Background and Purpose: In recent years, with the improvement of the educational system, the treatment of learning disabilities in students has attracted the attention of many education specialists. As a result, it is very important to study the psychological aspects of students with learning disabilities and to identify the factors affecting them. Thus, the present study was conducted with the aim of comparing Academic self-discipline, mental vitality, and Academic vitality in students with and without special learning disorders. Method: The design of this research was a descriptive causal-comparative one. The research population included all the students of the 3rd to 6th grades of the first and the second district schools of Rasht city in the Academic year of 2021-2022, and their number was 15071. The study sample was 120 individuals (including 60 students with learning disorders and 60 students without disorders) who were selected by convenience sampling method and taking the inclusion and exclusion conditions into account. In order to collect data, questionnaires of Academic Self-regulation (Swalend and Karin, 2007), Subjective vitality (Ryan and Frederick, 1997) and Academic vitality (Hossein Chari and Dehghanizadeh, 2013) were used. The research data was analyzed using t-tests and multivariate analysis of variance. Results: The results of this study showed that the students with special learning disorder obtained lower grades in comparison to the students without disorders (P < 0. 01) in terms of the total score of Academic self-discipline and its dimensions (external regulation, internalized regulation, specified regulation, intrinsic motivation), mental vitality, and Academic vitality. Conclusion: According to the findings of the research, it can be concluded that students with special learning disorder are weaker in Academic self-discipline, mental vitality, and Academic vitality than students without special learning disorder. Therefore, it is possible to solve these problems through early identification of these students, informing parents and school teachers, and implementing early screening and rehabilitation programs.

Purpose: The purpose of this research was to compare the sense of belonging to the school, the perception of the school atmosphere and the Academic vitality of elementary school boys in non-profit and normal schools in Qain city. Method: The method of this research was descriptive and comparative. The statistical population of this research included all elementary students of non-profit and normal schools in Qain city in the Academic year of 2023-2024. From among the statistical population, 114 students (57 regular students and 57 male students from non-profit schools) were selected as the research sample using available sampling method. In order to collect research data, Barry, Betty and Watt (2004) School Belonging Questionnaire, Reddy and Rhodes (2007) Perception of School Atmosphere Questionnaire and Martin and Marsh (2008) Academic vitality Questionnaire were used. In order to analyze the research data, multivariate analysis of variance (MANOVA) was used. Findings: The results of the research data analysis showed that there is a significant difference between the variables of feeling of belonging to school, perception of school atmosphere and Academic vitality in non-profit and normal school students (p<0.005). In other words, the sense of belonging to the school, the perception of the school atmosphere, and the Academic vitality of non-profit students are more than the students of normal schools.Conclusion:The results of this research showed that the scores of normal students in the studied variables are lower than those of non-profit students, so normal schools should provide training to strengthen Academic variables

The purpose of this study was to investigate the effect teacher violence on Academic avoidanc, Academic optimism and Academic vitality of students. The research method is descriptive-correlation. The statistical population of the study was all secondary high school students in Sarbaz city (Sistan and Baluchestan province) in the Academic year 2021-2022 (N=5395). By stratified-stratified sampling (by gender) of 359 students through teacher violence scale (Piskin et al., 2014), Academic Avoidance Scale (Khormaei & Saleh Ardestani, 2016), Academic Avoidance Scale (Tschannen-Moran et al., 2013) and Academic vitality Scale (Hosseinchari & Dehganizade, 2014) were studied. Kolmogorov-Smirnov tests, Pearson correlation coefficient, Durbin-Watson and path analysis Correlation coefficient and path analysis were used to analyze the data by using SPSS and Smart PLS softwares. Findings showed that teacher violence has a positive effect on Academic avoidanc and has a negative effect on Academic optimism and Academic vitality of students. According to these results, holding in-service training workshops for teachers in the areas of familiarity with children's natural rights, anger management, compassion and forgiveness towards others is recommended.

Background and Purpose: Over the years, Academic performance has been widely considered as one of the indicators of assessing the students' learning and the quality of education. During their Academic life, students face different challenges, obstacles and stresses which may threaten their Academic performance and Academic vitality. Therefore, this study was done to investigate the effectiveness of emotional self-control training on the Academic vitality and Academic performance of students. Method: The present study was a quasi-experimental study with control group pretest-posttest design including the follow-up stage. The study population included all the male students studying at the first cycle of the secondary school in Birjand city in the Academic year of 2019-2020. Among which a sample of 40 students were selected by purposive sampling and then assigned randomly to the experimental or the control group (20 per group). The experimental group received eigth 60-min sessions of emotional self-control; whereas no training was done for the control group. The research tools included Questionnare of Academic vitality (Dehghanzadeh and Hosseinchari, 2012), Academic Performance Questionnaire (Dortaj, 2004) and Self-control Scale (Tanjeny et al., 2004). Data were analyzed by repeated measures ANOVA at the significance level of α = 0. 05. Results: Results of data analysis showed that emotional self-control training was effective on Academic vitality (p <0. 01) and Academic performance and its components (self-efficacy, emotional effects, planning, lack of outcome control and motivation) (p <0. 01). The findings persisted in the follow-up period (p <0. 01). Conclusion: Based on the results of this study, it can be concluded that emotional self-control training can improve the skills related to resilence and adjustment and prevent the inappropriate emotions in students which in turn can increase the Academic vitality and Academic performance in them.

