majid sadoughi

As an important factor in education, academic engagement plays a key role in gaining a desirable learning experience and can guarantee students’ academic success. The present study aimed to investigate the modeling of the structural relationships between perceived teacher support, academic self-efficacy and academic engagement among students of medical sciences.

The research design was descriptive and correlational. The statistical population included all the students in the Kashan University of Medical Sciences in 1397. Multi-stage cluster sampling was used to choose 327 students. The data collection instruments included Metheny, McWhirter & O'Neil's Perceived Teacher Support, McIllroy and Bunting Academic Self-efficacy, and Reeve & Tseng Engagement Questionnaires. Structural equation modelling was run in AMOS to analyze the data.

The results show that perceived teacher support can significantly predict students’ academic engagement, and academic self-efficacy has a mediating role in this relationship. Model fit indices demonstrate that the proposed model has a good fit and is in agreement with the empirical data. In fact, the model’s factors could predict .68 of the variance in academic engagement.

Teachers’ support and attention for students can help students develop their sense of academic self-efficacy, increasing students’ engagement in learning activities. Therefore, it is essential to pay attention to development of programs and revision of educational methods for improving perceived teacher support.

Academic burnout is a prevalent and unwanted syndrome that affects a large number of students. Therefore, it is necessary to determine the possible variables that might safeguard students from burnout. The aim of this study was to examine how academic grit acts as a mediator in the relationship between achievement goal orientations and academic burnout among Iranian medical students.

The current study was descriptive with a correlational design. The sample for this study included students enrolled at Kashan University of Medical Sciences during the academic year 2022-2023. A total of 391 students were chosen as participants using a multi-stage selection method. The data collection tools were Elliot and McGregor’s Achievement Goal Orientations Questionnaire, Bresó et al.’s Academic Burnout Questionnaire, and Duckworth and Quinn’s Grit Scale. The data were analyzed using Structural Equation Modeling (SEM) in smart-PLS software.

The findings indicated that mastery-approach (ß = -0.216, p = 0.001) and performance-approach (ß = -0.165, p = 0.003) goal orientations directly and adversely predicted academic burnout. Moreover, mastery-avoidance (ß = 0.172, p < 0.001) and performance-avoidance (ß = 0.205, p < 0.001) goal orientations directly and significantly predicted academic burnout. Furthermore, academic grit mediated the association between all types of achievement goal orientations, except mastery avoidance, and academic burnout.

Given the adverse effects of academic burnout, it is suggested that responsible bodies in medical science universities take significant measures to promote mastery-approach and performance-approach goal orientations and decrease mastery-avoidance and performance-avoidance goal orientations among students. Further, students’ academic grit could be increased via educational workshops and counseling sessions.

Flow experience is important factor and indicator for improving students’ learning experience and achievement. The present study aimed to investigate the relationship between academic flow and intrinsic motivation by considering the mediating role of academic engagement among medical students.

This is a cross-sectional study with correlational design. The statistical population of the study was all the students enrolled at Kashan University of Medical Sciences (N=3377) in the 2022-2023 academic year. A total of 356 students were selected by stratified random sampling using proportional allocation method. The participants filled out the Harter’s academic motivation, Reeve and Tseng’s academic engagement, and Martin and Jackson’s academic flow questionnaires. The data were analyzed using descriptive statistics (Mean and standard deviation) and inferential statistics (structural equation modeling (SEM) using the partial least square method through Smart-PLS and SPSS.

Results show that the mean and standard deviation scores of intrinsic academic motivation was (56.13 ± 28.37), academic engagement (97.49 ± 25.06), and academic flow (28.30 ± 5.68) were moderate. The SEM results showed that the proposed model had a good fit with the empirical data. Intrinsic academic motivation could directly and significantly predict the academic flow of the students (ß=0.35, P<.001) and this relationship was mediated by academic engagement (ß=0.12, P<.001) as it was confirmed by the bootstrap estimation method.

Based on the findings, intrinsic academic motivation can promote academic engagement, which may consequently promote students’ academic flow. It is suggested that medical education planners and professors strengthen students’ academic engagement by creating an interactive and collaborative atmosphere and using challenging and engaging assignments, which may substantially enhance students’ flow experience

