آقای آرش شهبازیان خونیق

The present study aimed to differentiate students with high and low suicide risks based on the components of self-restraint, meaning in life, and depression. In this causal-comparative study, the statistical population comprised all male and female high-school students in Oskoo (Iran), of whom a sample of 766 was selected by both cluster random and purposive sampling. The data were collected via the Beck Depression Inventory, the Meaning in Life Questionnaire, the Suicide Probability Scale, and the Self-Restraint Scale. The data were analyzed in SPSS 22 using discriminatory analysis. The variable of depression and the components of impulse control and responsibility had the highest discriminatory power, followed by the components including aggression control, the presence of meaning, search for meaning, and consideration for others, which were respectively the best discriminatory components of the two groups (P<0.01). Educational authorities are advised to incorporate programs to improve students' self-restraint skills and give meaning to their life.

This study aimed to investigate the role of the components of social intelligence and social isolation in academic well-being among students. The research method was descriptive and correlational. The population consisted of all students enrolled in Tabriz city secondary schools in the 2019-2020 academic year that according to Krejcie and Morgan table, 370 students (197 girls and 173 boys)  were selected by the multistage cluster sampling method. Instruments were Tromso Social Intelligence Scale (Silvera et al, 2001), Social Isolation (Modarresi Yazdi, 2014) and Academic Well-being (Tuominen-Soini et al, 2012). Data were analyzed using multiple regression analysis (stepwise). The results of multiple regression analysis showed that the components of social intelligence and social isolation could significantly predict all components of academic well-being (p<0/05). Social intelligence and social isolation play an important role in academic well-being among students. Therefore, in educational programs for the increase of academic well-being among students, social intelligence and social isolation require more attention.

 Moral intelligence and organizational procrastination are considered as important factors affecting the job security of welfare personnel. Therefore, the present study aimed to investigate the role of components of Moral intelligence and organizational procrastination in the job security of welfare personnel.

 The research method was descriptive and correlational. The statistical sample of the research was 230 welfare workers of Sanandaj city, who were selected by a simple random sampling method. For data collection from a moral intelligence questionnaire, organizational procrastination questionnaire and job security questionnaire were used. Data were analyzed using software SPSS 22 and statistical tests Pearson correlation and multiple regressions (stepwise).

Ethical Considerations: 

Participants verbal consent in order to participate in the research was obtained and about the anonymous questionnaires and the privacy of information were assured to them.

 Findings showed that all components of moral intelligence and organizational procrastination had a significant relationship with job security (P<0.01). Also, the inefficiency component and the honesty component were able to significantly predict the job security of personnel (P<0.01).

 The results of this study showed that moral intelligence and organizational procrastination have an important role in the job security of personnel; Therefore, senior managers of organizations can help improve job security and reduce job procrastination by strengthening personnel' moral intelligence.

Social intelligence and resilience are considered as important factors affecting the probability of suicide among students. Therefore, the aim of the present study was to investigate the role of social intelligence and resilience in the suicide probability of students.

The research method was descriptive and correlational. The statistical population included all students second high school of Ahar city in the academic year 2017-2018 who A sample of 337 students was selected by the cluster random sampling method. For data collection from Tromso social intelligence scale (TSIS), Klohnen ego-resilient scale (1996) and the suicide probability scale (SPS) were used. Data were analyzed using software spss 22 and statistical tests Pearson correlation and multiple regression (stepwise).

Pearson correlation coefficient results showed that social intelligence and resilience with the suicide probability of students significant negative relationship (P<0/01). Also, multiple regression results showed that social intelligence and resilience, they could significantly predict the grades of suicide probability of students.

The results of this study showed that social intelligence and resilience played an important role in reducing the probability of suicide among students. Therefore, in any planning for the prevention and reduction of suicide among students, social intelligence and resilience need special attention.

