Objective: The present study was conducted with the aim of effective school-based self-control skill training on increasing psychological hardiness and self-efficacy of male students of the first secondary level.Method: This research is a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the present study included male students of the first secondary school in Qom city, 30 students were selected using the available sampling method and divided into two groups of 15 people completely randomly. Students in the experimental group participated in 8 sessions of the school-based self-control training program, and the control group did not receive training. Before and after the implementation of the intervention, both groups were evaluated using the psychological hardiness scale of Lang and Goulet (2003) and the self-efficacy scale of children and adolescents (SEQ-C). The data was analyzed using spss-22 software and through repeated measures analysis of variance test.Findings: The results showed that school-based self-control skill training has a significant effect on increasing students' psychological hardiness and self-efficacy (P<0.01). Conclusion: The findings of the present study indicated that school-based self-control skill training can be an effective intervention in increasing psychological hardiness and self-efficacy in students.

Introduction: Today's world is full of unavoidable stress. Therefore, this study aimed to investigate the effectiveness of psychological hardiness training intervention on perceived stress among students of Payame Noor University. Method: By available sampling, 31 subjects (29 females and 2 males) whose perceived stress scores were higher than the mean (M = 27. 26) were selected and randomly assigned into experimental and control groups. Participants in the experimental group received 12 sessions of the hardiness training intervention. Participants completed perceived stress scale and the hardiness personality inventory before and after the intervention. Results: The results of one-way analysis of variance showed a significant decrease in perceived stress and a significant increase in psychological hardiness (P <0. 05) in the experimental group compared to the control group. Conclusion: Therefore, the psychological hardiness training increased the psychological hardiness and its components including challenge, commitment, and control and decreased perceived stress in students in the face of stressful events.

The aim of this study as to predict academic performance based on the components of psychological capital and psychological hardiness in second grade female students. The research method was descriptive-correlational and the statistical population of the study consisted of 4588 students of all third grade high school students in Qom in 2017-2018 academic year. 357 students were selected according to Morgan table. Luthans psychological capital questionnaire (PCQ), hardiness psychological questionnaire Kvbasa (H S) and mean of scores students were used as a criterion for assessing academic performance. The validity and reliability of these two questionnaires have been investigated and confirmed in previous studies. Data were analyzed by SPSS software using descriptive and inferential statistics including correlation coefficient and multiple regression analysis. The results of correlation coefficient indicated that there was a direct and significant relationship between academic performance with psychological capital and components (self-efficacy, optimism and hope), while there was no significant relationship between academic performance and resilience. On the other hand, there was an inverse and non-significant relationship between academic performance and psychological hardiness. Also, there was no significant relationship between hardiness (commitment, challenge and control) with academic performance. According to regression coefficients, it can be said that only psychological capital has significant predictive power over academic performance. Among the components of hopeful psychological capital, there is a stronger single contribution to predicting academic performance. Thus, in order to improve students' academic performance, it is necessary to develop programs to enhance psychological capital.

This study aimed at investigating the relationship between hardiness and marital adjustment of high school teachers in Shiraz in the school year 89-90. A sample of 324 (178 male and 146 female) high school teachers, selected through cluster random sampling method, was administered two questionnaires of dynamic adjustment (Spannier, 1976) and hardiness (personal views). A use was made of descriptive statistics, independent t-test, and regression and Pearson correlation analyses to analyze data. The results revealed that there was a significant relationship between hardiness and marital adjustment. There was, more specifically, a significant relationship between control, commitment, and challenge and marital adjustment. Besides, it was indicated that there was a significant difference between men’s and women’s marital adjustment and also between their hardiness. hardiness could predict marital adjustment as revealed by regression analysis.

Education is a continually developing activity, it shapes the way an individual develops their attitudes, thoughts and behavior. Education is not just about being literate but it is an overall development of the person in every aspect of their lives. A society's educational system can be greatly linked to its culture as the culture that one is in have an affect on the type of curriculum the institutions will develop in order to cater to every individual of that particular culture. Education moulds and shapes a society and it is influenced by the culture of the particular country or society. The educational system acts as a point of reference for the society's needs and demands. The principles that dominate this article is culture and education are interrelated and interconnected. Every educational paradigm is influenced by the culture of the society in which it operates. This essay underlines the extensive connection between culture and education. As a result, the goal of this essay is to depict these features from a Philosophical-psychological Approach.

This research aimed to study the role of resiliency and psychological hardness in predicting the psychological well-being of mothers of children with adaptive-cognitive disabilities. The design of the research was a correlational type. The statistical population included all mothers of children with cognitive-adaptive disabilities in 2018-2-19. Therefore, by convenience sampling, 80 mothers from this group were selected, and Beshart’ s psychological Well-being, Kobasa’ s psychological Hardness, and Conner & Davidson’ s Resiliency Inventories were used to gather the data. Pearson’ s correlation coefficient indicated that both resiliency and psychological hardness have significant relationships with psychological well-being. The results of multiple regression revealed that both of these variables could predict psychological well-being in mothers of children with cognitive-adaptive disabilities. More research is needed to achieve evidence-based practice and develop and implement educational programs, including resiliency and psychological hardness, to improve the psychological well-being of mothers' children with cognitive-adaptive disabilities.