Grit, a non-cognitive factor, plays an influential role in students’ academic achievement. It has two components: consistency of interest and perseverance of effort. Grit has been shown to be a stronger predictor of academic success among students compared to their exam scores and Grade Point Average (GPA), as it has a closer relationship with success criteria than intelligence (Duckworth et al., 2007). Therefore, investigating the factors contributing to students’ academic grit is essential. One important factor affecting students’ academic grit could be their implicit intelligence beliefs. These beliefs are key determinants of students’ emotional experiences in achievement situations and could affect their interpretations of their performance (Dweck & Molden, 2017). According to Dweck (2006), there are two major types of intelligence beliefs: entity and incremental. Individuals with entity beliefs think that they have a certain amount of innate talent and intelligence, which cannot be changed or improved. Conversely, those with incremental beliefs consider their skills and abilities as malleable and believe they can be improved through practice and effort (Sigmundsson, 2021). Incremental intelligence beliefs provide individuals with a framework for interpreting effort and practice. More specifically, individuals endorsing these beliefs value hard work and effort and consider failures and mistakes as opportunities for learning and growth, rather than signs of incompetence (Molden & Dweck, 2006). These individuals are not concerned about others' judgments and devote considerable time and effort to their learning processes. Earlier findings indicate a moderate relationship between intelligence beliefs and grit among students (Duckworth & Eskreis-Winkler, 2015). We hypothesize that enhancing incremental intelligence beliefs may result in increased effort among students, influencing their academic success (Kaya and Karakoc, 2022). Moreover, it is important to examine the underlying mechanism linking intelligence beliefs to academic grit. Identifying the mediating factors in this relationship could have theoretical implications and help design effective interventions for promoting students’ academic grit. Given previous research highlighting the role of motivation in grit (Karlen et al., 2019), we suggest that motivation could mediate the relationship between incremental beliefs and academic grit. This study examines the mediating role of students’ academic motivation in the association between their intelligence beliefs and academic grit.

This study employs a descriptive and correlational design. The sample comprised 380 undergraduate and postgraduate students from the University of Kashan, selected via multi-stage cluster sampling during the 2021-2022 academic year. Data were collected using Clark and Maleki’s (2019) Academic Grit Scale, Fattah and Yates’ (2006) Implicit Theories of Intelligence Scale, and Lepper’s (2005) Academic Motivation Scale. After the exclusion of incomplete questionnaires and outliers, the data from 360 students (257 females and 103 males) were subjected to Structural Equation Modelling (SEM) analysis using AMOS (Version 22) and SPSS (Version 22).

The results indicated a positive and significant relationship between incremental intelligence beliefs and academic grit, while no significant association was found between entity intelligence beliefs and academic grit. Incremental intelligence beliefs were significantly and positively associated with intrinsic motivation, but not with extrinsic motivation. Similarly, intrinsic motivation, but not extrinsic motivation, had a direct and significant association with academic grit. Consequently, entity beliefs about intelligence and intrinsic academic motivation were excluded from the structural model. The model fit indices suggested that the proposed model was adequately fitted (χ2/df = 1.83, GFI=.95, CFI=.97, TLI=.96, NFI=.94, RMSEA=.048). GFI, CFI, TLI, and NFI values greater than .90 and .95 are considered acceptable and very good, respectively. As for RMSEA, values below .08 are considered acceptable. The results indicated that incremental intelligence beliefs were positively and directly related to academic grit (β=.58, p<.01) and intrinsic academic motivation (β=.49, p<.01). Furthermore, intrinsic academic motivation was positively associated with academic grit (β=.39, p<.01). Additionally, incremental intelligence beliefs were indirectly related to academic grit through intrinsic academic motivation (β=.19, p<.01).

The findings demonstrated that students’ incremental intelligence beliefs could predict their academic grit, aligning with previous studies that underscored the role of intelligence beliefs in students’ academic grit (e.g., Frontini et al., 2021; Karlen et al., 2019; Kannangara et al., 2018; Kim, 2020; Park et al., 2020; Sigmundsson, 2021). Students who believe in the malleability and improvability of their intelligence exert more effort and show greater perseverance in achieving their goals, while those with entity beliefs, who view their competence and skills as unchangeable, do not persevere in achieving their goals (Sigmundsson, 2021). In essence, students who subscribe to incremental beliefs about their intelligence and skills are optimistic and hopeful, which motivates them to exert more effort and sustain their interest. Moreover, the findings revealed that intrinsic academic motivation could predict academic grit and mediate the relationship between incremental intelligence beliefs and academic grit. In other words, students who hold incremental beliefs about their intelligence have higher intrinsic motivation, which results in higher levels of academic grit. This finding is consistent with previous research indicating the link between intelligence beliefs and motivation (Betsy, 2018; Rhew et al., 2018; Xu et al., 2021) and the positive association between motivation and academic grit (Bagheri Sheykhangafshe et al., 2020; Chen et al., 2021; Gyamfi and Lai, 2020; Karlen et al., 2019; Zhao et al., 2018). When students have incremental beliefs about their intelligence, they have a more positive and optimistic view of their talents and skills, which enhances their motivation and makes them exert more effort and show more interest in their studies. Zhao et al. (2018) found that students endorsing incremental intelligence beliefs are more inclined to have intrinsic motivation and show interest and perseverance in their learning. Given that this study is correlational, caution should be exercised in inferring cause-and-effect relationships. Moreover, care should be taken when generalizing the findings to other universities or educational levels (e.g., high school). Future research could adopt an experimental design to investigate the role of intelligence beliefs in academic grit and the possible underlying mechanisms. Additionally, further research could explore the relationships in the proposed model in different domains (e.g., mathematics) and cultural contexts.

