razieh sheikholeslami

The present study was conducted with the aim of investigating the predictive role of internal and external religious orientations in students' resilience. To achieve this goal, 320 students were selected from among all male and female students of Farhangian University using multi-stage cluster random sampling method. The necessary data were collected using the questionnaire of religious orientation (internal and external) of Allport and Ross and the adult resilience scale of Hamedal, Freiburg, Martinusen and Rosening. The data of this research were analyzed using the Pearson correlation statistical method and multiple regression analysis simultaneously.The findings showed that internal religious orientations have a positive significant relationship with all dimensions of resilience (individual competence, social competence, family cohesion, social resources and individual structure); However, external religious orientation negatively predicted resilience only after family cohesion, and other dimensions of resilience had no significant relationship with students' external religious orientation. The results and its implications were discussed based on the theoretical background.

Existential psychology, a branch of psychology that emerged under the influence of existentialist philosophers post-world wars, sought to address people’s spiritual dilemmas, including the issues of meaninglessness and loneliness in modern humans. This branch of psychology emphasizes understanding the meaning of one’s life as a pathway to mental health. The absence of meaning in life can lead to feelings of emptiness, disappointment, and pervasive boredom and fatigue. In this context, some findings suggest that the search for meaning significantly contributes to explaining the behavior of teenagers and young adults. Other studies have shown that a lack of meaning can have negative consequences, one of which is a feeling of loneliness, a significant issue in psychological and social development. According to existentialist theory, authenticity in interpersonal relationships is the solution to many communication problems. Authenticity refers to an individual’s willingness to behave in accordance with their genuine feelings, thoughts, and attitudes. The essence of authentic relationships lies in not seeking to change or control the other, but wholeheartedly moving towards the other, leading to the genuine growth of both parties. Given the importance ofauthentic relationships, researchers have identified practical training in existential communication as a promising avenue for progress in this field. Some studies have concluded that training in authentic relationships, considering existential issues, positively impacts personal lives by fostering deeper interpersonal communication skills. Therefore, there was a perceived need to design an educational package on authentic relationships based on existentialist theory and existential issues. A package that, by enhancing the quality of interpersonal relationships, could effectively address feelings of loneliness and the sense of meaning. Consequently, the primary research question is whether teachings derived from he existentialist perspective, emphasizing authentic relationships, can enhance positive outcomes such asthe sense of meaning and reduce feelings of loneliness. In this regard, the current research designed a training package on authentic relationships based on existential theory. After preparing this educational package and implementing it among a group of students, the question arose whether this educational package could effectuate the desired changes.

Research Hypotheses: 

The current research aimed to design an educational package and evaluate the effectiveness of teaching the principles of authentic relationships on the sense of meaning and feelings of loneliness. In line with this goal, the following hypotheses were examined:1. Teaching authentic relationships leads to an increase in students’ sense of meaning. 2. Teaching authentic relationships leads to a decrease in students’ feelings of loneliness.

This research, classified as applied research in terms of purpose and quasi-experimental in terms of implementation, utilized a pre-post-test design with a control group. The study considered authentic relationships training as the independent variable, with the meaning of life and loneliness as dependent variables. The research population comprised all undergraduate students of Shiraz University during the 2021-2022 academic year. Two separate classes were selected via available sampling and randomly assigned as the experimental group (20 participants) and the control group (20 participants). Both groups underwent a pre-test evaluation. Initial instructions on answering the questions were provided to both groups, and their consent was obtained. Following the pre-test, the intervention commenced. The experimental group participated in an authentic relationships training program, consisting of eight 90-minute sessions. Upon completion of the intervention, both the experimental and control groups were evaluated with a post-test, mirroring the pre-test procedure. This study employed MANCOVA to investigate the hypothesis “Evaluating the effectiveness of authentic communication training on the sense of meaning and loneliness among Shiraz University students” and ANCOVA to investigate the hypotheses “Determining the effect of authentic relationship education on the sense of meaning among Shiraz University students” and “Determining the effect of teaching authentic relationships on the feeling of loneliness among Shiraz University students”. Hypotheses were tested using SPSS-24 software.

A comparison of pre-test and post-test scores for both groups revealed that authentic relationships training increased the sense of meaning and decreased feelings of loneliness among students. The results suggest that authentic relationships training can enhance the meaning of life and alleviate feelings of loneliness among university students. Furthermore, it was concluded that the experimental intervention accounted for 52% of the changes in the variance of the meaning of life scores and 19% of the changes in the variance of feelings of loneliness.

