فهرست مطالب ارزو دلفان بیرانوند

This study was conducted to design a model for predicting moral behavior based on moral attitude and identity due to the mediating role of cost and benefit.               

The research method was descriptive-correlational and the statistical population included all second grade high school students of Hamadan in the academic year 2021-2022. The sample size consisted of 928 participants (399 girls and 529 boys) who were selected by multi-stage cluster random sampling method and completed the Moral Behavior, Moral Identity, Moral Attitude, and Benefit and Cost Scale. Data were analyzed by structural equation modeling using SPSS and Lisrel software.

The results show that the proposed model fits well with the experimental data and the variables of psychological benefit, situational benefit, psychological cost and situational cost have a significant mediating role in the relationship between moral attitude and moral identity with moral behavior. The findings also indicate that the direct effects of moral attitude and identity on moral behavior are not significant.

Based on the findings, it can be said that two factors of benefit (psychological-situational) and cost (psychological-situational) can control the performance or non-performance of moral behaviors by individuals with moral attitude and identity. Because assessing the degree of benefit and cost that performance or non-performance of moral behaviors might have for people can facilitate or deter them from doing the action or moral behavior.

This study was conducted with the aim of developing, validation, reliability, and normalization of Expectancy- Value – Benefit - Cost Scale among students of Bu-Ali Sina University. The research method was descriptive-correlational, and the statistical population included all students of Bu-Ali Sina University in the academic year of 2019-2020. The sample size included 395 students were randomly selected through multi-stage cluster sampling method, and they completed the researcher-made scale. Methods of analysis included: exploratory and confirmatory factor analysis, content validity, and concurrent validity, and Cronbach alpha coefficient. The results of exploratory factor analysis extracted 5 factors named expectation, value, benefit, psychological cost, and situational cost.  Moreover, first and second order confirmatory factor analysis confirmed the results of exploratory factor analysis of the scale. The estimated Cronbach alpha reliability coefficients for the whole scale was 0.848, and for expectation, value, benefit, psychological costs, and situational costs were 0.898, 0.899, 0.793, 0.862, and 0.778 respectively.

The identification of factors that can explain the occurrence of moral behaviors by individuals has been studied by theorists in various studies. However, it is also important to consider why moral behaviors are not performed by people with moral identities and attitudes. Could other factors, such as benefit and cost, play a role as a consequence of moral behaviors in different situations?

In this regard, this study was conducted to investigate the predictors of adolescent moral behavior based on moral attitude, moral identity, benefit, and cost.

The design of this study was descriptive and correlational. The statistical population included all adolescents in the academic year 2021-2022. The sample size consisted of 928 people who were selected by multi-stage cluster random sampling and completed the Moral Behavior Scale (Delfan Beiranvand & Rashid, 2022), Moral Identity (Aquino & Reed, 2002), Moral Attitude (Delfan Beiranvand & Rashid, 2022), and Benefit and Cost Scale (Delfan Beiranvand & Rashid, 2022). Data were analyzed using variance analysis and stepwise regression

The results of this study indicated a positive significant relationship between variables of moral identity, moral attitude, situational benefit, and psychological benefit with moral behavior, and a negative significant relationship between situational cost and psychological cost with moral behavior. The results revealed that variables of situational benefit, moral attitude, situational cost, and moral identity were the most important predictors of moral behavior among adolescents, respectively, and these variables could predict 0.25% of the variance of moral behavior (R2= 0/255, R= 0/50).

Based on the research findings, it can be said that compared to moral identity and attitude, the degree of benefits and costs that is gained by performing moral behaviors in a situation can play a greater role in predicting moral behaviors. When moral behaviors are associated with more situational benefit and less situational cost, they are more likely to occur by individuals in the situations. The results of this study have significant implications for all organizations.

This study was conducted with the aim of developing, validation, reliability, and normalization of moral attitude scale among adolescents.

