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Background and Objectives: Identifying moral intelligence is a fundamental change and need in nursing because becoming a good nurse depends not only on theoretical knowledge and clinical skills but also on the development of moral experiences in the application of moral knowledge and responsibility. Therefore, this study aimed to investigate the level of moral intelligence of nursing students during coronation and the role of demographic characteristics. Methods: The present study was a descriptive correlational study. The statistical population of this study was all students of the Faculty of Nursing and Midwifery in Ghaen city in the academic year 2020-2021, which was selected using the available sampling method and using the Krejcie and Morgan table The sample size was estimated to be 180 people and they answered the demographic information and Lennick and Kiel’s Moral Intelligence Standard Questionnaires online through social networks. Mean, standard deviation, and one-sample t-test, multivariate analysis of variance was used to analyze the data using SPSS software v. 25. Results: The results showed that the moral intelligence of nursing and midwifery students was at a high level. There was no significant difference between the components (honesty, P=0.762), (responsibility, P=0.952), (compassion, P=0.318), (forgiveness, P=0.469) of moral intelligence of male and female students (P

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

Introduction and purpose: The social well-being of the students as an influential group, who face different experiences in society, university, and family, is affected by various factors. Therefore, this study aimed to investigate the role of psychological hardiness components and emotions (positive and negative) in predicting the students' social well-being. Methods: This study was conducted based on a descriptive-correlational research method. The statistical population included all students at the School of Nursing and Midwifery in Ghaen, Iran, during the academic year 2020-21. The samples (n=180) were selected using the convenience sampling method, as well as Gajresi and Morgan table. They were then asked to answer the questionnaires online. The data were collected using the Psychological Hardiness Scale (Kiamarsi et al., 1998), Positive and Negative Affect Schedule (Watson et al., 1988), as well as the Social Well-being Subscale (Keyes and Magyar-Moe, 2003). The obtained data were analyzed in SPSS software (version 25) through the Pearson correlation test and multiple regressions simultaneously. Results: The results showed a direct correlation between positive emotion and psychological hardiness with social well-being; however, there was an inverse and significant association between negative emotion and social well-being (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