As the most complex manufactured structures, cities face excessive population growth. Their expansion has intensified on high-risk sites, and the available evidence also indicates the continuous increase of all types of natural crises in terms of intensity and frequency. Scientific and experimental findings show that the best way to deal with danger is to promote the RESILIENCE of settlements in different dimensions (social, economic-livelihood, physical-spatial and institutional); in other words, RESILIENCE in both human and environmental dimensions comprehensively. It decreases and increases. This research has evaluated and analyzed the components of RESILIENCE in Sari. The method of the present study is applied in terms of purpose and descriptive-analytical and field in nature. The statistical population in this research includes citizens living in the four districts of Sari, and the sample size was determined based on Cochran's formula of 383 people, who were selected from among the statistical population by stratified sampling. The questionnaire is the method of collecting library and field information and its most important tool. For data analysis, descriptive and inferential statistics (one-sample t-test and structural equation modeling) were used by SPSS and Smart PLS software, and entropy and SAW models were exerted. The research results indicate that the situation of the four regions of Sari regarding social components has better conditions than other dimensions of RESILIENCE. In terms of institutional components, they have a vulnerable state. According to the entropy model, among the components of RESILIENCE, the institutional dimension has the most weight, and the economic dimension has the least weight. Moreover, according to the SAV model, Region 1 ranks first, and Region 3 of Sari ranks last in having the components of RESILIENCE dimensions.

Purpose: RESILIENCE in start-ups is a challenging issue that has caught the attention of policymakers and business owners. The present study is an attempt to provide a model for designing the RESILIENCE model of start-up businesses as a path to the future of start-up businesses. Method: This research is practical in terms of purpose and from the perspective of data collection is a qualitative research that has been done by content analysis method. The data collection method is semi-structured interview. Interviews with participants continued until they reached the theoretical saturation point, which was achieved by conducting 15 interviews. Participants were selected by snowball and purposeful method and data analysis was done through three coding steps (open, axial, selective) with MAXQDA2020 software. Findings: Based on the research results, the components of "cognitive RESILIENCE, financial RESILIENCE, adaptive RESILIENCE" as well as the effective organizational factors of "precedent, drivers and boys and RESILIENCE consequences" were identified. In this research, foresight and futures studies were identified as the drivers of RESILIENCE of start-up businesses. Conclusion: RESILIENCE enables businesses to respond effectively to the dynamic conditions of their environment and maximize their competencies through strategic foresight and as a result gain more value than their competitors in the field of business. In this regard, the integration of foresight in the process of business RESILIENCE can be suggested as a facilitator of drivers.

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.

Background and Aim: Investigating the effective factors in ACADEMIC success has always been one of the concerns of educational and higher education system researchers, so the present study was conducted with the aim of investigating the role of ACADEMIC RESILIENCE and ACADEMIC ethics in predicting the ACADEMIC success of students. Methods: The current study was descriptive-correlational and the statistical population included students of Farhangian University of South Khorasan in the ACADEMIC year of 2021-22. According to Krejcie and Morgan's table, 330 people were selected using available sampling method. The research data collection tools included Samuels' ACADEMIC RESILIENCE questionnaires (2004), Golparvar ACADEMIC ethics (2010) and Wells' ACADEMIC success (2010). To analyze the data, Pearson's correlation test and simultaneous regression were used using SPSS 24 software. Ethical Considerations: After obtaining permission from the university and explaining the objectives to the participants, their consent was obtained and they were assured about the confidentiality of the information. Results: The results showed that there was a direct and significant relationship between ACADEMIC RESILIENCE (r=0. 676) and ACADEMIC ethics (r=0. 501) with ACADEMIC success (P<0. 01) and the components of ACADEMIC RESILIENCE and ACADEMIC ethics explain 50. 1% of students' ACADEMIC success. Conclusion: The research findings provide the basis for more and deeper educational researches in the field of ethical educational planning and strengthening resilient character.