This study aimed to discriminate students with high and low social isolation based on components of social intelligence, bullying and academic well-being. The method of this study was causal-comparative. The population consisted of all male and female students enrolled in Tabriz city secondary schools in the 2019-2020 academic year that according to Krejcie and Morgan table, 365 students were selected by the multistage cluster sampling method. For data collection from the Tromso social intelligence scale (2001), the Illinois bullying scale (2001), academic well-being Tuominen-Soini et al Questionnaire (2012) and social isolation Modarresi Yazdi Questionnaire (2014) were used. Data were analyzed using SPSS-22 software and statistical test discriminant analysis. The results of the discriminant analysis, leading to a significant recognition function that according to this function, school burnout and the victim had the highest ability to differentiate (p

The purpose of this study was to investigate the relationship between personality characters and indiscipline with bullying in secondary students of Shabestar city. The research method is descriptive and correlational. The statistical population of this study was all 2nd grade high school students in Shabestar city with 2260 people. Using Cochran formula and cluster sampling, 327 (164 girls and 163 boys) were selected. The tools used for this research included the personality characteristics questionnaires Costa and McCrae (1985), the bullying questionnaire (Illinois, 2011) and the indiscipline Inventory (MisrAbadi et al., 2013). For data analysis, statistical tests of multiple regression and Pearson correlation coefficient were performed using SPSS.22 software. The results of correlation coefficients showed that there was a positive significant relationship between the components of personality and discipline with the bullying of students (p < 0.01). Also, due to the multiple regression results, 39.9% of student bullying variance was explained by personality characters and indiscipline. The result of the research indicated that students' personality characteristics and indiscipline are important variables that can predict student bullying behaviors.

Mental well-being is one of the essential constructs of mental health and identifying the factors affecting it is of paramount importance. Therefore, This study aimed to determine the role of loneliness as a predictor of mental well-being among students. It was causal-comparative research. The research population consisted of all male and female students studying in Tabriz University of medical sciences (N= 8286) in the 2018-2019 academic year that according to Krejcie and Morgan table, 255 students were selected by multistage cluster sampling method. For data collection from the Warwick–Edinburgh mental well-being scale (2007), Loneliness scale (1980) were used. Data were analyzed using statistical test discriminant analysis. The results of the discriminant analysis, leading to a significant discriminative function that according to this function, the loneliness variable had the ability in discriminating between groups. Also, Based on this discriminative function, 78/5% of the students were properly assigned in their initial groups. Based on the present results, in educational and research programs to increase the mental well-being among students, loneliness needs special attention.

Suicide is a deliberate act that causes a person to die. The aim of this study was to discrimination of students with high and low suicide probability based on components moral intelligence, mindfulness and cell phone addiction. The method of this study was causal-comparative. The population consisted of all male and female students studying at Tabriz university in the 2018-2019 academic year that, 492 students were selected by multistage cluster sampling method. For data collection from the Lennick and Kiel moral intelligence, five facet mindfulness questionnaire (FFMQ), Savari cell phone addiction and suicide probability scale (SPS), were used. Data were analyzed using statistical test discriminant analysis. The results of the discriminant analysis, leading to a significant recognition function that according to this function acting with awareness and cell phone addiction had the highest ability to differentiate between two groups of students. Subsequent distinctive components the groups, were honesty, nonjudging of inner experience, forgiveness, describing, sympathy and observing. Also, the results of the discriminant analysis showed that all students with high suicide probability were correctly discriminated from other students with the highest percentage of detection (81/5%) and 80/6% of the two groups' students were properly classified according to the obtained function. The results of this reclassification indicated the ability of these variables in discriminating between students with different suicide probability levels.

Given the importance of psychological factors of personality in the development and exacerbation of symptoms of migraine, this study aimed to determine the role of borderline personality disorder components in discrimination of people with and without migraine. The research method was causal-comparative and statistical population included all patients of Khatam hospital in Zahedan who during 2017 was due to headache. Among patients with headache, were identified as migraine patients with a definite diagnosis by the neurologist and Ahvaz Migraine Questionnaire. Using the software Gpower 105 people with migraine and 105 without migraine subjects were considered as examples who had not experienced any headaches. They completed Ahvaz Migraine a headache questionnaire and Leichsenring Borderline Personality inventory. Data analyzed using descriptive statistics and discriminant analysis. Discriminant analysis results showed that reality testing of the damaged component has the highest discrimination power between two groups of people with and without migraine were. Next distinctive components respectively the identity confusion, fear of intimacy and the primary defense mechanisms were. Also, the results of the discriminant analysis showed that most people without migraine were correctly distinguished from other people with the highest percentage of detection (85.7%) and 81% of the people in two groups according to the function was properly reclassified. The results have important implications in changing the psychological state of patients and attention to the borderline personality disorder, in order to alleviate the symptoms of a migraine.