Academic burnout has significant negative consequences for students. Accordingly, identifying inhibiting factors is of particular importance. The purpose of this research was to investigate the mediating role of academic grit in the relationship between the academic self-efficacy and academic burnout in medical students.

The study was descriptive with a correlational design. The population consisted of all students of Kashan University of Medical Sciences, Iran, in academic years 2022-2023 among which 391 students were selected through the use of multistage sampling. The data collection instruments included Questionnaires of Midgley academic self-efficacy, Bresso et al.'s academic burnout and general grit of Duckworth and Quinn. The data were analyzed using Pearson's correlation coefficient and Structural Equation Modeling.

The results revealed that academic self-efficacy directly predicts academic grit (p<0.01, ß=0.63) and the direct effect of academic self-efficacy on students' academic burnout is negative and significant. (p<0.01, β=0.31). Besides, academic self-efficacy could indirectly affect academic burnout through academic grit. (p<0.01, ß=0.29). This way, it can be inferred that academic grit plays a mediating role in the relationship between academic self-efficacy and academic burnout.

Strengthening students' academic self-efficacy can increase their academic stability and thus help to reduce their academic burnout. Therefore, it is suggested to pay attention to the improving of self-efficacy and academic grit in educational programs.

Several intrapersonal and external factors could affect students’ learning and performance in mathematics. This study aimed to explore the relationship between students’ perceived teacher support and mathematics performance by considering the mediating roles of mathematics self-efficacy, internal motivation, and anxiety. Multi-stage sampling was used to choose 408 students. The SEM findings suggested that the proposed model had a good fit. Additionally, there was a significant, positive relationship between perceived teacher support and mathematics performance. Moreover, perceived teacher support could explain students’ mathematics performance via the mediating roles of mathematics self-efficacy, anxiety, and internal motivation. Furthermore, mathematics self-efficacy affected the other two mediating variables and thereby influenced mathematics performance. The findings implied that mathematics performance could significantly be improved by paying especial attention to different types of teacher support and making educational interventions for increasing teachers’ supportive behaviors, which can consequently increase mathematics self-efficacy and motivation and decrease mathematics anxiety.

Bullying at school is an interpersonal type of violence which could have serious short-term and long-term consequences for both the bullying and the victimized students. The present study aimed to cluster the bullying and victimized students based on their social competence and social preference.

This study was descriptive and exploratory Clustering. The statistical population included all 13-15 year old students in Kashan. Using cluster sampling, 414 students (202 females & 212 males) were chosen. The participants filled in Illinois Bullying Scale and Smart and Sanson Social Competence Questionnaire, The Warden and Mackinnon Social Behavior Questionnaire (SBQ), and Sociogram.

The data were clustered using hierarchical method, showing four distinct clusters of students. The statistical and empirical validity of the data were confirmed: social preferred (35.99%), bullying (20.77%), social competent (26.81%), and victimized (16.42%). In addition, comparison of the clusters by considering gender, practical prosocial behavior, relational prosocial behavior, overt antisocial behavior, relational antisocial behavior, victimization showed that our clustering was sufficiently valid. The findings indicate that the bullying and victimized students have different behavior profiles with different characteristics.

Cluster analysis could help identify these profiles and thereby be used as a basis for designing and taking necessary measures regarding the prevention and intervention of the bullying behavior and its consequences.

The growing body of research has focused on the important role of academic engagement. The present study aimed to investigate the relationship between basic psychological needs and academic engagement by considering the mediating role of intrinsic motivation. This research is descriptive and correlational. The statistical population consisted of all students at the University of Kashan in 2020. Multistage random sampling was used to select 331 students. The data collection instruments were Reeve & Tseng Engagement Questionnaire, Gagné Basic Psychological Needs Scale, and Harterchr('39')s scale of academic motivation. Pearson correlation coefficient and Structural Equation Modeling were used to analyze the data. The results showed a positive significant relationship between academic engagement, basic psychological needs, and intrinsic motivation (p < 0.01). In addition, the proposed model had a good fit. Moreover, path analysis results indicated that basic psychological needs had a significant effect on academic engagement, and intrinsic motivation mediated this relationship. The findings indicate that the fulfillment of basic psychological needs can help students develop their sense of intrinsic motivation, increasing student engagement in learning activities. Therefore, it is essential to pay attention to the development of programs and the revision of educational methods for improving academic engagement.