In conclusion, authentic relationship training positively influences the enhancement of life’s meaning and the reduction of feelings of loneliness.

In recent years, experiences related to the spread of Covid-19 and advancements in technology have rendered the use of virtual education inevitable. However, students often lack the necessary skills to effectively utilize this mode of education. In face-to-face education, the guidance of a teacher in regulating learning is readily available, but in virtual education, this possibility is significantly reduced. Consequently, learners are compelled to employ more self-regulation skills to achieve success. The concept of self-regulation in the realm of education and learning is encapsulated under the title of self-regulated learning. Self-regulated learning is a process whereby learners activate and sustain their emotions, behaviors, and cognitions, systematically adjusting them to achieve their learning goals. The application of self-regulation skills in virtual and online education is referred to as self-regulated learning in online education. Self-regulation skill, akin to any other skill or ability, is influenced by numerous individual and social factors. According to Vygotsky’s socio-cultural theory, social rules and instructions are internalized during cognitive development, and individuals utilize them to direct their behavior, emotions, and thoughts. In the developmental process, these internalized rules are termed inner speech. Inner speech aids learning, initially guided by the social environment and others, to be directed and regulated by individuals themselves, transitioning from other-regulation to self-regulation. Research evidence suggests that this form of speech enhances both cognitive and behavioral self-regulation in childhood and adulthood, and the use of inner speech can improve cognitive function (behavior and cognition regulation). When inner speech is employed in assignments and learning situations, it is referred to as learning-specific inner speech. Research shows that self-management, as one of the components of learning-specific inner speech, has a positive relationship with executive functions and logical reasoning. Also, according to self-determination theory, the internalization of societal guidelines and values is influenced by the social and cultural context of that society. If the social environment supports basic psychological needs, such as the need for autonomy, the ability for self-regulation increases. From this perspective, it can be posited that social environments, such as the family and academic environments that support the need for autonomy, can facilitate inner speech and self-regulated learning. Considering that most studies on this skill have focused on face-to-face education, the researchers of the present study were prompted to investigate what factors aid students’ self-regulation in online education. The importance of this research lies in the fact that possessing self-regulated learning skills in online education is more crucial than in face-to-face education because in online education, teachers have less direct supervision and students have more freedom in their actions. The aim of this study was to investigate the mediating role of learning-specific inner speech in the relationship between an autonomy-supportive environment and self-regulated learning in online education. Research Questions: The questions of the present research include: 1. Does the autonomy-supportive environment have a direct effect on self-regulated learning in online education? 2. Does the autonomy-supportive environment have a direct effect on learning-specific inner speech? 3. Does learning-specific inner speech have a direct effect on self-regulated learning in online education? 4. Does learning-specific inner speech play a significant mediating role in the relationship between an autonomy-supportive environment and self-regulated learning in online education?

In this research, a sample group of 267 university students (including 186 females and 81 males) was selected via multi-stage cluster random sampling. Participants completed the Learning Climate Questionnaire (Williams et al., 1996), Perceptions of Parents Scale (Robbins, 1994), Learning-Specific Inner Speech Scale (Xiang et al., 2019), and Self-Regulated Learning Online Questionnaire (Jansen et al., 2017). These questionnaires were provided to them online. Structural equation modelling was performed using AMOS software, version 24.

The results of the structural equation modelling, conducted using AMOS software version 24, indicated that among the two dimensions of autonomy-supportive environments, only teacher autonomy support significantly predicts learning-specific inner speech. Furthermore, both dimensions of the autonomy-supportive environment and learning-specific inner speech significantly predicted self-regulated learning in online education. Learning-specific inner speech also played a significant mediating role in the relationship between teacher autonomy support and self-regulated learning in online education.

The results of this study align with theoretical foundations and research which underscore the importance of an autonomy-supportive environment and learning-specific inner speech in self-regulated learning. One limitation of this research is its correlational design; therefore, caution should be exercised when interpreting the results in a causal manner.