The study was carried out in two phases. In the first phase (qualitative part), the existing theoretical foundations of attitude and moral attitude were studied and categorized by the use of the content analysis method. In the second phase (the quantitative part), based on the findings of content analysis, a 36-items scale was developed to measure three identified factors called cognitive, emotional, and behavioral. The research method was descriptive-correlational, and the statistical population included all adolescents of Hamedan in the academic year of 2021-2022. The sample size included 1093 adolescents were randomly selected through multi-stage cluster sampling method, and they completed the researcher-made scale. To examine the validity of the scale, exploratory and confirmatory factor analysis, content validity method, and concurrent validity, and to investigate the reliability of the scale Cronbach alpha were used.

The results of exploratory factor analysis extracted 3 factors named cognitive, emotional, and behavioral. The estimated Cronbach alpha reliability coefficients for the whole scale was 0.94, and for cognitive, emotional, and behavioral were 0.83, 0.90, and 0.87 respectively. Normative information of this scale is also reported.

According to the results moral attitude Scale has suitable validity and reliability, and can be used in various organization.

This study was conducted with the aim of developing, validation, reliability, and normalization of benefit and cost scales as a factor to explain of performing or not performing moral behavior in various situations. In this study, to collect data, a mixed method was used. In the first stage (qualitative) with phenomenological qualitative research, an interview (structured interview) was performed with 222 people. Sampling method was availability sampling method based on theoretical saturation. The explicit content analysis method was used to analyze the interview data. The results indicate two factors of benefit (psychological benefit and situational benefit) for why performing moral behavior and two factors of cost (psychological cost and situational cost) for why not performing moral behavior. In the second stage (quantitative), based on the findings of content analysis, two scales of benefit (33-items) and cost (26-items) was developed to measure identified factors called psychological benefit, situational benefit, psychological cost, and situational cost.Then, based on multi-stage cluster random sampling method, in the study 1093 second grade high school students (515 girls and 578 boys) participated in Hamadan. The results of exploratory factor analysis extracted 4 factors named psychological benefit, situational benefit, psychological cost, and situational cost. The estimated Cronbach alpha reliability coefficients for the whole benefit scale was 0.954, and for subscales of psychological benefit, situational benefit were 0.918, 0.934, and Cronbach alpha coefficients for the whole cost scale was 0.965, and for subscales of psychological cost, situational cost were 0.949, 0.928 respectively.

This study was conducted with the aim of developing, validation, reliability, and normalization of moral behavior scale among adolescents.

The study was carried out in two phases. In the first phase (qualitative part), the existing theoretical foundations of moral behaviors were studied and categorized by the use of the content analysis method. In the second phase (the quantitative part), based on the findings of content analysis, a 35-items scale was developed to measure two identified factors called negative and positive behaviors. The research method was descriptive-correlational, and the statistical population included all adolescents of Hamedan in the academic year of 2021-2022. The sample size included 1093 people who were randomly selected through multi-stage cluster sampling method, and they completed the researcher-made scale. To examine the validity of the scale, exploratory factor analysis, content validity method, and concurrent validity, and to investigate the reliability of the scale Cronbach alpha were used.

The results of exploratory factor analysis specified 2 factors named negative and positive behaviors.The estimated Cronbach alpha reliability coefficients for the whole scale was 0.862, and  subscales  of negative and positive behaviors were 0.918, 0.920 respectively. Normative information of this scale is also reported.

According to the results, moral behavior scale has suitable validity and reliability, and can be used in various organizations.

Students' moral behaviors can be related to identity components and their perception of social interactions. This research aimed to investigate the mediating role of perception of social interaction in the relationship between moral behavior and identity dimensions among students.

The research method was descriptive-correlation and the statistical population included all senior high-school students of the second period in Hamedan city in the academic year 2021-2022. Two hundred and fifty students were selected by a multi-stage cluster sampling method. The data collection tools were Moral Behavior, Types of Identity, and Perception of Social Interaction questionnaires. Data analysis was done with the Structural Equation Modeling method by Lisrel software.