Sleep plays an important role in physical and psychological health. Although some studies have explored the relationship between sleep and psychological problems, few studies have examined the role of rumination in insomnia. Thus, the present study aimed to investigate the relationship between psychological distress and insomnia by considering the mediating role of rumination. This study was descriptive with a correlational design. 246 undergraduate students (145 female & 101 male) were selected by the Multi-stage cluster sampling method from the University of Kashan. The respondents filled in Insomnia Severity Index (ISI) Lovibond & Lovibond Depression Anxiety Stress Scales (DASS), Nolen-Hoeksema Ruminative Responses Scale (RRS) & demographic questions. The data were analyzed using Pearson correlation and structural equation modeling. Results showed that psychological distress can directly and significantly predict insomnia, and mind rumination has a mediation role in the relationship between psychological distress and insomnia. The predictive variables explained 14% of the variance in insomnia. Depression, anxiety, and stress can directly and indirectly – via mind rumination – cause insomnia. The findings imply that designing and implementing programs to decrease psychological distress with special attention to mind rumination could play a significant role in reducing insomnia and be considered as a supplementary psychological treatment for it.

 Today, psychological care for the elderly has received increasing attention due to potential threats posed by aging, loneliness, gradual decline in physical activity, increase of chronic diseases, social isolation, and physical and mental disabilities. The positive psychology approach to mental health seeks to promote the mental health of people by identifying and developing mental abilities and competences. The present study aimed to predict psychological well-being of the elderly based on the components of positive psychology including spirituality, gratitude to God, and perceived social support.

Methods & Materials: 

This is a descriptive correlational study conducted on 211 elderly people aged 60-70 years (109 males and 102 females) who were selected randomly. Data collection tools were a demographic form (surveying age, gender, education, marital status, and socioeconomic status), and Paloutzian and Ellisons’ Spirituality Well-Being Scale, short form of Ryff’s Psychological Wellbeing Scale, Emmons and Crumpler’s Gratitude to God Questionnaire, and Zimet’s Multidimensional Scale of Perceived Social Support. Collected data were analyzed in SPSS software V. 22 by using descriptive (Mean and Standard Deviation), Pearson correlation test, and stepwise regression analysis.

 Mean and Standard Deviation of different study variables were reported as follows: Psychological well-being =7.1±10.68; Spirituality =90.22±15.36; Gratitude to God =14.09±2.41; Social support from family members =21.6±4.2; Social support from friends =16.5±5.8; and Social support from significant others =20.23±5. The results of stepwise regression analysis indicated that spirituality (F1,209=62.02, P=0.001), social support from family members (F1,208=11.06, P=0.001), and gratitude to God (F1,207=4.80, P=0.001) could significantly explain 27% of the psychological well-being variance in the elderly. 

 Increased spirituality, gratitude to God, and perceived social support especially from family members can improve psychological well-being of the elderly. Hence, Strengthening and paying special attention to their spiritual needs and perceived social support as well as planning health care for them can help increase their psychological well-being.

Sleep problems are very common among students and can negatively affect their performance. The present study aimed to compare psychological distress and aggressiveness in students with good and poor sleep quality. This study was descriptive with a causal-comparative design. The statistical population of the study was all undergraduate students of the University of Kashan in 2018. Multi-stage stratified sampling was used to select 246 students (101 males & 145 females) from three faculties. The participants provided their demographic information and filled in Pittsburgh Sleep Quality Index (PSQI), Depression, Anxiety, and Stress Scale (DASS), and Buss–Perry Aggression Questionnaire (AQ). Multivariate Analysis of Variance (MANOVA) was run in SPSS (version 22) to analyze the data. The results indicate that student with poor sleep quality, compared to those with sufficient sleep quality, experience higher levels of psychological distress including anxiety (p<.001), depression (p<.01), and stress (p<.01) as well as aggressiveness (p<.05). Therefore, low sleep quality could be accompanied by psychological distress and aggressiveness among students. Hence, it is necessary to consider designing and implementing comprehensive programs for improving students’ sleep quality as well as other interventions for enhancing their psychological wellbeing.