Job burnout is the person's reaction to interpersonal stressors in the workplace. The aim of the present study was the discrimination of teachers with high and low job burnout on the basis of work ethic and organizational commitment. The research method was causal-comparative. The population consisted of all male and female employed teachers with different educational levels in the 2016-2017 academic year in the city Mahneshan that based on Krejcie and  Morgan table (1970), 160 of them were selected by the random stratified sampling method. For data collection from questionnaires work ethic Costa and Mac Cry (1992), organizational commitment Porter (1974) and Job burnout Maslach (1985) was used. data were analyzed using from software spss 16 and statistical test discriminant analysis.The results of the discriminant analysis, leading to a significant recognition function that the according to this function organizational commitment has the highest discrimination power between two groups of teachers were. Subsequent distinctive components the groups, reliability and success-oriented components were. Also, The results of the discriminant analysis showed that most teachers with low job burnout with the highest percentage of detection (87%) were correctly distinguished from other teachers and 85/2% from the teachers the two groups according to the function was properly reclassified. organizational commitment and work ethic play an important role in discrimination between teachers with high and low job burnout. therefore, in any planning to reduce the job burnout of teachers, special attention should have to organizational commitment and work ethic.

Bullying and moral intelligence are considered as important factors affecting the probability of suicide among students. Therefore, The aim of this study was to determine the role of bullying and moral intelligence as a predictor of suicide probability among students. This study was a descriptive study. The statistical population included second high school female and male students of Sanandaj city who were studying in the academic year 2017-2018. A sample of 641 students was selected by the cluster random sampling method. Suicide probability scale (SPS) (Gill and Cull, 2002), Illinois bullying scale (IBS) (2001) and Lennick and Kiel’s moral intelligence questionnaire (2011) were used to collect data. Data were analyzed using discriminant analysis test. The results of the discriminant analysis led to a significant recognition function (p<0.05) that according to this function, the component of honesty (r= -0.835) was in the highest discrimination power between the two groups of students. Subsequent discriminative components of the groups were sympathy (r -0.674), forgiveness (r -0.674), victim (r= 0.274), fight (r= 0.287) and bullying (r= 0.224) . Also, the results of the discriminant analysis showed that all students with low suicide probability were correctly discriminated from other students with the highest percentage of detection (100%). The results of this study indicated the importance of the components of bullying and moral intelligence in the possibility of distinguishing between students with high and low suicide probability; therefore, it is recommended that in any planning for the reduction of the probability of suicide among students, attention be drawn to decreasing bullying and promoting moral intelligence

This research has been conducted to examine the role of components of academic procrastination and loneliness in students' academic burnout. The research method was descriptive and correlational. The population consisted of all students enrolled in ahar public and private schools in the 2015-2016 academic year. According to Krejcie and Morgan table, 324 students were selected by multistage cluster sampling method. Instruments were procrastination assessment scale (Solomon & Rothblum, 1989), University of California Los Angeles loneliness scale (1980) and the Maslach Burnout inventory-student survey (2002). data Were analyzed Using software 16 spss and Statistical tests Pearson correlation and multiple regression (stepwise). Pearson correlation coefficient results showed that all of the components of academic procrastination and loneliness with academic burnout significant positive relationship (P<0/01). Also, Multiple Regression Results showed that students' academic burnout could be anticipated from academic procrastination and loneliness. it is necessary that this relation being considered in any curriculum planning and affairs reform.

Mental well-being is one of the important constructs of mental health and identifying the factors affecting it is of paramount importance. So, the aim of this study was to discriminate between students with high and low mental well-being based on their resilient and components of the tendency to risky behaviors. It was a causal-comparative research. The research population consisted of all male and female students studying in Kurdistan University of Medical Sciences in the 2017-2018 academic year, 365 students were selected by multistage cluster sampling method. For data collection from the Warwick–Edinburgh mental well-being scale (WEMWBS), Klohnen ego-resilient scale (1996) and youth risky behaviors scale were used. Data were analyzed using software SPSS-20 and the statistical test of discriminant analysis. Discriminant analysis results showed that resilient, the tendency to drug and psychoactive and the tendency to cigarette has the highest ability in discriminating between two groups of students with high and low mental well-being were. Subsequent discriminative components included the tendency to risky sexual behavior, the tendency to drive dangerously, the tendency to violence and the tendency to alcohol, respectively. Also, the results of the discriminant analysis showed that all students with high and low mental well-being were correctly discriminated from the other students with the highest percentage of detection (100%). Resilient and components of the risky behaviors are important determinants of discrimination among students with high and low mental well-being. Therefore, in educational and research programs in order to increase the mental well-being among students, resilience and the components of the risky behaviors needs special attention.