Background & Aims: Every year knowledge-seekers are admitted into universities as new students. . Researchers believe that students, like employees and workers, engage in compulsive and regular activities [and] on specific goals. Therefore, students' activities can be considered as "work" and "occupation" (1). Excessive study workload, content presentation, professor’s requests and expectations of students, highly educational expenses, and apprenticeship in underrepresented areas in some educational fields such as medicine led to exhaustion, lack of motivation, disinterest to courses, apathy to educational settings and indifference to rules and regulations, and discouragement. Overload of these problems in the long term led to confusion, emotional disturbances and finally burnout. Medical students, rather than other students, are more prone to distress due to patient mortality, exposure to patients with complicated care needs, interpersonal challenges, high workload, visiting too many patients in a day, decision-making responsibility in emergencies without having sufficient knowledge, accountability against their decisions, working under mental pressure to avoid medical errors, being exposed to violence and threats in the workplace, and doing night shifts (3). Burnout is a psychological and emotional fatigue that is the result of chronic stress syndrome such as role burden, pressure and time constraints, and lack of necessary resources to conduct tasks and duties. Research has indicated that ACADEMIC burnout is similar to job burnout in terms of its features, antecedents, and outcomes. Job burnout is defined as one of the major health indicators of psychological health with three dimensions of fatigue, apathy (doubt and pessimism), and inefficiency (4). ACADEMIC burnout in students means feeling exhausted to complete assignments and studying (ACADEMIC fatigue), having pessimistic attitude to education and educational content (ACADEMIC disinterest), and a sense of ACADEMIC incompetence (inefficiency) (2). Students suffering from burnout during their years of study will experience negative effects of burnout and will be less efficient to perform their job tasks and duties and will be less innovative in the future. Psychological research indicates that diverse internal and external factors affect ACADEMIC burnout. One of these intrapersonal factors is RESILIENCE (4). RESILIENCE is a promising and pleasant solution considering stressful situations and people’s inherent capacity to respond and endure the situation and the experience of natural growth in stressful conditions (6). According to Baratz (2015), moral RESILIENCE is the ability to cope with situations using values that people believe in, even if to follow them is difficult. Rushton (2016) and Lachman (2016) considering the definition of RESILIENCE, believe that it is the ability to return to the primary status and successful coping despite distress and adverse conditions, and it has two components. The first factor is the existing situation and problem that includes moral themes (moral adversity) (7). And the second factor is maintaining coherence and integrity according to personal beliefs and values and performing an action to overcome moral issues. The other variable that could affect ACADEMIC burnout is responsibility. From Fromm’s point of view, responsibility is an absolute need and an internal commitment of the individual to perform all the responsibilities favorably and it originates from within the individual. Chamuru et al. (cited by Yuzbashi, 2018) found that discipline and achievement orientation, carefulness, persistence, and punctuality are individual performance predictors in different fields such as ACADEMIC success. On the other hand, irresponsibility in education leads to consecutive failures and quitting the program of study (1-13). Tenacity as a personal characteristic is the source of resistance against life distressful events (9). It is a personality construct that includes committed direction (versus self-alienation), control (versus low power), and understanding the changes and life needs as challenge (versus threats). According to Benishiek and Lopez (2001), students who choose challenging ACADEMIC programs adopt a behavior that supports them to overcome difficulties of their study program and regulate their emotional reactions when receiving feedback (10). Kobasa theory (1998) indicates that three processes of cognitive evaluation (control, commitment, and the ability to challenge), stability and perseverance are related to the confrontation time with challenging life events (9). Since medical students are responsible for maintaining and ensuring people’s health in the future, to conduct their roles as experts or health care providers (therapists) competently, educational systems must be aware of the stress inducing factors affecting them during their challenging prolonged study years during which they experience unfortunate incidences. There is no doubt that neglecting the problems and their accumulation from one hand led to waste of financial and human resources of educational departments of the universities,and, on the other hand lowers the quality of health care provision at the societal level. Therefore, considering the aforementioned, this study was an attempt to investigate the relationship between the influencing variables of ACADEMIC tenacity, ACADEMIC responsibility, and morale RESILIENCE on the ACADEMIC burnout of the medical students and defining an ACADEMIC burnout model based on these variables. Methods: The current research is of a descriptive-correlation type (using modeling of structural relationships). The statistical population of this research is all general medical students and assistants. Also, undergraduate students of the 6th semester and above, master's degree and professional doctorate in the fields of basic sciences, rehabilitation, Para medicine and psychology, who were studying in the ACADEMIC year 1400-1401 at Iran University of Medical Sciences in Tehran and among them, 216 people were selected as available. The criterion of dropping out of studies, unwillingness, for associate and bachelor students was lower than the sixth semester. In this study, students answered questionnaires about demographic information, job burnout, tenacity, moral RESILIENCE, and ACADEMIC responsibility. For data analysis, Pearson, Sobel, bootstrap correlation tests and SEM structural equation modeling were used using SPSS and Amos software (version 23). Results: Considering that the chi-square index of the hypothetical model was statistically significant at the level of P < 0. 05, therefore, the positive relationship of the ACADEMIC responsibility variable as a moderating variable mediates the relationship between stubbornness and ACADEMIC burnout and the relationship between moral and job RESILIENCE. Conclusion: In explaining the proposed model, it can be said that RESILIENCE does not limit stress, but rather gives people the strength to deal with the problems ahead and move with the flow of life. ACADEMIC tenacity also refers to flexibility along with the commitment to carry out scientific and professional activities and follow up and understand students against ACADEMIC failure. On the other hand, the main basis of responsibility is the way of thinking or attitude and belief of people towards themselves, others and events and happenings in the environment. Therefore, by accepting responsibility, people have the potential and readiness to move towards their goals in the moment so that they can enjoy doing their work and strengthen their sense of responsibility with a sense of worth and commitment to meet their needs. Do others. This sense of responsibility leads to increased tenacity and flexibility and reduces burnout in the same proportion.