Bullying in school has marked significant effects, including short-term and long-term psychological effects, on victimized students. Therefore, it is highly essential to identify potential risk factors and protective factors. The present study aimed to explore the relationship between social competence, social preference, and students’ victimization. This study was descriptive with correlational design. The statistical population included all 13-15-year-old students (N = 11910) in Kashan, Iran. Cochran formula was used to estimate the sample size, and 414 students (202 females & 212 males) were selected based on multistage cluster sampling. The participants filled in Illinois Bullying Scale (2001) and Smart and Sanson’s Social Competence Questionnaire (2003) and sociogram. Pearson correlation and regression analysis were used to analyze the data. The findings showed that victimization has a significant correlation with social competence, social acceptance, and social rejection. Moreover, regression analysis indicated that social rejection directly and social competence inversely demonstrated the highest power in predicting victimization, respectively. Hence, taking measures to improve students’ interpersonal relationships and help them acquire a desirable social status, avoid social rejection among their peers, and increase their social competence can reduce students’ victimization.

Academic engagement is an important process in predicting students’ educational outcomes. In addition, it is one of the most significant indicators of education quality and academic achievement. It is highly important to explore key, environmental factors which highly influence students’ academic engagement. The present study aimed to predict students’ academic engagement based on their perceptions of the classroom environment. The research design was descriptive and correlational. The statistical population included all female secondary school students (n = 4151) in Kashan during the 1396-97 academic year. Based on the Krejcie and Morgan table, 399 students were selected by multi-stage sampling method and filled in Fredericks, Blumenfeld and Paris Student Engagement in School Scale (2004) as well as Gentry, Gable, and Rizza My Class Activity Scale (2002). Pearson product moment correlation and regression analysis (enter model) were used to analyze the data. The results showed that there is a positive and significant relationship between perceptions of classroom environment and academic engagement. Moreover, challenge (β=.43), interest (β=.33), and enjoyment (β=.20) components had the highest ability to predict academic engagement among students, respectively. In conclusion, students' academic engagement could be enhanced through improving classroom environment by designing and implementing challenging and enjoyable class activities and increasing students’ interest.

The present study aimed to investigate the relationship between hope and academic self-efficacy, on the one hand, and academic buoyancy, on the other hand, considering the mediating role of happiness among high school students. The study was descriptive with a correlational design. The statistical population included all senior high school students in Kashan, Iran, in the 2016 academic year. Using multi-stage, stratified (based on gender) sampling and Krejcie & Morgan Table, 431 students including 187 males and 244 females were selected. The respondents filled out Lybomersky happiness scale, Academic Buoyancy Scale - short form, and McIlroy & Bunting Academic Self-efficacy Questionnaire. Pearson Product Moment Correlation and Hierarchical Regression Analysis were run in SPSS-22 to analyze the data. The results indicated that hope and happiness could predict students’ academic buoyancy. Also, happiness has a mediating role in the relationship between hope and academic self-efficacy, on the one hand, and academic buoyancy, on the other side. Hence, it could be concluded that by increasing the level of hope and academic self-efficacy, happiness can be increased, thereby helping to improve the academic Buoyancy of students and enhance their ability to solve their educational challenges and obstacles.

Academic engagement has an important role for students’ motivation and academic performance, and lack of this quality could lead to several negative consequences. Therefore, it is very important to identify its causes. The present study aimed to explore the relationship between psychological capital and academic engagement among students of medical sciences. The present study was descriptive with a correlational design. Multi-stage sampling was used to select 330 medical sciences students (220 females; 110 males) from Kashan University of Medical Sciences in the 2017-2018. The participants provided their demographic information and filled out Fredricks engagement scale and, psychological capital scale. The data was analyzed through canonical correlation analysis in SPSS Version 22. The findings indicated that academic engagement has a positive correlation with self-efficacy, resilience, hope, and optimism. The canonical correlation coefficient was .60. The results showed that there is only one significant set between psychological capital and engagement components; in fact, the more a person has psychological capitals, particularly optimism and hope, the more he/she would have academic engagement, with increased behavioral engagement as a main. The results indicate that components of psychological capital, especially hope and optimism, have important roles in academic engagement, particularly in students’ behavioral engagement. Improving psychological capital in academia can lead to improvements in students’ academic engagement and academic performance. Citation: Sadoughi M. Canonical Correlation between Psychological Capital and Academic Engagement among Students of Medical Sciences. Journal of Development Strategies in Medical Education 2019;6(2):87-101

A growing body of theoretical and empirical literature on stress has established a good basis for conceptualizing headache as a psychophysiological disorder and led to the application of different contemporary therapies for headache. The present clinical trial intervention aimed to compare the effectiveness of progressive muscle relaxation and stress management training techniques in relieving headache among patients with chronic tension headache. The statistical population comprised patients with chronic tension headache referring to neurology and psychiatry clinics in Kashan, Iran. The sample included 55 women with chronic tension headache who were randomly selected and assigned to three groups including a drug therapy group receiving progressive muscle relaxation, another drug therapy group receiving stress management training, and one control group receiving only drug therapy. The participants recorded their headache diaries one week before and after the intervention. Analysis of Covariance (ANCOVA) was run in SPSS to analyze the data. The ANCOVA results with controlling the pre-test effect showed that there is a statistically significant difference between drug therapy groups receiving progressive muscle relaxation and stress management training, in one hand, and the only drug therapy group in terms of the frequency, intensity, and duration of the patients’ headache. In addition, the stress management training technique was found to be more effective than the progressive muscle relaxation technique. Hence, it is highly suggested that these psychological therapies be added to drug therapy programs for patients with chronic tension headache disorder.

