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Background and Objectives: Various factors are involved in promoting the psychological hardiness of students during the coronavirus epidemic. Therefore, this study aimed to determine the role of religious coping and moral intelligence in predicting the psychological hardiness of students during the coronavirus epidemic. Materials and Methods: The present descriptive-analytical study was conducted on all male and female students of Ghaen School of Nursing and Midwifery, Birjand, Iran, within the academic year of 2020-2021. The samples (n=180) were selected by available sampling method and responded online to the scale of Religious Coping Scale ( Pargament et al.), Moral Intelligence (Lenick and Kiel), Psychological Toughness (Kiamarei et al.). The collected data were analyzed in SPSS software (version 25) using the Pearson correlation test and multiple regressions simultaneously. Results: The results showed that the relationship of positive religious coping and moral intelligence with psychological hardiness was positive and significant. However, the relationship between negative religious coping and psychological hardiness was negative and significant (P

Background: Numerous studies have studied the importance of basic psychological needs in students and have investigated the role of basic psychological needs in creating hope, efficiency, resilience and optimism, academic performance, burnout and academic inefficiency. But there is a research gap on the relationship between self-supportive environment and academic well-being with the mediating role of basic psychological needs. Aims: The relationship between self-adherence supportive environment and academic well-being with the mediating role of basic psychological needs. Method: The research was correlated with structural equation modeling. The statistical population consisted of all male high school students in Qaenat city in the academic year of 2018-2019. Research tools include the. Research tools include the Self Assessment of Self Assessment Questionnaire of Assor et al (2002), the Tominin-Sweeney et al (2012) academic well-being scale, and the Lagardia et al(2000). Data were analyzed using Pearson correlation, regression, factor analysis, and structural equations. Results: Self-supporting environment has a direct and significant effect on basic psychological needs and academic well-being and basic psychological needs also has a direct and significant effect on academic well-being (P