One of the problematic factors in the field of education and learning is academic procrastination. The aim of the present study was the survey of the role of moral intelligence and cell phone addiction in predict academic procrastination of students. The research method was a descriptive-correlation. The population consisted of all male and female students studying at Azerbaijan Shahid Madani University in the 2017-2018 academic year that according to Krejcie and Morgan table, 357 students were selected by multistage cluster sampling method. For data collection from academic procrastination assessment scale (Solomon & Rothblum, 1989), Lennick and Kiel moral intelligence questionnaire student (2011) and Savari cell phone addiction were used. Data analysis was performed using the Pearson correlation coefficient and multiple regression analysis (stepwise) in software spss version 16. Correlation coefficients showed that there was a significant negative correlation between moral intelligence and academic procrastination and there was a significant positive correlation between cell phone addiction and students' academic procrastination (P < 0.01). Also, the results of multiple regression analysis showed that moral intelligence and cell phone addiction could significantly predict students' academic procrastination. In educational programs for the prevention and reduction of academic procrastination among students, moral intelligence and cell phone addiction require more attention.

Bullying is a widespread disaster throughout school years which almost one-third of students are faced with. Thus, this study aimed to investigate the role of the determinants of moral and social intelligence components on the bullying of students. This study was a descriptive-correlational research. The population study consisted of all students studying in Ahar public and private high schools in the 2017-2018 academic years. According to Krejcie and Morgan table, 359 students were entered to the study who selected by cluster sampling method. Data collection was done using Lennick and Kiel’s moral intelligence questionnaire, Tromso’s social intelligence scale and the Illinois’s bullying scale. Data were analyzed using SPSS software Ver.22 as well as statistical tests of Pearson correlation and stepwise multiple regression. The mean scores of moral intelligence and social intelligence of the students were high and their bullying rate was low. Pearson correlation coefficient showed that all determinants of the moral intelligence and social intelligence had a significant negative correlation with the bullying components (P<0/01). Also, multiple regression analysis showed that the components of moral intelligence and social intelligence could significantly predict the bullying components in the students. Findings showed that moral intelligence and social intelligence play an important role in reducing the bullying in students. Therefore, it is recommended that improving the students’ social intelligence and moral intelligence be paid attention in any policy-making and planning to reduce students' bullying and their dropout.

Given to the mediating role of psychological factors in the occurrence and exacerbation of migraine, this study aimed at explaining the mediating role of irrational beliefs in the relationship between personality dimensions and social support perception in patients with migraine. The research method was descriptive-correlational. The statistical population consisted of all patients who were presented with a headache complaint at the Khatam hospital in Zahedan, Sistan and Baluchestan, Iran in the spring season of 2017. A total of 200 patients with migraine who were selected with the method of availability sampling and then completed the Ahvaz Migraine Questionnaire, the Wax’s Social Support Questionnaire, the Jones’s Irrational Beliefs Questionnaire as well as the NEO-Five Factor Inventory, Short Form. Data were analyzed by descriptive statistics, the Pearson Correlation Coefficient and Path Analysis, The results indicated that there was a significant relationship between all five dimensions of personality with irrational beliefs as well as social support perception The general indexes of the proposed pattern test indicated the optimal fit of the model. These findings indicate that irrational beliefs play a significant mediator role in the relationship between personality dimensions and social support perception, which in turn reducing irrational beliefs and increasing social support perception of the patients could have a significant effect on the reduction of migraine attacks.

Loneliness feeling is a risk factor for health and quality of life. The aim of the present study was to determine the role of tendency to risky behaviors components in discrimination of students with high and low loneliness feeling.
The research method was causal-comparative. The population consisted of all male and female students studying in Kurdistan University of Medical Sciences in 2017-2018 academic years. 216 students were selected by multistage cluster sampling method. For data collection, Russell et al. Loneliness (UCLA) and youth risky behaviors questionnaires were used. Data were analyzed using spss-20 software and the diagnostic analysis test.
Results The results of diagnostic analysis test showed that and the components of tendency to drug, psychoactive, and cigarette had the highest discrimination power between the two groups of students with high and low loneliness. Next distinctive components of groups were respectively, the tendency to violence, alcohol, drive dangerously, and the tendency to risky sexual behaviors. Moreover, all the students with high and low loneliness were correctly discriminated from each other with the highest detection percentage (100%) and 100% of the students in the two groups according to the obtained function were properly reclassified.
Components of tendency to risky behaviors are important determinants of discrimination between students with high and low loneliness feeling. Therefore, by using loneliness reduction skills training programs can prevent the tendency to high-risk behaviors of students