Academic students’ burnout can negatively affect academic performance. Thus, it is highly important to identify related factors, which can prevent this phenomenon. The present study explored the relationship between psychological capital and academic burnout by considering the mediating role of academic engagement among students of Kashan University of Medical Sciences. In this descriptive correlational study, multi-stage sampling was used to select 330 students (220 females; 110 males) in Kashan University of Medical Sciences in the 2017-2018 academic years. The participants provided their demographic data and filled in Fredricks engagement scale and, psychological capital scale. The data were descriptively analyzed and correlation analysis and structural equation modeling was used. The findings indicated that psychological capital could significantly and inversely predict students’ academic burnout. In addition, academic engagement has a mediating role in the relationship between psychological capital and academic burnout. Good statistical fitness was found in the proposed model and there was good agreement between the structured model and empirical data. In this model, all regression weights were statistically significant, and predictor variables could explain 0.51 of the variance in academic burnout. The promotion of students' psychological capital should be considered at the policy levels of education and implementation of effective interventions in counseling centers of medical universities. This can reduce their academic burnout through an increase in academic engagement

Academic burnout has several negative consequences such as decreased motivation, academic eagerness, and achievement among students. The current study aimed to investigate the relationship between basic psychological needs and academic burnout. The current descriptive-correlational study was conducted among 233 students of Kashan University of Medical Sciences (140 females and 93 males) selected through stratified multistage sampling in the second semester of the 2016 - 2017 academic year. The participants responded to Breso Academic Burnout and Gagné Basic Psychological Needs questionnaires and provided their demographic information. Data were analyzed using SPSS (Version 22) using canonical correlation analysis. There was a significant negative correlation between academic burnout and autonomy (r = -0.296, P < 0.01), competence (r = -0.548, P < 0.01), and relatedness (r = -0.290, P < 0.01) needs. Canonical correlation coefficient was 0.61. The results of canonical analysis showed only one significant set of basic psychological needs and components of burnout. In addition, as psychological needs, especially the competence need, were satisfied more, the probability of academic burnout, especially in the academic inefficacy dimension, as the main component of academic burnout, was reduced. The fulfillment of basic psychological needs, especially competence need, plays an important role in preventing academic inefficacy among students. Fulfilment of basic psychological needs in educational programs could be a protective factor against students' academic burnout and improve their academic performance.

The present study aimed to explore the relationship between academic support and academic burnout by considering the mediating role of quality of life in school among female students. This study was descriptive with a correlational design. The statistical population was all female second-round high school students in 2016 in Qom, Iran. Morgan’s Table was used to select 357 students via stratified random sampling. The data collection instruments included Maslach Burnout Inventory, Sands & Plunkett Academic Support scale, and Ainley & Bourke Quality of life in School Questionnaire. The obtained data were analyzed using descriptive statistics as well as inferential statistics including Pearson Product Moment Correlation, Hierarchical Regression Analysis, and Sobel Z Test. The correlation results indicated that there is a statistically significant negative relationship between academic support and quality of life in school, in one hand, and sub-scales of academic burnout including academic disinterest, emotional exhaustion, ineffectiveness, on the other hand; moreover, there was a statistically significant positive relationship between academic support and quality of life in school. As to Hierarchical Regression Analysis, the results showed academic support can predict academic burnout, and quality of life in school has a mediating role in the relationship between academic support and academic burnout. The findings imply that academic support has a preventive role in developing academic burnout; furthermore, careful planning and effective interventions should be performed to enhance students’ quality of life and their academic guidance.

Attending University offers students a unique opportunity in terms of experiences and opportunities for psychosocial development. However, different sources of stress might interfere with students’ academic adjustment. The current study aimed to explore the relationship between academic self-efficacy and academic resilience with academic adjustment and academic performance.

The present study was descriptive with a correlational design. The participants were 220 medical students (143 female; 77 male) who were selected via stratified random sampling (based on gender) in Kashan University of Medical Science in 2017. The data collection instruments included and McIllroy & Bunting Academic Self-efficacy Questionnaire, Martin and Marsh Academic resilience Scale, and Academic adjustment subscale of SACQ. In addition, students’ Grade Point Average (GPA) and demographic information were sought. The data were analyzed using Pearson Product Moment Correlation and regression analysis in SPSS (version 22).

