Introduction: Achievement motivation is a state of personality learning that persuade people to trying for success, happiness and high personal standards.Objective: The aim of present study was to investigate thehe mediating role of of emotional intelligence in the relationship between Family emotional climate and achievement Motivation.Method: This research is descriptive correlational. The statistical population of the study included female secondary school students in district 3 of Tehran, 330 of them were randomly selected as cluster sampling method and assigned to Bar-An emotional Intelligence Questionnaire (1980), Hill Burn Family Questionnaire Questionnaire (1964) and Hermann's Motivation Development Questionnaire (1970). The results of the path analysis showed that the model used was desirable.Results: The results of the model also showed that the emotional state of the Family with emotional intelligence and the motivation to progress is directly related (p<0.01). emotional intelligence with direct motivation is a direct relationship (p<0.01). emotional intelligence has a mediator role in the relationship between Family morbidity and progressive motivation (p<0.01).Conclusion: The result of this study provide evidence that emotional intelligence and Family emotional climate have been able to predict echievement motivation and this result can be considered a step towards a better understanding of the nature of the echievement motivation.

Background: The present study was conducted in order to compare the self-concept and Family emotional condition among delinquent adolescents who stay in Ahvaz adolescent’s correction center with a normal control group.Materials and Methods: This investigation is a descriptive and comparative cross-sectional study. Our population includes all delinquent boys who stayed in Correction and Nurturance Center of Ahvaz in addition to all of the high school students from four educational regions in Ahvaz city that were enrolled in the study, during 92-91 school year. 60 participants were randomly selected and assigned in two groups (n=30). Hill Bern Family emotional condition scale and Self-Perception Scale (from Mandaglio & Pyryt) were used to measure research variables. To compare two groups, data were analyzed with independent t-test.Results: The results showed that there is significant difference between two normal and delinquent groups of adolescents in terms of Family emotional condition and self-concept.Conclusion: According to our findings, it seems that inappropriate Family emotional climate effects on self-concept formation in delinquent adolescents.

Introduction: Identifying the factors related with the affective Family climate are among the most important Family psychological research goals. Aim: This study was conducted with the aim of examining the relationship of affective Family climate with emotional self-regulation and resiliency of students. The statistical population of this research consisted of all the students of Azad University of Mashhad who were busy studying during the educational year of 2017-2018. Method: The method of this research was descriptive of correlational type. The research sampling was done using stratified sampling and included 150 students. Research instrument consisted of three questionnaires of affective Family climate (Hill Berne, 1964), emo tional selfregulation questionnaire (Hoffman and Kashdan, 2010) and resiliency questionnaire (Cutter and Davidson, 2003). The data were analyzed using Pearson correlation test and multivariate regression. Results: The findings showed that, affective Family climate is significantly correlated with emotional self-regulation and resiliency (P<0. 05). Conclusion: According to the findings, it can be stated that, regulation of emotions and resiliency are two important variables that are associated with the affective Family climate in the students.

ntroduction: Attention to the psychological, emotional and educational components of students is becoming more and more common. according to this the purpose of this study was to predicting academic buoyancy based on Family emotional climate, academic engagement, and academic selfefficacy. Materials and Methods: The research method was descriptive correlational. The statistical population consisted of all high school female students in Saveh city in the academic year of 2018-2019 that 347 students were selected through cluster sampling. The tools used included the Rio and Tsing' academic engagement (2011), Morgan & Jinks academic self-efficacy (1999), Hillburn's Family emotional climate (1964), Dehghanizadeh and Husseinchari academic buoyancy questionnaires (2012). Pearson correlation coefficient and multiple regression were used for data analysis Using SPSS 23 software. Results: Pearson correlation results showed that there is a positive and significant relationship between Family emotional climate, academic engagement, and academic self-efficacy with academic buoyancy (p <0. 01). The results of multiple regression analysis also showed that Family emotional climate, academic engagement and academic self-efficacy were able to predict 12% of the variance of academic buoyancy. Academic selfefficacy with beta coefficient (β = 0. 15), academic engagement with beta coefficient (β = 0. 19) and Family emotional climate with beta coefficient (β = 0. 12) had significant role in predicting of academic buoyancy. Conclusion: The results support the ability of academic involvement, academic self-efficacy and Family emotional climate in predicting students' academic buoyancy.

Background: This study investigated factors affecting self-harming behaviors and preventing self-harming thoughts and behavior in adolescent girls. Physical, cognitive, and socioemotional changes accompany adolescence. The Family and school must support the adolescent in this regard. Methods: The research is a correlational study, and data collection was through the census method. All 150 girls aged between 12 and 24 years who lived in one of the villages (Benoband) of Bandar Abbas City, Iran, in 2022 were recruited. The deliberate self-harm inventory (Gratz, 2001), the Kutcher adolescent depression scale, the dual school climate, and school identification measure-student, the academic performance questionnaire (Pham & Taylor, 1999), and the affective Family climate were used for data collection. The collected data were analyzed using multiple linear regression analysis in SPSS software, version 26. Results: The results revealed that depression has a direct relationship with self-harm (0.30), the emotional atmosphere of the Family (-0.49), and school climate and identity (-0.49). Also, the academic performance had a significant negative relationship (-0.47) with self-harm (P<0.001). Regression analysis showed that these variables can explain 39% of the variance of adolescent self-harm behavior (F=25.16, P≤0.001). Conclusion: The research showed that teenagers need education and awareness in schools and families. Also, parents’ education to familiarize them with the particular characteristics of adolescents, including their emotional and social characteristics, will lead to a greater understanding of the adolescent in the Family and mental and psychological peace of the adolescents. A comprehensive health education program should include coping skills, interpersonal communication, goal setting, anger management, and advocacy skills.

