycle Secondary School Female Students from Only-Child and Multi-Child Families in Khomam
Keywords:
parent–child relationships, Sense of coherence, psychological capital, only-child and multi-child familiesAbstract
The present study examined differences in parent–child relationships, sense of coherence, and psychological capital among first-cycle secondary school female students from only-child and multi-child families in Khomam. In terms of purpose, this study was applied research, and in terms of method, it was causal-comparative (ex post facto). The statistical population consisted of 200 first-cycle secondary school female students, including 100 only-child students and 100 students from multi-child families, in the 2024–2025 academic year. Data were collected using the Fine Parent–Child Relationship Scale (PCRS), Antonovsky’s Sense of Coherence Scale (SOC-13), and the Psychological Capital Questionnaire (Luthans, 2007). Data analysis was performed using descriptive indices and inferential statistics, including the t-test and multivariate analysis of variance. The data were analyzed using SPSS version 23. The findings showed that the mean score of parent–child relationships in the multi-child group was significantly higher than that of the only-child group (p < 0.05). Moreover, the mean score of sense of coherence in the multi-child group was significantly higher than that of the only-child group (p < 0.001). In addition, a significant difference was observed between the two groups in psychological capital, including hope, resilience, and optimism, and the mean scores of psychological capital and its components were higher in the multi-child group than in the only-child group (p < 0.001). The analysis of variance indicated that family type had a significant effect on all dependent variables, namely parent–child relationships, sense of coherence, and psychological capital (p < 0.001). Overall, multi-child families had better parent–child relationships, which positively affected children’s sense of coherence and psychological capital. These results indicated a significant difference between the two groups in all three variables, namely parent–child relationships, sense of coherence, and psychological capital, and students from multi-child families performed better on these variables than only-child students. Therefore, it can be concluded that having multiple children has a positive effect on parent–child relationships, sense of coherence, and psychological capital.
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