The results indicated that there is a statistically significant positive relationship between academic self-efficacy with academic adjustment (r = 0.55, P 0.001) and academic resilience (β = 0.26, t = 4.29, P > 0.001) can significantly explain 35% of the variance in academic adjustment. Also, academic self-efficacy (β = 0.22, t = 3.009, P = 0.003) and academic resilience (β = 0.15, t = 2.040, P = 0.043) could explain 10% of the variance in academic performance.

Students’ academic adjustment and academic performance could be enhanced by planning useful programs for improving academic resilience and academic self-efficacy as well as by creating a facilitative environment.

The present study aimed to predict students’ psychological well-being based on forgiveness and meaning in life by considering the mediating role of positive and negative affects. It was conducted with a correlational method. Therefore, 377 students from the University of Kashan, Iran, were selected through multi-stage sampling and filled out Steger Meaning in life questionnaire, Ehteshamzadeh et al. Interpersonal forgiveness scale, Positive & Negative affect Schedule (PANAS) and Ryff psychological well-being Questionnaire. Data were analyzed using Structural Equation Modeling in Amos (version 22). The results showed that forgiveness and meaning in life could significantly predict students’ psychological well-being; moreover, positive and negative affect have a mediating role in the relationship between forgiveness, and meaning in life with psychological well-being. Considering the modeling indices, it could be argued that the proposed model had a good fitness, and it had good agreement with the empirical data. In this model, all regression weights were statistically significant, and predictor variables could explain .77 of the variance of psychological well-being. The implication is that positive and negative affects could be increased, leading to students’ psychological well-being, by enhancing students’ forgiveness and meaning in life.

Excessive and problematic use of mobile phones could have several negative effects on different aspects of students’ lives. The current study aimed to explore the relationship between excessive mobile use and sleep quality among nursing students by considering the mediating role of perceived stress.Material & The present study was descriptive with a correlational design. One hundred and thirty-eight nursing students (103 females, 35 males) were randomly chosen through random sampling. The data collection instruments included Cell-Phone Over-Use Scale (COS), Pittsburgh Sleep Quality Index (PSQI), and Cohen's Perceived Stress Scale. Pearson Product Moment Correlation, Independent Samples t Test, and Hierarchical Regression Analysis were run in SPSS (version 22) to analyze the data. The mean of students’ age, mobile use, sleep quality, and perceived stress were 20.81±1.89, 52.17±14.70, 11.8±2.69, and 22.60±6.45, respectively. There was no statistically significant difference in terms of the aforementioned variables among male and female nursing students. The results of hierarchical regression analysis showed that mobile use in the first model can predict students’ sleep quality (β=.38). Upon entering the perceived stress to the equation, β of mobile use decreased, indicating the incomplete mediating role of perceived stress. Given the increasing use of mobile phones, it is highly important to examine their negative effects such as low sleep quality, high perceived stress, and their undesirable effects on students’ life. Hence, students’ awareness of negative effects of problematic mobile use could be raised via taking appropriate measures and making necessary interventions.

The present study aimed to survey the prevalence of Internet addiction and its relationship with family function by considering the mediating role of the perceived social support among university students. A descriptive design was used to examine the prevalence of the Internet addiction while a correlation design was utilized to explore the relationship between family function, perceived social support, and Internet addiction. The statistical population was all students studying in the University of Kashan in the 2015-2016 academic year. 260 students were chosen via multi-stage sampling. The data collection instruments included Family Assessment Device (FAD), Young's Internet Addiction test (IAT), and Zimet Perceived Social Support. The findings indicated that 1.5% of the students were addicted to the Internet, and there is statistically significant negative relationship between the components of family function and Internet use. In addition, the structural equation modelling results showed that family function and social support can predict excessive Internet use and explain 17% of its variance. Furthermore, the perceived social support has a mediating role in the relationship between family function and excessive Internet use.