The findings indicated that the proposed model has a good fit with the experimental data (x2/df = 1.86, GFI = 0.92, NFI = 0.96, CFI = 0.95, and 0.059 = RMSEA). The results of the Structural Equation Modeling indicate that the perception of social interaction has a significant mediating role in the relationship between moral behavior and identity dimensions. The results of the Sobel test also indicated that the perception of positive interaction (P < 0.01, Z = 4.55) and the perception of negative interaction (P < 0.01, Z = 8.89) have a significant mediating role in the relationship between moral behavior and identity dimensions.

Based on the findings of this research, it can be said that the moral behavior among students is related to the type of identity they have formed; and in this regard, the students' perception of their interactive patterns is also effective.

The purpose of this study was to explain the relationship between moral behavior and identity of high school students by the mediating role of psychological and situational benefit.

The research method was descriptive-correlational. The sample size included 907 (393 girls and 514 boys) high school students in the city of Hamedan who were selected by multi-stage cluster random sampling, and answered the Moral Behavior (Delfan Biranvand and Rashid, 1400), Moral Identity (Aquino and Reed, 2002), and the Benefit (Delfan Biranvand  and Rashid, 1400) questionaries. Data were analyzed by structural equation modeling using Lisrel-8.8.

The results showed that psychological and situational benefit play a significant mediating role in the relationship between moral behavior and identity.

Based on the results of the present study, it can be said that psychological and situational benefit can be explained as good factors for explaining the reason for the individuals’ moral behaviors. Because evaluating how beneficial moral behaviors, such as honesty, can motivate individual to show the right behaviors.

This study aimed to assess the predictive factors of marital satisfaction among married people in Kermanshah and Hamadan cities, Iran.

The present mixed study (sequential exploratory plan) was carried out in two stages. In the first stage (qualitative), using purposive sampling method, 67 married men and women who had successful marriage interviewed. The content analysis method was used to analyze the interview data, and 20 factors were identified. Then, in the second stage (quantitative), a 116-items researcher-made questionnaire prepared to measure the possible effect of these 20 factors. Then, 372 married people were selected using multi-stage sampling method from Hamadan (200 case) and Kermanshah (172 case). The participants fulfilled the Enrich's Marital Satisfaction Questionnaire and Researcher-Made Questionnaire of Marital Satisfaction Factors. Data were analyzed by using analysis of variance and step-wise regression.

The variables of expressing of feelings, trust, realism/acceptance, and respect were the most important predictors of marital satisfaction among married people of Hamadan city these variables explained 60% of the variance of marital satisfaction. While, the most important predictors in couples of Kermanshah were expressing of feelings, trust, and respect. They explained 31% of variance. Moreover, expressing of feelings, trust, respect, consultation, appreciation and expressing satisfaction with life respectively were the most important predictors of marital satisfaction among all couples and explained 51% of the variance of marital satisfaction.

Based on the findings, expressing of feelings, trust, respect, consultation, appreciation and expressing satisfaction with life can predict marital satisfaction.

This study was conducted to predict moral behavior based on moral intelligence and personality traits with the mediating role of the structure self-transcendence.

The statistical population of this descriptive-correlational study included all students of Bu-Ali Sina University in the academic year of 2020-2021. The total sample size included 285  in this study and filled out Moral Behavior Scale, Moral intelligence Scale  and The HEXACO Personality Traits Scale. To analyze the data, path analysis with LISREL software were used.

The results indicated that the proposed model fitted the experimental data (GFI=0.94, IFI= 0.93, CFI= 0.95). Results of regression coefficient analysis in structural equation modeling indicated that the effects of moral intelligence (β= 0.41, P< 0.01), honesty-humility (β= 0.27, P< 0.01), conscientiousness (β= 0.30, P< 0.01), and Openness to experience (β= 0.24, P< 0.01) on self-transcendence, and the effects of moral intelligence (β= 0.49, P< 0.01), honesty-humility (β= 0.25, P< 0.01), conscientiousness(β= 0.23, P< 0.01), and openness to experience (β= 0.21, P< 0.01), and self-transcendence (β= 0.43, P< 0.01) on moral behavior were positive and significant. The results of Sobel’s test (z) indicated that Self-transcendence variable have a significant mediating role in the relationship between Moral intelligence (Z= 7.30, P< 0.01), honesty-humility (Z= 5.29, P< 0.01), conscientiousness (Z= 4.61, P< 0.01), openness to experience (Z= 4.16, P< 0.01) with moral behavior.