Human developmental science is not limited to expressing hypotheses, theorizing and empretical investigation. Metatheories of this science, also, affect result interpretation, and educational applications. The study aimed to examine human developmental science in the light of its existing metatheories. Proportion between metatheories and theories which is the basis for educational policies and instructional applications is one of the requirements for optimal human development. Thus, we used descriptive-analytical method to explain different kinds of human developmental metatheories including split metatheory and processrelational metatheory. Split metatheory depicts the world as aggregates of dichotomous polarities, but process-relational metatheory depicts the world as systems of dynamic, changing and reciprocal part-whole relations. In processrelational metatheory, polarities interpenetrate each other and each pole defines and is defined by the other. Moreover, within this metatheory, the whole is an organized system of parts; each part is defined by its relations to other parts and to the whole. Thus, the whole is not greater than the sum of its parts, but it is different from them. New advancements in developmental science reduced the 300-year-old influence of this metatheory through Cartesian split anomalies, and replaced it with processrelational metatheory.

The aim of this study was to investigate the mediating role of self-compassion in the relationship between gratitude with perceived stress and depression. The research method was a descriptive correlational study using path analysis. The statistical population of this research included all mothers of children with developmental disabilities in elementary special schools of Tabriz City during the second half of the academic year of 2020-2021. For this purpose, 283 mothers were selected using the available sampling method. Data were collected using Gratitude Questionnaire (GQ-6) (McCullough et al, 2002), self‐compassion scale (SCS-SF) (Raes et al.,2011), Perceived Stress Scale (PSS-14) (Cohen et al,1983) and Depression Inventory Short Form Items (BDI-13) (Beck and Beck, 1972). The results indicated that gratitude has a significant negative relationship with stress and depression and a significant positive relationship with self–compassion (p<0.01). also, self–compassion has a significant negative relationship with stress and depression(p<0.01). Findings also showed that self-compassion mediated the relationship between gratitude with perceived stress and depression(p<0.01). The results showed that the research model provided the optimal fit to the data. Overall, the findings suggest that by focusing on strengthening gratitude and self–compassion, we can reduce depression and perceived stress of mothers of children with developmental disabilities.

This study aimed to explain the socio-emotional development of infants based on family financial stress, father involvement, and mother-infant attachment. The study was a causal model. Two hundred twenty-one mothers completed the long form of Caregiver Reported Early Development Instruments (Altafim et al., 2020), Maternal Postpartum Attachment Scale (Condon & Corkindale, 1998) Father Involvement Scale (Rempel & Rempel, 2011; Hawkins et al., 2002), and Family Financial Stress Scale (Crandall, Magnusson, Novilla, Novilla & Dyer, 2017). The results showed the positive effect of mother-infant attachment on the social-emotional development of infants. The father's involvement also had a positive effect on the mother-infant attachment. The mediating role of mother-infant attachment in the relationship between father involvement and the socio-emotional development of infants was confirmed. In the model modification process, the family financial stress variable was removed from the proposed research model. According to the research findings, the father's involvement can improve the mother-infant attachment and thus increase the social-emotional development of the infant.

Positive youth development is a comprehensive and integrated approach that emphasizes youths’ strengths and adaptive processes. smooths the way for adolescents to reach a sense of competence in physical, emotional, cognitive, and moral dimensions and its aim is to create positive behaviors in adolescents.In line with this,this study aimed to investigate the relation of ethical climate school to destructive academic behaviors by mediating positive youth development. The research was a correlation design. Participants were 671 high school students (293 boys and 378 girls) from Shiraz selected using a multistage random cluster sampling method. They completed the ethical climate school scale (Schulte and et al, 2002), positive youth development scale (Geldhof and et al, 2014), and destructive academic behaviors scale (Kashkoli, 2017). Data were analyzed using Structural Equation Modeling in AMOS. The results showed that the model of this research has a suitable fitness. According to the finding, ethical climate school and positive youth development had a direct and negative effect on destructive academic behaviors. Also, ethical climate schools had a direct and positive effect on positive youth development. The results of the Bootstrap test showed that positive youth development has a mediating role in the relation of ethical climate school to destructive academic behaviors. Based on the results, to reduce harmful academic behaviors, one should pay attention to moral climate of school and promoting the components of positive youth development.

Parents are considered as the most important factor in socializing children and adolescents. Researches has confirmed the effectiveness of gratitude on the pro-social behavior; hence the purpose of this study is to explain the relationship between parent’s psychological control and children’s pro-social behavior by the mediation of the gratitude.

