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.

the aim of this study was to explain personal responsibility and Academic buoyancy based on parental psychological control. Participants were 313 junior and senior high school students from Firoozabad city, in 1396-1397 Academic year. They were selected by random cluster sampling. They answered Dependency-oriented and Achievement-oriented Psychological Control (Soenens etal, 2010), Personal responsibility (Mergler & Shield, 2016), and Academic Buoyancy (Hosseinchari & Dehghanizadeh, 1391) Scales. To study the reliability and validity of the instruments, Alpha Cronbach coefficients and factor analysis were used. The results of simultaniuous regression analysis showed the component of cognitive control and personal accountability was predicted positively by conditional parental regard and negatively by achievement-based control. Emotional-behavioral control was predicted by dependence on parents. About Academic buoyancy, it was found that parental achievement-based control predicted Academic buoyancy negatively. Regarding gender as a moderator, results showed that in girls, dependence on parents predicted both components of personal responsibility negatively while in boys, conditional parental regard predicted cognitive control and personal accountability positively. Academic buoyancy in girls was positively predicted by parental achievement-based control and in boys positively by conditional parental regard and negatively by dependence on parents. According to these findings, conditional parental regard, due to the emphasis on behavior and its consequences, has increased personal responsibility among students. But, in parental achievement-based control, because of the emphasis on performance above the standard and ability beyond the cognitive development of the students, personal responsibility decreased. Besides, dependence on parents in behaving and problem solving, weakens behavioral and emotional control. Achievement-based control weakens Academic buoyancy by causing stress and anxiety and inducing emotions such as guilt and shame.

Self-directed learning is one of the ways to increase responsibility that recognizes the learner as responsible for learning. The present study aims at the effectiveness of the educational package based on self-directed learning components on Academic accountability and Academic procrastination in new students of Farvardian University. Is. The statistical population consisted of freshman students from Farhangian University in the Academic year 2012-2013, which were replaced in two groups (control and experiment) of 18 people. The research instrument was a standard accountability questionnaire (Nemati, 1999), Solonon & Rothblum (1984), and Educational Package, based on self-directed learning components developed in the study. Data analysis was done by repeated measures analysis of variance (ANOVA) through Spss24 software. The results showed that the difference between the mean scores in all research variables (p <0. 01). The effect of this educational package on the improvement of accountability in the post-test and follow-up stage was 58. 6% and 64. 8%, respectively, and the effect of this treatment on reducing the Academic procrastination in the post-test and follow-up stage was respectively 35. 0 And 30. 9% respectively. Also, the effect of this curriculum on decreasing general negligence, physical and mental dimensions, and significant reduction in unsatisfactory (P <0. 01). According to the findings of the research, it can be said that the educational package based on self-directed learning components has increased in the experimental group in the post-test and follow up of Academic accountability. Also, Academic pay neglected and its dimensions decreased in both experimental and experimental groups.

Introduction: Ethical leadership is leadership focused on appropriate behavior through respect for ethics and values, as well as the rights and dignity of others. Ethical leadership can add value to businesses by motivating employees and fulfilling company values. Therefore, the present research was conducted with the aim of analyzing the relationship between ethical leadership and cooperative social responsibility and the moral climate of the organization. Material & Methods: The current research is applied in terms of purpose and descriptive and correlational in terms of data collection method. The statistical population of this research included all employees of Management and Science University (MSU) in Malaysia. Among them, 200 people were selected as the research sample using a simple random sampling method. A standard questionnaire was used to collect data. The data was analyzed by structural equation modeling method. Results: The results of statistical analysis showed that ethical leadership has a direct and positive effect on cooperative social responsibility and ethical climate. Also, moral climate has a direct and positive effect on cooperative social responsibility. At the same time, ethical leadership has an indirect and positive effect on cooperative social responsibility through the mediation of ethical climate. Conclusion: Ethical leadership can affect their social responsibility by inspiring employees to motivate and align with the company's values. The results of this research showed that ethical leadership leads to greater employee satisfaction and collaborative responsibility and leads to the formation of an ethical atmosphere in the organization

Introduction: Social responsibility from an ethical point of view includes the obligations and duties of natural and legal persons towards society and the environment. The moral behavior of people, like understanding of social responsibility, depends on their liberal ideology, beliefs and human values. Therefore, the aim of the current research is to study the relationship between liberalism and human values with the moral understanding of social responsibility. Material & Methods: The research method is applied in terms of purpose and descriptive-correlational survey. The statistical population includes the financial managers of the companies admitted to the stock exchange, and the questionnaire was randomly distributed among them and 110 questionnaires were received. The sampling method is random. The research tool is a questionnaire and multivariate regression using SPSS software was used to analyze the data. Results: The research results show that human values based on public interest have a significant and positive relationship with the moral understanding of social responsibility. But the thinking of liberalism does not have a meaningful relationship with the moral understanding of social responsibility. Conclusion: Based on the findings of this research, human values based on public interest can be considered as a tool to strengthen the moral behavior of company managers regarding corporate social responsibility. Also, improving the thinking of liberalism in managers can strengthen their social responsibility. In this case, the policy makers of Stock Exchange can direct the managers of the listed companies to comply more with the social responsibility of the company, through teaching human values and strengthening those values, as well as monitoring the implementation of ethical regulations