The aim of this study was to discriminate between students with high and low academic burnout based on their academic procrastination and loneliness. It was s causal-comparative research. The research population consisted of all students studying in Ahar public and private schools in the 2015-2016 academic years. The research sample consisted of 332 students who were selected based on Krejcie and Morgan table, and using cluster sampling method. Data were collected using procrastination assessment scale (Solomon & Rothblum, 1989), University of California Los Angeles loneliness scale (1980) and the Maslach burnout inventory-student survey (2002) and they were analyzed using software 16 SPSS and the statistical tool of discriminant analysis. The results of the discriminant analysis, led to a significant recognition function. According to this function, the component of preparing articles had the highest ability in discriminating between the groups. Subsequent discriminative components included preparation for the exam, preparation for homework and the variable loneliness, respectively. Also, the results of the discriminant analysis showed that most students with low academic burnout were correctly discriminated from the other students with the highest percentage of detection (84/3%) and 80/2% of the two group's students were properly reclassified according to the obtained function. The results of this reclassification indicated the ability of these variables in discriminating between students with different academic burnout levels. Therefore, in educational programs for the prevention and reduction of academic burnout among students, academic procrastination and loneliness needs special attention.

One of the problematic factors in the field of education and learning is academic burnout. The aim of the present study was the discrimination of students with high and low academic burnout on the basis of test anxiety, alexithymia and academic achievement.

Method present study was causal-comparative. The population consisted of all male and female students studying in Azarbaijan Shahid Madani University in the 2016-2017 academic year that according to Krejcie and Morgan table, 360 students were selected by multistage cluster sampling method. For data collection from questionnaires Maslach academic burnout inventory (2002) and anxiety test of Friedman (1997), Toronto alexithymia scale and the first-semester average of students used. Data were analyzed using software 16 spss and statistical test discriminant function analysis.

Discriminant analysis results showed one significant discrimination function that the according to this function test anxiety was the highest possible power distinction between two groups of students. Next distinctive variables the groups, were alexithymia and academic achievement. Also, the results of the discriminant analysis showed that most students with low academic burnout were correctly distinguished from the student with the highest percentage of detection (78/1%) and 78% of the students in the two groups according to the resulting function was properly reclassified. The results of this reclassification show the ability of these variables in the distinction between students with different academic burnout levels.

In educational programs for the prevention and reduction of academic burnout among students to test anxiety, alexithymia and academic achievement require more attention.

One of the most important factors that lead to academic achievement is academic vitality. The aim of this study was to discrimination of students with high and low academic vitality based on components academic optimism and goal orientation. The method of this study was causal-comparative. The study statistical population included second high school female and male students (n: 4300) of sanandaj city who were studying in the academic year 2015-2016. A sample of 370 persons was selected by the cluster sampling method and using the table of Krejcie and Morgan. For data gathering of the student academic optimism questionnaire (2013) with Cronbach's alpha coefficient 0/87, the goal achievement questionnaire (2001) with alpha coefficient 0/88 and the academic vitality (2012) with alpha coefficient 0/80 were used. Data were analyzed using the discriminant function analysis test. The results of the discriminant analysis, leading to a significant recognition function that the according to this function respectively component trust in teachers as to academic optimism and component mastery-trends as to goal orientation had the highest ability to differentiate between two groups of students Also, the majority of the students with low academic vitality with the highest percentage of recognization (75.8%) were correctly distinguished from other students and 73% of the subjects in the two groups were classified according to the obtained function correctly. The results of this reclassified marker the ability of these variables it was the distinction between students with different academic vitality levels.

The aim of the present study was investigating the role of components moral intelligence and study habits in student-teacher academic procrastination. The research method was descriptive and correlational. The population consisted of all male student-teacher studying at Allameh Amini Tabriz campus in the academic year 2017-2018 to number 480 students that according to Krejcie and Morgan table, 214 of them were selected by cluster sampling method. For data collection from moral intelligence questionnaire student (2011), Palsane & Sharma study habit inventory (PSSHI) and procrastination assessment scale (Solomon & Rothblum, 1984) were used. Data were analyzed using software spss 22 and statistical tests Pearson correlation and multiple regression (stepwise). Pearson correlation coefficient results showed that all of the components of moral intelligence and study habits with academic procrastination significant negative relationship (P

High-risk behaviors endanger the health and well-being of individuals. Therefore, it is important to recognize the factors that affect it. So the aim of this study was to investigate the role of moral and social intelligence components in high-risk behaviors of students.