Introduction: Success and failure in studying is one of the important concerns of educational systems. This study aimed at designing a model of Academic performance based on the Academic identity, Academic vitality and flourishing in medical students by examining the intermediate role of Academic self-efficacy. Methods: This correlation study was done via structural equation modeling. Population include 400 medical students of Kermanshah in first semester of the Academic years 2018-2019 that have been selected by the cluster sampling method. To collect data, Academic identity, Academic vitality, flourishing, and Academic selfefficacy questionnaire were used. Data were analyzed by Pearson correlation coefficient. Results: The results indicated that successful Academic identity, Academic vitality, and flourishing are interacting with the intermediate role of Academic self-efficacy in explaining the students' Academic performance are effective. The direct effect of successful Academic identity (0. 31), Academic vitality (0. 41) and flourishing (0. 34) were significant in estimating students' Academic performance. Likewise, the results of path analysis indicated the intermediate role of Academic self-efficacy in the relationship between successful Academic identity, Academic vitality, and flourishing with Academic performance of students Conclusion: Regarding the indirect effect of Academic self-efficacy on the Academic performance, it seems that Academic self-efficacy modulates the relationship between successful Academic identity, Academic vitality, and flourishing with Academic performance.

Background: Academic vitality, Academic self-regulation and Academic engagement are variables which can play a dramatic role in Academic achievement of the students; however, does schema therapy help the improvement of Academic vitality, Academic self-regulation and Academic engagement of the students? Aims: The present study was conducted aiming to investigate the effectiveness of schema therapy on Academic vitality, Academic self-regulation and Academic engagement of the students. Method: The present study was quasi-experimental with pretest, posttest, control group and two-month follow-up stage design. The statistical population of the present study included the students at the state universities in Tehran in Academic year 2017-18. 30 students were selected through purposive sampling method and they were randomly replaced into experimental and control groups (each group of 15). The experimental group received schema therapy intervention during 8 sessions of 90 minutes during two months. Academic vitality questionnaire (Martin and March, 2008), Academic self-regulation questionnaire (Savari, Arabzadeh, 2012) and Academic engagement questionnaire (Fredericks, Blumenfeld, Paris, 2004) were used. The data from the study were analyzed through MANCOVA. Results: The results showed that schema therapy has significantly influenced Academic vitality, Academic self-regulation and Academic engagement of the students (p< 0/001). Conclusions: According to the findings of the present study it can be concluded that through employing techniques such as training coping styles, making communication between present problems and schemata, prioritization and specifying most problematic Academic behaviors and offering appropriate behavioral methods, schema therapy can be applied as an efficient method to improve Academic vitality, Academic self-regulation and Academic engagement of the students.

The current research was conducted with the aim of the effect of dramatic theater technique on the Academic vitality, vitality and social development of primary school students, with a semi-experimental method with a pre-test and post-test design and experimental and control groups. The statistical population of all second grade students of Sari city in the Academic year of 2022-2023 was 5382 people, 40 of them with the same characteristics were selected as a sample. In the first stage, multi-stage cluster random sampling was done from all the elementary schools, the second grade of Sari city, and in the second stage, in a simple random way and based on lottery, the students were divided into two experimental groups (20 people). and control (20 people) were assigned. The measuring instruments, Martin and Marsh (2006), Tamizhifar and Azizi Mehr social vitality (2016) and Weiland social growth questionnaires were distributed and implemented in both groups. After scoring, while the control group was trained in the usual way, the students of the experimental group were trained according to the dramatic theater technique in the science lesson in 10 sessions of 45 minutes. The reliability of the measurement tool was obtained using Cronbach's alpha as 0. 84, 0. 78 and 0. 92 respectively. The collected data were used using descriptive statistics (mean and standard deviation) and inferential statistics (correlated t-test and covariance analysis). The results showed that dramatic theater technique has influenced and increased the Academic vitality, vitality and social growth of second grade elementary students in Sari city.

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.