Introduction Academic buoyancy is defined as students' ability to successfully deal with threats, obstacles, difficulties and pressures in their educational life. It is a structure that determines how students can overcome their educational problems (Comerford, Batteson, & Tormey, 2015,Liem, Connor, Martin, & Colmar, 2019,Mawarni, Sugandhi, Budiman, & Thahir, 2019). It can also contribute to school satisfaction (Hoferichter, Hirvonen, & Kiuru, 2021). Some factors might affect students' Academic buoyancy, including Academic responsibility which has been defined as a conscious and non-coercive choice for determining how a person might behave and treat others in social relationships (Escartí, , Wright, Pascual, & Gutié, rrez, 2015). According to MacLeod (2018), responsibility is one of the personality traits of human beings that is the basis of success in life. Khaksar et al. (2019) have reported that the training course on Academic responsibility, based on choice theory, has been effective in improving students' Academic buoyancy. Tarbetsky, Martin, and Collie (2017) found that teaching of emotional-social competencies, including taking responsibility is effective in improving Academic buoyancy. Rohinsa, Cahyadi, Djunaidi, and Iskandar (2019) observed a positive and significant relationship between conscientiousness, as one of the dimensions of responsibility, and Academic buoyancy. Furthermore, Kazempour, Ghadiri, and Islami (2018) and Saemi et al. (2015) found a positive and significant relationship between Academic responsibility and self-regulatory strategies. On the other hand, it has been reported that teaching self-regulated learning strategies can improve Academic buoyancy (Closson & Boutilier, 2017,Layco, 2020,Moghadam, Entesar Foumani, Hajjari, & Asadzadeh, 2019,Yun, Hiver, & Al-Hoorie, 2018). Regarding all of these, it seems that there is a relationship between Academic responsibility and Academic buoyancy. Therefore, with regard to the roles and importance of these two variables in education, it is necessary to examine the probable relationship between these two variables in detail. Hypotheses The training course on Academic responsibility has a positive effect on the Academic buoyancy of ninth grade students. Methods This study is of an applied research type and benefits from quasi-experimental pre-test, post-test control group design. The statistical population of the study were all ninth grade male students in Sanandaj, Kurdistan Province, Iran, in 2019-2020 Academic year. Of the study population, 60 were selected based on multistage cluster sampling and assigned to two control (30) and experimental (30) groups. Then, the experimental group participants were offered 11 sessions of the Academic responsibility training course with two sessions per week, one hour each. Both group participants filled out the Academic Buoyancy Questionnaire (Dehghanizadeh & Hosseinchari, 2013) in the three stages of pretest, post-test and follow-up. Analysis of covariance was then run to analyze data. Results Based on the findings, the experimental group, as compared to the control group, had a higher mean scores for Academic buoyancy in both the post-test and followup. Therefore, it can be stated that the training course has been effective. Discussion and Conclusion The objective of this study was to investigate the effectiveness of the Academic responsibility training course in improving Academic buoyancy of ninth grade students in Sanandaj. Based on the results, the Academic responsibility training course was effective in improving Academic buoyancy of the ninth grade students in both the post-test and follow-up. The results of Closson and Boutilier (2017), Farzin and Barzegar (2019), Ghasemi et al. (2019), Kabini Moghadam et al. (2020), Khaksar et al. (2019), Layco (2020), Rohinsa et al. (2019), Soheili et al. (2020), Tarbetsky et al. (2017), and Yan et al. (2018) are in line with this. Therefore, it can be concluded that the use of responsibility education program can have a positive and significant effect on students' Academic buoyancy. This can be justified by the direct, positive and significant relationship between selfregulation strategies and responsibility (Kazempour et al., 2017,Saemi et al., 2014) and the findings that self-regulated learning strategy training can improve Academic buoyancy (Closson & Boutilier, 2017,Kabini Moghadam et al., 2020,Layco, 2020,Naami and Piriaei, 2015,Pirani et al., 2016,Rohinsa et al., 2019,Soheili et al., 2020,Yan et al., 2018). Consequently, it can be stated that responsible people have the characteristics of a self-regulated person, i. e. they pay more attention to educational issues, show a higher level of commitment to school rules and regulations, avoid undesirable behaviors, outperform in tests, and use such self-regulatory strategies as planning and monitoring (Kabini Moghadam et al., 2020), and thus the possess high levels of Academic bouyancy.

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.

Dear Editor-in-Chief: There is every sign the world is about to be gripped by a pandemic coronavirus. The rapid spread of the disease and its social and economic consequences indicates that the international community is not ready yet to fight public health issues...

Purpose: Academic counterproductive behaviors are intentional behaviors that endanger the norms of a group or organization and reduce the health of the group or organization. As a result, the aim of this research was to determine the effectiveness of education based on social responsibility on students' Academic counterproductive behaviors.Methodology: This research in terms of purpose was practical and in terms of implementation method was semi-experimental with a pre-test, post-test and 45-day follow-up plan with a control group. The research population was the 9th grade male students of Tehran city in the Academic years 2021-22, which 34 people of them were selected with using the available sampling method and randomly divided into two equal groups (17 people in each group) including experimental and control groups. The experimental group received education based on social responsibility for 10 sessions of 45 minutes, and the control group did not receive any education during this time. Data were collected with the Academic counterproductive behaviors scale (Rimkus, 2012) and analyzed with the method of variance analysis with repeated measurements and bonferroni post hoc test in SPSS-24 software.Findings: The results showed that education based on social responsibility reduced students' Academic counterproductive behaviors and all its components, including cheating and plagiarism, alcohol consumption, drug consumption, discriminatory behavior, absenteeism, procrastination, deviant behavior and laziness and the results in the follow-up phase also remained (P