Introduction Academic burnout is a major challenge among university students and has not yet received due attention by researchers. Newman (2001) believed studying this phenomenon is of utmost importance because it can possibly contribute to explain students’ adaptation with academic engagement. Burnout symptoms include emotional exhaustion, depersonalization, and decline in personal efficacy (Moneta, 2011; Vatsa & Robersona, 2011). In fact, burnout is a general reaction to stress (Adriaenssens, 2015), and academic burnout has negative effects on students in terms of physical and psychological well-being. Hence, much research, especially in positive psychology, has focused on factors which moderate the effects of stress (Luthans & Youssef, 2007). As one of the important factors, resilience is defined as the person’s capacity to respond to or even actualize in stressful situations. Salomon (2013) found that there was a relationship between resilience and academic performance among students. Also, Isabel’s (2012) study on medical students showed that students with higher resilience experience less emotional exhaustion and burnout. As another important factor, hope refers to the person’s ability in setting goals, considering necessary alternatives to achieve one’s goals, and having sufficient motivation. Sapio (2010) found a statistically significant relationship between hope and academic performance; individuals with higher levels of hope have more suitable goals and are more successful. Furthermore, emotional intelligence is another key factor for success in academic settings. Mavoroviles and Sanchez-Ruiz (2011) found that there was a statistically significant relationship between students’ emotional intelligence and their academic performance. Likewise, Arockia and Sangeethe (2013) found that emotional intelligence can predict students’ academic performance and improve it. Given the importance of academic burnout as a challenge which can disrupt students’ academic performance and endanger their physical and psychological health, it is extremely essential to identify factors relevant to this phenomenon. Considering the dearth of research in this field, the present study aimed to explore the relationship between resilience, hopefulness and emotional intelligence, in one hand, and academic burnout, on the other hand, among Iranian students.
Research questions The present study was guided by the following research questions:1. Is there a statistically significant relationship between resilience, hopefulness and emotional intelligence, in one hand, and academic burnout, in the other hand among Iranian university students?
2. Can resilience, hopefulness, and emotional intelligence significantly predict academic burnout for Iranian university students?
Method The present study was descriptive with correlational design. The statistical population consisted of all students at University of Kashan, Iran, in the academic year of 2015-2016. Using Morgan's Table, 300 students were chosen through stratified cluster sampling in faculties of engineering, basic sciences, and humanities. The participants filled out Snyder Hope Scale, Connor-Davidson Resilience Scale, Shot Emotional Intelligence Questionnaire, and Bersu Academic Burnout Scale.
Results There was a statistically significant negative relationship between academic burnout and resilience (r=-.24, PDiscussion and Conclusions The findings of the present study showed that there was a statistically significant relationship between resilience and academic burnout, which is in line with the findings of Isabel, Garcia, and Peloss (2012), Salomon (2013), and Martin, and March (2016). This could be justified by considering the fact that students face different challenges at university, which makes them psychologically prone to burnout. High capacity for resilience causes individuals to adopt different approaches in dealing with academic challenges. Resilience helps students confront challenges without being seriously affected (Allistre & Kimnon, 2009). In addition, the findings revealed that there was a statistically significant negative relationship between hopefulness and academic burnout, which is in line with Pearson (2008), Sapio (2010) and Ajam Ekrami, Rezaei, and Bayani (2015). Hopefulness is an important motivating factor. In fact, hopeful individuals are more focused on their goals and have relatively higher motivation as compared with their peers (Kiafar, Kareshki, & Hashemi, 2014). Hope is an effective strategy to cope with academic procrastination (Alexander, & Onwuegbuzie, 2007), thereby decreasing academic burnout. Finally, the statistically significant relationship between emotional intelligence and academic burnout is in agreement with the findings of Mavroveli and Sánchez‐Ruiz (2011). This could be due to the fact that students with higher emotional intelligence can clearly understand and regulate their own emotions and those of other people. Therefore, emotional intelligence can empower students to have a better interaction with their professors, which in turn leads to academic satisfaction and prevents academic burnout. Emotional intelligence can increase the person’s responsibility and his/her chance of success by improving their capacity for flexibility, adaptiveness, and impulsivity. Consequently, this can decrease their academic burnouts.

The use of mobile phones has recently become an indispensable part of life. Although mobile phones have several advantages, their excessive use can make individuals prone to dependence. The present descriptive correlational study aimed to explore the relationship between problematic mobile use and academic performance among students by considering the mediating role of sleep quality.
The study was a descriptive correlational design. Stratified multi-stage sampling based on gender was used to select 172 students (101 females, 71 males) among the students of the Kashan University of Medical science and Health Services. The respondents filled out Cell-Phone Over-Use Scale (COS), Pittsburgh Sleep Quality Index (PSQI). In addition, students’ pervious term Grade Point Average (GPA) was considered as the criterion for their academic performance. Pearson product moment correlation and hierarchical regression analysis were run in Spss (Version 22) to analyze the data.
The results revealed that excessive mobile use has a statistically significant negative relationship with academic performance and can inversely predict it (P Despite their beneficial uses, excessive use of mobile phones can have negative influences on sleep, mental health, and academic performance of students. Hence, it is highly important to help students use mobile phones purposefully, efficiently, and safely and enhance their knowledge of the negative effects of excessive mobile use.