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Background: Social-cognitive theorists suggest that cognitive-emotional factors play essential roles in academic outputs like academic engagement. Objectives: The purpose of the present study was to investigate the relationship between social achievement goals and academic engagement by mediating role of academic and social positive emotions. Methods: The method of present study was descriptive cross-sectional study based on correlational research. Using cluster multi-stage sampling method, this study included 566 undergraduate students (278 male and 288 female) in the first semester of 2018. The research instruments were Social Achievement Goals scale, Academic Hope scale, Admiration scale, and Academic Engagement inventory. Data were analyzed using correlation matrix and structural equation modeling. Results: Results of analyzing data showed that social development goal had a positive indirect effect (β = 0.41, P = 0.01) on academic engagement through academic hope and admiration. Also, social demonstration-approach goal had an indirect and negative effect (β = -0.08, P = 0.01) on academic engagement by the mediating role of admiration. Finally, the research model was able to explain 31% of the variance of academic engagement with two latent variables of social achievement goals and academic and social positive emotions. Conclusions: In general, social achievement goals and positive emotions significantly explained the variance of academic engagement. The findings provide supportive evidence for how motivations and emotions can affect academic engagement.

The aim of this study was the effect of family communication patterns its components on Resilience among Iranian adolescents. Seven-hundred-high school students (180 girls & 150 boys) were participants of the study. Revised version of family communication patterns Scale and Adult Resilience Scale were used as measures of the study. To examine the reliability of measures, Cranach alpha coefficient, and to determine the validity, factor analysis was used. Results showed that: with bin family communication patterns with Resilience was a significant predictor. (P

The aim of this study was predicting creativity and its components based on emotional intelligence and its components. The sample comprised from 548 students (281 boys and 267 girls) in four secondary grades and pre- university level from Shiraz high schools. Who were selected via multi stage cluster sampling procedure with class as sampling unit? Method Regression analysis procedure was used for analyzing the date. General finding of the study indicated that emotional intelligence positively predicts creativity. Result creativity was positivity predictable through two components of emotional intelligence including emotional perception and optimism General emotional intelligence can positively predict dynamic and extension as two components of creativity. In addition findings indicated that boys and girls were significantly different in terms of general emotional int elligence (as well as two emotional perception and optimism components) and creativity a whole and its components .But this was not true for social skills and emotional control components of emotional intelligence. Finally, the findings were discussed with respect to the research literature and suggestion for further investigations was set forth.

The main purpose of this research was to gain an understanding of a framework for student leadership competencies development. This research used a qualitative method. This study involved triangulation as a result of combining in- depth individual interviews, focus group interviews, review of documentation, and informal discussions with participants throughout the research process. The findings show there are several factors affecting student leadership competencies development such as 1) individual factors including emotional intelligence, self-efficacy, self-confidence, and extroversion, 2) student experiences and involvement including academic involvement, student-faculty relationship, peer relationship, leadership position in class and in student organization, and 3) college environment. The results of this study provide practitioners such as student affairs staff, faculty, administrators, and boards of trustees with information on how to best prepare future leaders for effective leadership in 21 century.

This study was examined the relationship between family communication patterns and academic resilience. Six-hundred-six high school students (309 girls and 297 boys) were participants of the study. Youth Development Module scale (RYDM) and Family Communication Patterns scale (FCP) were used as measures of the study. Simultaneous multiple regression of family communication patterns on academic resilience showed that “conversation” was a significant positive predictor of the “community care/ high”, “school care/ high”, “home care/ high”, “peer care”, and “school/ community meaningful”. Also, “conformity” was significant positive predictor of “school/ community meaningful” and significant negative predictor of the “community care/ high” and “home care/ high”.

This study was examined Gender different between Imaginary Audience and Personal Fable with Resilience among Male and Female. Seven-hundred- high school students (353 girls & 347 boys) were participants of the study. New Personal Fable Scale and New Imaginary Audience Scale and Adult Resilience Scale were used as measures of the study. Results of simultaneous multiple regression analysis showed (Female& male) that: A) Imaginary Audience was significant positive predictor of the social competence and Family coherenceand. b) the omnipotence was positive predictor of all subscales of RSA c): the Uniqueness for(Female) was negative predictor of Personal competence,Family coherence and Personal structure subscales; the Uniqueness for (Male) was significant positive predictor of the social competence was negative predictor of Personal structure d) Invulnerability(Female) was significant negative predictor Personal structure and family coherence but(Male) was negative predictor of Personal structure, (Female& male) significant positive predictor was Social support.

One of the effective factors in shaping and growth of resilience is style of parent-child relationship. The present study investigated the relationship between the parenting styles and resilience. Three-hundred-fifty Shiraz University students (235 females and 115 males) were participants of the study. Steinberg's Parenting Styles Scale (2005) and Canner-Davidson Resilience Scale (CD-RISC) were used as measures of the study. Simultaneous multiple regression of CD-RISC total score on the parenting styles subscales, revealed that the “acceptance-involvement” style was significant positive predictor of the resilience, whereas the “psychological autonomy-granting” and “behavioral strictness-supervision” styles didn’t had a significant predict power for the resilience.

Resilience, as an ability to withstand and rebound from crisis and adversity, is becoming an increasingly popular concept in research on intervention and prevention of mental health. The present study examined psychometric properties of a Persian version of the Resilience Scale for Adults (RSA), a scale intended to measure protective factors presumed to enhance resilience. The participants were 373 university undergraduate students, as well as 30 pairs of run-away girls and a matched control group. A confirmatory factor analysis verified the Norwegian five-factor structure. All subscale scores, personal competence, social competence, family cohesion, social resources and structured style, had good reliability. The convergent validity of the RSA was supported by showing positive associations with another resilience scale, i.e., a Persian version of the Connor-Davidson Resilience Scale (CD-RISC). Predictive validity of the RSA was supported, as well, by significantly differentiating between girls who had run away from home and a matched control group. The results indicate that the RSA may be a valid and reliable scale for the assessment of resilience protective resources in an Iranian population.

This study is an attempt to understand the relationship between Blatt's personality predispositions (self-criticism, dependency and efficacy) with loneliness in late adolescence. Participants were 426(204 boys and 222 girls) adolescents were selected through random cluster sampling from Shiraz high schools, Iran. They completed Depressive Experiences Questionnaire (DEQ) and Short form of Social and Emotional Loneliness Scale (SELSA-S). To examine reliability of measures Cronbach alpha coefficient and to determine the validity, factor analysis method were applied. Results showed that all of personality variables were significant predictors of loneliness: self-criticism was positive but dependency and efficacy were negetive predictors of loneliness.

The purpose of the present research is to investigate the role of student associations in leadership development of engineering students. The research method is qualitative and is performed by semi-structured interview, focus groups and archival. 42 engineering students were selected by purposeful sampling method based on snowball sampling. After the interview, the data was analyzed based on Strubert 10-phase analysis method and by triangulation. Results indicated that student associations have a significant effect on leadership development of engineering students and enhance the individual, group and social capabilities of them.