The research method was descriptive. The population consisted of all male and female students studying at Kurdistan University of Medical Sciences in the 2016-2017 academic year that according to Krejcie and Morgan’s table, 383 students were selected by multistage cluster sampling method. For data collection Lennick and Kiel’s students’ moral intelligence questionnaire, Tromso Social Intelligence Scale (TSIS), and the youth high-risk behaviors scale were used. Data were analyzed using Pearson correlation coefficient and multiple regression analysis (stepwise).

Correlation coefficients showed that except the sympathetic component with alcohol consumption and the components of truth and forgiveness with the tendency to high-risk sexual behaviors that were not meaningful, there were significant negative relationships between the other components of moral intelligence and the components of high-risk behaviors (p

Moral intelligence and social intelligence play an important role in reducing the incidence of high-risk behaviors in students. Therefore, in the educational programs for the prevention and reduction of high-risk behaviors among students, moral intelligence and social intelligence require more attention.

Moral intelligence is essential for continuous organizational and personal success. The aim of the present study was to determine the role of social intelligence and risky behaviors in discrimination of students with high and low moral intelligence.
The research method was causal-comparative. The population consisted of all male and female students studying in Kurdistan university of medical sciences in the 2016-2017 academic year that according to Krejcie and Morgan table, 383 students were selected by multistage cluster sampling method. For data collection from Lennick and Kiel moral intelligence questionnaire student, Tromso social intelligence scale (TSIS) and youth risky behaviors scale were used that all the tools had good reliability and validity. Data were analyzed using statistical test discriminant function analysis.
Ethical Considerations: Participants verbal consent in order to participate in the research was obtained and about the anonymous questionnaires and the privacy of information were assured to them.
Findings: Discriminant analysis results showed that social intelligence and tendency to drug and psychoactive has the highest discrimination power between two groups of students with high and low moral intelligence were. Next distinctive components respectively the tendency to drive dangerously, the tendency to violence, the tendency to cigarette and the tendency to alcohol were. Also, the results of the discriminant analysis showed that most students with high moral intelligence were correctly distinguished from other students with the highest percentage of detection (91.5%) and 91.2% of the students in two groups according to the function was properly reclassified.
Social intelligence and risky behaviors are important determinants of discrimination between students with high and low moral intelligence. Therefore, in any planning for the research and reform of affairs, social intelligence and risky behaviors require special attention.

The present study aimed to investigate the role of test anxiety components and alexithymia in the academic burnout of students. The method of this study was descriptive and correlational. The statistical population consisted of all male and female students studying at Azarbaijan Shahid Madani University in the 2016-2017 academic year that based on Krejcie and Morgan table, 355 students were selected by multistage cluster sampling method. Toronto Alexithymia Scale (Bagby et al, 1994), Test of anxiety (Friedman, 1997) and Maslach Burnout Inventory-Student Survey (Shaufeli et al, 2002) formed the basis for data gathering. Data were analyzed using software SPSS 16 and statistical tests Pearson correlation and multiple regression (stepwise). The results showed that there was a positive significant relationship between the components of test anxiety and alexithymia with academic burnout (P

High-risk behaviors endanger the health and well-being of individuals. Therefore, it is important to recognize its effective factors. Therefore this study aimed to explain student - teachers high-risk behaviors based on academic identity and academic motivation.

The research method was a descriptive-correlation, and the statistical population consists of all male student – teachers (n=500) at Farhangian University of Sabzevar in 2016-2017 and 220 students were selected using available sampling method and using the Cochran formula. Academic identity status questionnaire, academic motivation scale and Iranian youth high-risk behaviors scale were used for data gathering. Data analysis was performed using the multiple regression analysis (stepwise) and software SPSS version 16.
Findings: The results showed that there is a significant negative relationship between academic identity achievement with smoking and sex and followering academic identity with sex (p>0.05). There is a significant negative relatioship between internal motivation with smoking and sex (p>0.01). Stepwise regression analysis showed academic identity achievement and academic identity follower predict Smoking and sex components. Also, intrinsic motivation predict smoking and sex components of high-risk behaviors.

Academic identity and academic motivation are predictors of high-risk behaviors in students.