It seems that self-transcendence have a mediating role in the relationship between moral intelligence and personality traits with moral behavior. In general, the results of the present study provide new implications in field of moral behavior in different situations.

This study was to investigate the effectiveness of cognitive-emotional skills on the decrease of high school student' tendency to aggressive behaviors. The design of the study was experimental using a pre-test and post-test method with a control group. The population of the study included male students of Hamedan and Tehran studying in 1391-1392. The sampling in the first step was done through multi-level cluster sampling and in the second step, random substitution was used. Also, to increase the assurance coefficient to control the examinees subsidence, twenty students were considered in each group and were assigned to 4 groups by random substitution sampling. Firstly, the Interpersonal Aggressive Questionnaire was administered to the students. Then, 80 students (40 students in each province) were chosen from among those who were upper than the cut point and were randomly assigned to the control and experimental group. The cognitive-emotional skills program were each performed in 10 sessions (each group session took 90 minutes). The tools used in this research were Interpersonal Aggressive Scales (Straus, 1979), Emotional intelligence questionnaire (Bar-On, 1997), Affective control scale (Williams, Chambless, & Ahrens, 1997), and the second version of Rahim organizational conflict scale (Rahim, 1997). The results of Covariance analysis (ANCOVA) indicated that teaching the cognitive-emotional skills to high school students Makes Increase self-awareness skills, anger management, and problem solving. Also, the results of the study indicated that teaching the cognitive-emotional skills have a positive and significant effect on the decrease of students tendency to aggressive behaviors such as verbal aggressive, practical aggressive of the students. However, the results indicated that teaching the cognitive-emotional skills are effective.

This study was set out to compare the effect of teaching Self-Regulation, Neuro Verbalplanning, and combinational strategies on academic motivation of male and female high school students. This study was quasi-experimental and non–equivalent control group design was used. The statistical population included all male and female high school students in Hamadan province from which 161 people were selected randomly through multi-level cluster sampling and divided in six experimental and two control groups by random substitution sampling. Then, the experimental groups were received teaching Self-Regulation, Neuro -Verbalplanning (NLP), and Consolidated Strategies in 10 sessions. But, control group didn't receive teaching in these fields. The instrument also included Hermann’s Achievement Motivation Questionnaire. To analyze the data, Covariance analysis (ANCOVA) and LSD were used. The results indicated that there is a difference between the effectiveness of Teaching Self-Regulation, Neuro - Verbal planning (NLP), and combinational strategies on Academic Motivation. Also, the results indicated that combinational (p < 0/005), self-regulation (p < 0/005), and NLP (p < 0/005)strategies had the more effects on Academic motivation of the students respectively. The results indicated that the effectiveness of combinational and self-regulation strategies on academic motivation of male high school students was higher than female high school students, But, no significant difference was found in the effectiveness of neuro-verbal planning on academic motivation of male and female high school students.

The purpose of this study was to investigate the basis and dimensions of moral intelligence based on the culture of Nahjulbalagheh and its comparative study was done using Borba's basis and moral intelligence theory. This study is conducted based on quality framework approach, Data included Nahjolbalaghe which were selected through meaningful sampling of parts of sermons, letters, and wisdoms to examine the components of moral intelligence. Contexts of Nahjulbalagheh were evaluated using three processes including implementing, open coding, and selective coding. Findings showed that dimensions of moral intelligence based on the culture of Nahjulbalagheh included the cognitive dimension (reflection, science / reason), spiritual dimension (gratitude, self-improvement, self- control, and conscience), the social dimension (interpersonal relationships, general good, fairness / justice), and affection dimension (kindness, respect, empathy, tolerance / patience, responsibility and openness), and the basis for moral intelligence is God-centered, and in the next step, it is human-centered. While the basis of moral intelligence from the Borba’s point of view is human- centered. Therefore, we can say that based on Nahjulbalagheh's culture, the balance between dimensions of moral intelligence with a God-centered and human-centered basis for moral behavior is necessary.