Introduction First coined by Andrew Jameton (1984), moral distress refers to the stress caused by intending to pursue a morally preferred action but being unable to do so because of barriers. Although there is a large body of research devoted to moral distress that primarily describes the negative outcomes of morally stressful situations, there is no widely used phrase to describe the opposite: the positive outcomes of morally distressing situations. Hence, in recent years, researchers have begun to study morally distressful situations from opposite side and as an opportunity to develop moral RESILIENCE. Based on recent research, moral RESILIENCE can be described from three main perspectives. In the first perspective, moral RESILIENCE is believed to enable a person to navigate a morally complex situation. Moral RESILIENCE can, therefore, reduce negative consequences, including moral distress. Johnson (2011), for example, describes moral RESILIENCE as a coping strategy, which allows a person to reframe a moral situation into a challenge over which the person has a level of control. Similarly, Monteverde (2014b) explains how moral RESILIENCE helps individuals deal with morally stressful situations by helping individuals manage moral complexity. In the second perspective, moral RESILIENCE is regarded as a slight variation of the fifth antecedent theme, which states that a lower amount of perceived moral distress in a given situation leads to moral RESILIENCE. The lowering of perceived moral distress not only leads to moral RESILIENCE, but in the active sense, is moral RESILIENCE itself. Monteverde defines moral RESILIENCE as “ a reduction of moral distress in a given axis of time measured by a validated tool” (Monteverde, 2014a). By this definition, it is hard to pinpoint conceptually whether the moral RESILIENCE of an individual is fostered after moral distress has decreased or whether the two phenomena are simultaneously occurring. For this reason, we listed this theme as both an antecedent and an attribute. In the third perspective, moral RESILIENCE is defined as the ability to hold true to one’ s values and convictions in order to do what is morally correct, a key feature of integrity. Oser and Reichenbach (2005) explain moral RESILIENCE as resisting the temptation and pressure to be successful and instead, putting aside success to live up to ones convictions. Although their focus is outside health care, the authors consider attorneys who risk the outcome of their case out of a drive to be honest. This would put aside larger success in order to adhere to their moral convictions. To them, moral RESILIENCE is attempting to bring good under conditions of risk (Oser & Reichenbach, 2005). Baratz (2015) also explains the importance of adhering to moral principles at all costs and explains moral RESILIENCE as the ability of an individual to cope with situations using values that he or she believes in, even when it is difficult to do so. These descriptions point to integrity as a critical attribute. Little research has been done on moral RESILIENCE, and the ones that have been conducted were limited to the field of medicine and the moral adversity in this field. Moreover, these studies have only addressed the conceptualization of moral RESILIENCE but have not focused on the operationalization of this construct; besides, in all these studies moral RESILIENCE was measured only in terms of moral distress scale constructs (Monteverde, 2016). Therefore, to address the stated gaps in the literature, the present study aimed to conceptualize moral RESILIENCE in the context of ACADEMIC moral adversity. In this regard, the study introduces a new construct called “ ACADEMIC