Background and Aim: Today, one of the major crises of educational systems in different countries is the problem of ACADEMIC STRESS among students, so the present study was conducted to mediate the role of psychological hardiness in the relationship between spiritual health and students' ACADEMIC STRESS. Methods: The descriptive research method was structural equations type. The research population included all ninth-grade male and female students of the first secondary school in Birjand city in the ACADEMIC year of 2022-2023, 200 eligible samples were selected by stratified sampling method and they responded to the spiritual health questionnaire of Palutzin and Ellison (1982), psychological toughness of Kiamrai et al., (2017) and ACADEMIC STRESS of Lacau (2009). SPSS version 22 and Amos software were used for data analysis and research model. Results: The results showed the direct effect of spiritual health and psychological hardiness on negative ACADEMIC STRESS and also indicated the indirect effect of spiritual health on ACADEMIC STRESS through the mediating variable of psychological hardiness (P<0.01). Conclusion: By providing the content and suitable educational environment and adopting effective teaching strategies, by promoting the students' spiritual health and psychological toughness, the policymakers and implementers of the educational programs provided the ground for reducing the students' ACADEMIC STRESS during their studies.

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.

Background & Objectives: In ACADEMIC life, students face various challenges, obstacles, and pressures specific to this life. Some students overcome these obstacles and challenges, but other students fail in this field and suffer from ACADEMIC STRESS. In the current situation, ACADEMIC STRESS is one of the most important challenges that most learners experience, which may have a negative impact on the ACADEMIC vitality and ACADEMIC enthusiasm of students. Various research findings have shown that students who are cognitively and emotionally interested in learning are more likely to spend more time and effort on homework and study, and experience less STRESS than students who are less emotionally and cognitively eager. According to what was said, the present study was conducted to determine the effectiveness of STRESS immunization training on ACADEMIC vitality and ACADEMIC enthusiasm of students with ACADEMIC STRESS. Methods: The research method was quasi–, experimental with a pretest–, posttest design with a control group. The statistical population of the present study included all tenth–, grade students of the second secondary school in Ahvaz in the ACADEMIC year 2020–, 2021. To select the samples, first, a cluster was selected from the education districts of Ahvaz City, Iran using cluster random sampling method. Then, two schools were selected from the secondary school girls in this area. Due to the outbreak of the coronavirus, a link to the questionnaires was sent to the students' parents. Under parental supervision, the students filled out the ACADEMIC STRESS questionnaire. The sample is recommended in thirty experimental designs. Through the results, 40 students who had the highest score (150 and above) on the ACADEMIC STRESS Questionnaire (Zajacova et al., 2005) were selected and randomly assigned to the experimental and control groups (n=20 for each group). The intervention protocol was based on the Meichenbaum study (1974), which was arranged in eight 90–, minute sessions once a week for two months and was performed only for the experimental group. For data collection, ACADEMIC Enthusiasm Questionnaire (Fredricks et al., 2004), ACADEMIC Vitality Scale (Dehghanizadeh & Hossein Chari, 2012) and ACADEMIC STRESS Questionnaire ( Zajacova et al., 2005) were used. The data obtained from the research were analyzed by descriptive statistics (mean and standard deviation) and inferential statistics (multivariate covariance analysis method) using SPSS version 22. The significance level of all tests was considered 0. 05. Results: The results showed that the ACADEMIC vitality (p<0. 001) and ACADEMIC enthusiasm (p<0. 001) of students with ACADEMIC STRESS in the experimental group was significantly higher than students with ACADEMIC STRESS in the control group after eliminating the effect of the pretest. According to Eta results, the variables of ACADEMIC vitality and ACADEMIC enthusiasm were 82% and 75%, respectively, affected by the intervention with STRESS immunization training. Conclusion: Based on the findings of the study, STRESS immunization training is effective in increasing the ACADEMIC enthusiasm and ACADEMIC vitality of students with ACADEMIC STRESS. Therefore, the mentioned training can be used by counselors and therapists to improve the ACADEMIC vitality and ACADEMIC enthusiasm of the students.

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.

ACADEMIC engagement is crucial for the accomplishment of education and success in it, yet, with respect to existing challenges in the course of education, some students encounter with problems in this area. The main purpose of the present research is to promote ACADEMIC engagement by using the STRESS inoculation training for students where ACADEMIC STRESS and ACADEMIC exhaustion play intermediary roles. For this purpose, we used a pretest-posttest design with a control group. 40 students were selected through a convenience sampling and randomly assigned to control and experimental groups. The experimental group was trained for 8 sessions of 120 minutes each. The groups were evaluated at three stages: pre-test, post-test, and follow-up. For data analysis, structural equation models with partial least squares approach were used in the form of the MIMIC model. The results showed that the STRESS inoculation training can firstly reduce ACADEMIC exhaustion and ACADEMIC STRESS significantly and in the second step can increase ACADEMIC engagement indirectly and promote it. The follow-up model also confirmed these effects. In sum, the conceptual model of research explained 70% of ACADEMIC engagement variance in the post-test phase as well as 38% in the follow-up phase which indicate the importance and effectiveness of Mindfulness Program.

Background & Objectives: One of the most essential psychological characteristics of a healthy individual is a sense of wellbeing. ACADEMIC wellbeing is among the factors that play a significant role in increasing students' ACADEMIC performance. One of the variables affecting ACADEMIC wellbeing is ACADEMIC STRESS. Studies suggested that personality traits are associated with ACADEMIC wellbeing. ACADEMIC wellbeing could effectively reduce ACADEMIC STRESS and test anxiety. For this purpose, the existence of healthy personality traits in learners is required. Therefore, the present research aimed to predict ACADEMIC wellbeing based on ACADEMIC STRESS and personality traits in students. Methods: This was a correlational study. The statistical population of this study included all students of Islamic Azad University of Kerman Province, Iran, in the ACADEMIC year of 2019– 2020 (N=22907). In total, 400 students were selected as the study sample by a stratified random sampling method. The Perceived ACADEMIC STRESS Questionnaire (Zajacova et al., 2005), NEO Personality Inventory (Costa and McCray, 1992), and ACADEMIC Wellbeing Questionnaire (Tuominen– Soini et al., 2012) were used for data collection. Pearson’ s correlation coefficient and multiple regression methods were employed in SPSS for data analysis. Results: The current study results indicated that ACADEMIC STRESS was associated with ACADEMIC wellbeing (– 0. 585). Furthermore, among personality traits, extraversion suggested the highest correlation (0. 635) with ACADEMIC wellbeing. ACADEMIC STRESS and personality traits could predict ACADEMIC wellbeing. ACADEMIC STRESS, with regression coefficient value of B=0. 203 (p=0. 003), neuroticism personality traits with the value of B=0. 412 (p<0. 001), extraversion with the value of B=0. 325 (p<0. 001), openness to experience with a value of B=0. 521 (p<0. 001), agreeability with a value of B=0. 254 (p<0. 001), and conscientiousness with a value of B=0. 278 (p<0. 001) could directly predict ACADEMIC wellbeing in the explored students. Conclusion: According to the obtained data, by reducing the level of STRESS and improving personality traits, ACADEMIC wellbeing could be increased. If students feel STRESSed, as a struggle after recognizing their dominant personality traits, their motivation to learn increases; however, if it is too high and threatening, it could lead to ACADEMIC failure and prevent the emergence of talents and potential abilities and the flourishing of their creative ideas.