The purpose of this study was to investigate the predictive factors of illiteracy in literacy learners.

The statistical population of the study consisted of all literates in the country. Using multi-stage cluster sampling, a sample of 486 (learned literacy) was selected and studied. Research instruments included a researcher-made academic achievement scale, a newborn specialty researcher-made questionnaire, the Hermans Progress Motivation Scale (1970), and the Rosenberg Self-Confidence Scale (1986). For data analysis, regression analysis was performed using spss21 software.

The results showed that variables such as family agreeableness, literacy, quality of educational programs, family literacy, family monthly income and progress motivation were negative; Literacy rates were similar to those who were literate (adjusted chi-square = 0.267, P <0.001, F = 15.556).

Socio-cultural factors have the greatest role in the rate of illiteracy return to education and the related factors to the quality of educational programs and motivation to progress have been the future predictors of illiteracy return.

 This study aimed to investigate the effectiveness of social and cognitive-affective skills on violent behaviors tendency among high school students.
The population of this clinical trial included male high school students of Hamadan and Tehran studying in academic year of 2012-2013. The sampling in the first step was done through multi-level cluster sampling and in the second step, random substitution was used. First, the Interpersonal Aggressive questionnaire was administered to the students. Then, 120 students (60 students in each province) were chosen from among those who received the higher scores than the cut point and they were randomly distributed to the control and experimental groups (i.e., 6 groups with 20 students in each group). The social and cognitive-affective skills programs were performed in 10 sessions. In addition to the CTS questionnaire including social specifications, demographic questionnaire, Bar-On Emotional Intelligence questionnaire, Emotional Control scale, and the second version of Rahim Organizational Conflict Inventory- II (ROCI-II) were administered. To analyze the data, Covariance analysis (ANCOVA) and LSD test were used.
The results indicated that there is a difference between the effectiveness of social skills and cognitive-affective skills on the tendency toward aggressive behaviors (P= 0.021, M= 2.824).
It seems that training cognitive-affective skills is more effective than social skills in reducing violent behaviors tendency in high school students.

Wisdom is a multi-dimensional concept, which includes a variety of issues such as knowledge, excitement, self- regulation, motivation, social function, moral and as well complex relationship between these aspects. The concept of wisdom influences on the way thinking, feeling and people's behavior in the life of texture. Therefore, wisdom should accrue in person's performance until it created positive effects for oneself and others. Because, a person that has only ideas of wise, but there is nothing from it in his behavior, that person is not wise. Therefore, aimed this study to investigate low-wise properties of Ferdosi's belief based on Key Kavus personality. This study was conducted based on the framework of quality approach. Statistical population of the research includes Ferdowsi's Shahnameh, which is selected using a meaningful sampling of Key Kavus personality a low- wise one. The context of Shahnameh was using content analysis and processes in clouding implementing, open coding and selective coding. The finding showed that low- wise properties include lack of religiosity and lack of morality, lack of thinking/ awareness, lack of facts perceptions and Subjectivism / Projection, lack of empathy/ affection and lack of experience gaining and lack of cultural values.