Background: The ability of human creativity in thinking, reasoning, problem solving and intellectual development processes have defined. Among the structures that have significant impact on student creativity, tolerance for ambiguity and emotional atmosphere of the Family are of great significance. This article sought to explore the relationship between tolerance for ambiguity and emotional Family atmosphere that examined students with their creativity.Method: This was a descriptive and correlation with the target application was conducted. To measure the variables of Abedi (1985) and Nodargahfard (1995) and Lin (1993) was used. Research community, all students of Islamic Azad University of Abadan form of which 304 students were selected by cluster analysis using correlation and regression analysis were obtained.Conclusion: The results of the present study are that the Family emotional climate of tolerance for ambiguity and students can increase their creativity.

The purpose of this research is to study the relationship between the Family’s affective atmosphere and development of social skills along with academic achievement of male and female students of fourth and fifth grades in the elementary schools of Masjed-Soleiman. The subjects were 289 (147 boys and 142 girls) students, selected randomly using multi-stage sampling. Measurement tools in this study were Heilburn's Family members of affective relations inventory, Keramati's test of social skills development and scholastic average to measure the achievement performance. The results indicated that there is a positive and significant relationship between the affective atmosphere of Family and social skills development of boy and girl students. Also the results of analyzing multiple regressions showed that from among the domains of affective atmosphere of Family, the sense of security in boy and the affection and having common experiences with parents in girl students are the best predictors of social skills development. There is a positive and significant relationship between the affective atmosphere of Family and academic achievement of boy and girl students as well.

Background: It is believed that one of the most influential factors of adolescent success is academic adjustment, and it has important implications for adolescents' abilities to succeed in school and adulthood. The structure and emotional atmosphere of the Family, along with teaching emotional regulation skills to adolescents, can provide the ground for emotional, academic, and social adjustment, so conducting a study on the factors affecting students' adjustment is a basic necessity in adolescence. Aims: The purpose of this study was to determine the mediating role of emotion regulation in the relationship between Family emotional climate and academic adjustment. Methods: The present study is a descriptive correlation study that was conducted using the structural equation modeling method. The statistical population of the study consisted of all male high school students in Khorramabad in the academic year 2023-2024. The sample consisted of 315 second-year students in Khorramabad who were selected by multi-stage cluster sampling. To collect data, Hill burn's Family emotional atmosphere scale, 1964, Gross and John's (2003) emotion regulation scale, and Baker & Siryk's (1984) academic adjustment scale were used. To analyze the data, SPSS.22 software using Pearson correlation coefficient and Smart PLS.3 software was used to model structural equations. Results: The results showed that all dimensions of emotional atmosphere and emotion regulation had a positive and significant relationship with the total score of academic adjustment (P< 0.05). The results of structural equation modeling showed that Family emotional climate has no direct and significant effect on academic adjustment. Rather, through the mediating role of emotional regulation, it has a good indirect relationship with academic adjustmen (P< 0.05). Conclusion: Therefore, by teaching emotional regulation skills to parents and students, the role of other factors that lead to students' incompatibility and non-conformity can be moderated. Therefore, it is suggested to the education authorities to put the training of parent-child relations and emotional regulation skills in a mutual model of parents and students on the agenda.

Introduction: The present study aimed to investigate the mediating role of self-compassion in the relationship between Family emotional climate and couples' happiness. Methods: The research method was descriptive-correlational. The statistical population included parents of sixth grade students in girls' and boys' schools in Karaj in the academic year 2023-2024, from which 340 couples (680 people) were selected as samples by cluster random sampling. The research tools included the Marital Happiness Scale (MHS), Hilburn Questionnaire of Family emotional Condition (HQFEC) and Self-Compassion Scale Long Form (SCS-LF). Pearson correlation test and structural equation modeling and two software SPSS version 25 and AMOS version 26 were used to analyze the data. Results: The results indicated a favorable fit of the mediating role model of self-compassion in the relationship between Family emotional climate and happiness in couples. Were positive and significant the direct path coefficient between Family emotional climate and happiness (p=0.001, β=0.273), The direct path coefficient between Family emotional climate and self-compassion (p=0.001, β=0.394), the direct path coefficient between self-compassion and happiness (p=0.001, β=0.355), and the indirect path coefficient between Family emotional climate and happiness (p=0.001, β=0.140). Conclusion: According to the results obtained, self-compassion can be an explanatory variable for unhappy couples with a history of an inappropriate Family emotional climate. Therefore, the assessment of self-compassion can be considered by experts and psychologists in this field.