moral RESILIENCE” and provides a tool for measuring it and determining its psychometric properties. ACADEMIC moral RESILIENCE conceptualized as a new dimension of the moral RESILIENCE construct is defined as the capacity to maintain and restore integrity in the face of moral adversity in the field of education. Research Questions or Hypothesis Does ACADEMIC moral RESILIENCE scale have a desirable validity and reliability? Methods Inspired by the available tools for measuring moral distress, the 26-item ACADEMIC moral RESILIENCE scale was developed by interviewing students and reviewing professional ethics codes in education. In order to investigate the psychometric properties of the scale, 500 student (330 girls and 170 boys) at Shiraz University were selected using the random cluster sampling method to respond to the ACADEMIC moral RESILIENCE scale. Moreover, to investigate the convergent validity of the scale, Connor Davidson RESILIENCE scale, moral efficacy, moral identity, shame and guilt feeling and moral disengagement scales were used. Results The results of the exploratory factor analysis using principal components method with varimax rotation indicated three factors in the scale that were named disrespect, lack of commitment, unjustness and unfairness respectively. Confirmatory factor analysis results also confirmed the three-factor structure of the ACADEMIC moral RESILIENCE scale. The convergent validity of the scale also confirmed the construct validity of the scale. Correspondingly, Cronbach’ s alpha coefficient for disrespect, lack of commitment, unjustness, unfairness, and the total scores were 0/85, 0/82, 0/70 and 0/89. Discussion and Conclusion Overall, the results confirmed the construct validity and desirable reliability of the scale. The results of the exploratory factor analysis showed three factors in the scale. Apparently, justice, respect for others, and commitment were the most important moral values among the students whose violation could make them morally distressed. Moreover, based on the results, there was a positive correlation between ACADEMIC moral RESILIENCE and moral efficacy, feeling of guilt, resiliency, and moral identity. On the other hand, there was a negative correlation between ACADEMIC moral RESILIENCE and moral disengagement and sense of shame. These results confirm the convergent validity of the ACADEMIC moral RESILIENCE scale. The findings, hereby, corroborated the construct validity as well as the reliability of the ACADEMIC moral RESILIENCE scale. This provides the basis for using this scale in future research and can open new ways for expanding and conducting researches on moral adversity in educational contexts.

This research was aimed for development and investigation of a model about ACADEMIC RESILIENCE based on ACADEMIC competence and with mediating teacher-student relationship. The current research was conducted by structural equations modeling method. Statistical population was involved the boy and girl students at 11 to 13 years-old in district 6 of Tehran city who study at 6th, 7th, and 8thgrade in middle schools and The 300 of this people was selected as sample by clustered randomized sampling method. The instruments was involved ACADEMIC RESILIENCE scale, teacher-student relationship scale, and ACADEMIC competence scale. The total effect of ACADEMIC competence on ACADEMIC RESILIENCE and teacher-student relationship and the total effect of teacher-student relationship on ACADEMIC RESILIENCE was significant at 0.01 level. This model can be used for prediction and intervention about ACADEMIC RESILIENCE in teen Students and reduce their related problems.

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.