Purpose of the study: This study aimed to investigate the effect of prior learning experienes on later learning(The role of previous experience in the transfer of learning) by comparing Maze learning speed in mice with and without Maze experiences.
The research project used an experimental design (post-test design with a control group). The study consisted of a sample of 14 rats that were studied in two groups of 7 each (experimental and control). The experiment was conducted in two phases: In the first phase, the experimental groups’ rats gained learning experiences in Mazes 1 to 8, while the control group did not experience these 8 Mazes. In the second phase, both experimental and control groups started gaining experience in Mazes 9 to 12. Then, the learning speed (reduction of errors to reach the goal) in both experimental and control group was compared in Mazes 9 to 12.
The results showed that the mice with learning experience had higher learning speed than the mice without learning experience, and with the increase in Maze experiences, new Mazes were learned with fewer errors.
The results showed that having a prior experience with a situation or a stimulant, tends to affect performance and learning transfer in new situations. So that will facilitate learning and transfer speed of learning in new situations.

The purpose of this study was to investigate the predictive factors of returning to illiteracy in education graduates of literacy course. The population of the study included all illiteracy graduates in the country. Using multi-level cluster sampling, 486 participants were chosen and studied. The instruments of the study included self- researcher's scale of educational achievement, special self- researcher's questionnaire of novice literates, Herman's Achievement Motivation Scale Questionnaire (HAMQ), and Rosenberg self-confidence scale. To analyze the data, regression analysis was used. The results indicated that variables of family agreement with literacy, educational program's quality, the presence of educated individuals in the family, family's monthly income and achievement motivation negatively; and number of children, women's responsibility of housekeeping and fertility positively predicted the main factors of returning to illiteracy in education graduates of literacy course and its equivalent (R-squared adjusted=. /267, pp. /001, F=15/567). The results of the study indicated that Social – economic and cultural factors have the most important role in the rate of novice literate's return to illiteracy and factors related to the quality of educational programs and motivation have been subsequent predictors of return to illiteracy.

Wisdom is a complex concept for which an accepted definition has not been presented yet. However, experts generally agree that wisdom consists of knowledge, insight, reflection, and the combination of an individual’s interests and others’ welfare. Due to the mysterious nature of wisdom, it has been the focus of research in different times, places and cultures. Since wisdom has a close relation with culture, and no clear definition of wisdom is available in Iranian culture, the present study analyzed and discussed wisdom and wisdom features in Shahnameh through the comparative study of characteristics of wisdom behavior in Zal based on Ardedt’s three-dimensional model. The population of this qualitative study included Ferdowsi’s Shahnameh. Through purposive sampling, Zal was selected for further analysis. Shahnameh’s content was analyzed through open coding, axial coding, and selective coding. Findings showed that wisdom features include religiosity and ethics, thinking/ awareness, perception of facts and lack of subjectivism and projection, empathy / affection and support/ service, communication and acquisition of cultural experiences and values. Furthermore, results showed that it is possible to express wisdom in five different dimensions, including spiritual, cognitive, reflective, emotional, social and cultural dimensions.

Personality disorders are considered as inflexible and incompatible styles in relation to the environment. Individuals with these types of disorders, in spite of their warmth and friendly look , are prone to commit illegal and criminal activities. Therefore, the present study aims to investigate the status of personality disorders in prisoners. To this end, 182 male prisoners confined in Lorestan Central Prison, were randomly selected and evaluated using Milon 3 (MCMI-111) questionnaire. Then, data gathered from Milon 3 questionnaire was evaluated in Milon 3 application in order to determine the Br score. To analyze the data, One-way ANOVA and Independent –Samples t-test were applied. The findings indicated that there was a statistically significant difference between individuals with different crimes in drug addiction personality with 99% confidence, antisocial personality disorder and Sadistic personality with 95% confidence level. The findings also showed that antisocial personality disorder, drug addiction and avoidant personality disorder were mostly found in thieves. Moreover, in comparing personality disorders among individuals with different incarceration rates, only depression personality disorder in the studied groups was found to be statistically significant with 95% confidence level. Furthermore, the results of the Independent –Samples t-test which compared personality disorders in single and married individuals showed that Sadistic personality disorders and depression, with 95% confidence level, were more significant in single than married prisoners.

