The aim of the present study was to explore the relationship between personality traits, ACADEMIC stress, and ACADEMIC PERFORMANCE in college students. On a random sample of 419 students (166 male and 253 female), the short form of The Big Five Inventory and Student-Life Stress Inventory were applied. The relations between personality traits, ACADEMIC stress, and ACADEMIC PERFORMANCE were studied using correlation and hierarchical regression analysis. The results of pearson-product moment correlations showed that there was a significant positive correlation between conscientiousness, extraversion, and openness to experience, agreeableness and ACADEMIC PERFORMANCE and there was a significant negative correlation between neuroticism factor and ACADEMIC PERFORMANCE. A significant negative correlation was found between ACADEMIC stress and ACADEMIC PERFORMANCE. Also, the significant negative correlation was found between extraversion and conscientiousness and ACADEMIC stress and a significant positive correlation was found between neuroticism and ACADEMIC stress. Hierarchical regression indicated that personality traits accounted for variance in ACADEMIC stress: 5% by extraversion and 3% by neuroticism. Also, hierarchical regression analyses predicting ACADEMIC PERFORMANCE indicated that personality traits and ACADEMIC stress accounted for variance in ACADEMIC PERFORMANCE:12% by conscientiousness, 10%neuroticismand 6% ACADEMIC stress. The finding emphasise the need recognized the role of personality traits in ACADEMIC stress and the role of personality traits and ACADEMIC stress in ACADEMIC PERFORMANCE. Implications of these findings for improving ACADEMIC PERFORMANCE are discussed.

The purpose of this research is to determine the relationship between moral intelligence and ACADEMIC self-efficacy with the mediation of ACADEMIC engagement of students in Mahabad city. The method of descriptive-survey research was of the correlation type and the statistical population was all 2831 secondary school female students of Mahabad city, of which 338 were selected by cluster sampling using Morgan's table. Data collection tools were standardized questionnaires of moral intelligence of Lenik and Hill (2005), ACADEMIC self-efficacy of Jinks and Morgan (1999) and ACADEMIC engagement of Fridix et al. (2006). The results of hypothesis testing were analyzed by spss and pls software and using correlation tests and structural equation modeling. The results showed that moral intelligence has a positive and significant relationship on ACADEMIC self-efficacy with the mediation of ACADEMIC conflict (0.31). Also, the results indicated that there is a positive and significant relationship between moral intelligence and ACADEMIC self-efficacy components (0.52). The relationship between moral intelligence and ACADEMIC engagement components was positive and significant (0.76) and finally, ACADEMIC engagement has a positive and significant relationship with ACADEMIC self-efficacy (0.41). Therefore, by increasing moral intelligence and consequently increasing ACADEMIC engagement, it is possible to provide the basis for increasing ACADEMIC self-efficacy in secondary school female students of Mahabad city.

Introduction: Attending University offers students a unique opportunity in terms of experiences and opportunities for psychosocial development. However, different sources of stress might interfere with students’ ACADEMIC adjustment. The current study aimed to explore the relationship between ACADEMIC self-efficacy and ACADEMIC resilience with ACADEMIC adjustment and ACADEMIC PERFORMANCE. Methods: The present study was descriptive with a correlational design. The participants were 220 medical students (143 female; 77 male) who were selected via stratified random sampling (based on gender) in Kashan University of Medical Science in 2017. The data collection instruments included and McIllroy & Bunting ACADEMIC Self-efficacy Questionnaire, Martin and Marsh ACADEMIC resilience Scale, and ACADEMIC adjustment subscale of SACQ. In addition, students’ Grade Point Average (GPA) and demographic information were sought. The data were analyzed using Pearson Product Moment Correlation and regression analysis in SPSS (version 22). Results: The results indicated that there is a statistically significant positive relationship between ACADEMIC self-efficacy with ACADEMIC adjustment (r = 0. 55, P < 0. 001), and ACADEMIC PERFORMANCE(r = 0. 29, P < 0. 01). Moreover, there was a statistically significant positive relationship between ACADEMIC resilience with ACADEMIC adjustment (r = 0. 47, P < 0. 001), and ACADEMIC PERFORMANCE (r = 0. 25, P < 0. 001). The results of regression analysis showed that ACADEMIC self-efficacy (β = 0. 42, t = 6. 83, P > 0. 001) and ACADEMIC resilience (β = 0. 26, t = 4. 29, P > 0. 001) can significantly explain 35% of the variance in ACADEMIC adjustment. Also, ACADEMIC self-efficacy (β = 0. 22, t = 3. 009, P = 0. 003) and ACADEMIC resilience (β = 0. 15, t = 2. 040, P = 0. 043) could explain 10% of the variance in ACADEMIC PERFORMANCE. Conclusions: Students’ ACADEMIC adjustment and ACADEMIC PERFORMANCE could be enhanced by planning useful programs for improving ACADEMIC resilience and ACADEMIC self-efficacy as well as by creating a facilitative environment.