 The purpose of this study was to investigate the relationship between achievement motivation, teaching methods, evaluation methods and quality of literacy programs with Returning to Illiteracy in Education Graduates of Literacy Course. The population of the study included all illiteracy graduates in the country who passed literacy courses or its equivalent during years 2007 to 2011. Using multi-level cluster sampling, 486 participants were chosen and studied. The instruments of the study included self- researcher's scale of educational achievement, special self- researcher's questionnaire of novice literates,and Herman's Achievement Motivation Scale Questionnaire (HAMQ). To analyze the data, correlation analysis was used. The results indicated that there were negative and meaningful relationship between achievement motivation, teaching methods, evaluation methods and quality of literacy programs with Returning to Illiteracy in Education Graduates of Literacy Course.

Objective This study was carried out to investigate the role of empathy, communication skills and conflict resolution in reducing adolescents' aggressive behavior.
Methods This experimental study used a pretest/ posttest design with a control group. The study population included male high school students in Hamedan and Tehran cities, Iran. The sampling in the first step was done through multistage cluster sampling and in the second step, random substitution sampling was used. In addition, to increase the confidence coefficient and controlling the examinees’ drop-out, twenty students were allocated to each group and were divided into 4 groups through random substitution sampling. First, the interpersonal aggressive questionnaire was administered to the students. Then, 80 students (i.e., 40 students in each province) were chosen from those whose scores were upper than the cut-off point. Afterwards, they were randomly assigned to the control and experimental group. The social skills programs were performed in 10 sessions (i.e., each group session took 90 minutes). In addition to the interpersonal aggressive questionnaire, the study instruments included Bar-On Emotional Intelligence Inventory, Emotional Control Scale, and the second version of Rahim Organizational Conflict Inventory-II. To analyze the data, MANCOVA analysis was conducted.
Results The results indicated that teaching the social skills to high school students increases empathy skills, effective communication and conflict resolution.
Conclusion Teaching the social skills have significant and positive effect on decreasing students’ tendency toward verbal and practical aggressive behaviors

In this study, the implicit theories of wisdom -that is lay people's views on wisdom- were addressed. The present study was conducted in terms of qualitative approach and phenomenological type, and the instrument used to collect the data was structured interview with which 92 subjects were interviewed. Participants’ mean age was 42.66 year and ranged between 20 and 78 years. Interviews, with permission of the participants, were recorded and transcribed on paper and were analyzed using Colaizzi method. Results showed that based on people’s definition of wisdom, 5 basic concepts can be extracted as the components of wisdom which include cognition, empathy/support, knowledge/flexibility, self-determination/self-expression, and religiousness. Results indicated that participants introduced father more (in family level) as the wise person who has been influential in their life, and in the next orders mother and close relatives got the largest percentage, suggesting that most of the people identified as wise were in the family class. Results indicated that the characteristics of and reasons for being wise can be classified into seven categories (personality characteristics, communication, leadership, thinking, knowledge, religiousness, and family). Thus, people's views on the concepts of wise and wisdom affect various aspects of their life and how they think and behave when facing life events.

Wisdom is a complex concept that has not been offered the unified definition. However¡ there is a general agreement among experts that wisdom includes knowledge¡ insight¡ reflection¡ and a combination of individual’s interests with others’ interests and welfare. Wisdom is associated with older age. Elderly people (old people) experience different events of life in different ways¡ so that in dealing with life matters they can provide appropriate solutions. Therefore¡ by investigating the concept of wisdom from the perspective of the elderly¡ this study analyzes and interprets wisdom and its features.The research methodology was qualitative and the instrument used was a structured interview. The interviews conducted on 37 elderly people in hamedan Province (age range between 60 to 81) were recorded and transcribed. The interview texts were analyzed using content analysis.The results indicated that the most important feature of wise historical figures is “serve”¡ and an important factor effective in their being wise included God’s grace and good family training. The results also revealed that the concept of wisdom can be presented in 4 different forms (Religion¡ sympathy/support¡ cognition/ knowledge and personality)¡ accordingly¡ the results show the spiritual and psychological/social aspects of wisdom in old age.