The research method is a descriptive correlation study. The statistical population of the study included all high school students in Yazd in the academic year ‎2020-2021‎. The sample size was 350 people who were selected with the multi-stage cluster sampling method and 308 people completed the questionnaires. Research Measurement included Dependency-Oriented and Achievement-Oriented Psychological Control Scale (Soenens et al, 2010), Multi-component Gratitude Measure (Morgan et al, 2017) and Pro-social Tendencies Measures (Carlo & Randall, 2002) that have been completed by students. 

The findings using structural equation modeling showed that final model has a good fitness. Also, findings of research hypothesis analysis showed that psychological control of parents could negatively and statistically significant predict pro-social behavior and relationship between gratitude and pro-social behavior was negatively and significant Moreover, the mediation role of gratitude in the relationship between parental psychological control and pro-social behavior was confirmed.

According to the research findings, it can be concluded that less psychological control of parents in the family context, and more children's skills in gratitude, can promotes their pro-social behavior.

The present study investigated the effect of self-compassion training on the moral decision-making processes in adolescent girls. The training package was developed based on Bluth’s (2017) self-compassion guidelines. The participants were 40 high school girl students selected from Shiraz University high school and were divided into experimental and control groups using a pretest-posttest design. The study instruments included the following: Moral Awareness Scenario Test (MAST), Defining Issues Test (DIT), Multidimensional Ethics Scale (MES), Public good games (PGG), and mindful self-compassion (MSC) training. To determine the validity of the MSC training package, MSC pretest and posttest scores were compared and the increase in the scores of the experimental group compared to the control group confirmed the validity of the package. The multivariate analysis of covariance (MANCOVA) results showed a significant increase in the experimental group’s moral awareness, moral judgment, and moral action scales. The results also revealed that there was no significant difference between the experimental and control groups regarding the posttest scores of moral intention when the pretest score was controlled. Therefore, based on the results, it can be concluded that self-compassion, as a core variable of mindfulness, is teachable and can significantly improve moral decision-making processes in adolescent girls.

The aim of the present study was to investigate the relationship between university culture and lifelong learning tendency with the mediating role of academic self-efficacy. This research used a correlational design. The study population consisted of fourth-year undergraduate students of Shiraz University in the academic year of 2021-2022. Of these students, 380 students were selected as the study sample using a multistage cluster sampling method. The research instruments included the Learning Tendency Scale, Academic Self-Efficacy Scale, and the University Culture Scale. Data were analyzed using structural equation modeling. The results indicated that university culture had a positive effect on academic self-efficacy and that academic self-efficacy, in turn, had a positive effect on lifelong learning tendency. In addition, university culture predicted lifelong learning tendency indirectly and through academic self-efficacy. According to the results, focusing on the university culture can modify students’ cognitive appraisal and thought patterns, enhance their self- efficacy, and increase their tendency to lifelong learning.

This study aimed to investigate the mediating role of psychological capital in relationship between psychological control parenting and flourishing. Participants were 298 undergraduate students (158 women and 140 men) of Dehaghan Islamic Azad University selected by a random multistage cluster sampling method. To collect data, Dependency-Oriented and Achievement-Oriented Psychological Control Scale (Soenens, Vansteenkiste & Luyten, 2010), Psychological Capital Questionnaires (Luthans & Avolio, 2007 (and Flourishing Scale (Diener et al, 2010) were used. The findings showed that psychological control parenting predicts flourishing negatively. Psychological control parenting could predict psychological capital negatively and significantly. Psychological capital played a mediating role between variables of psychological control parenting and flourishing negatively. According to these findings, increasing psychological control parenting leads to reduce children’s psychological capital and flourishing.

The phenomenon of aging and its social and personal challenges are among the topics that have been paid more attention by researchers today due to the growing population of the elderly. One of these aspects is the psychological well-being of these people as an indicator of quality of life that is tied to various factors, including factors that are especially prominent in old age, spirituality and attitude towards death, whether the elderly person with a fear and avoidance attitude or Acceptance and compromise to face the phenomenon of death and also what effects a person's spirituality has on his psychological well-being, is the subject of the present study. 182 elderly people participated in this study by available sampling method. Three valid scales of Attitude Towards Death Profile, Reef Psychological Well-Being, Parsian Spirituality Questionnaire were used. The validity and reliability of the questionnaires in the present study were reviewed and confirmed. According to the analyzes, the results of multiple regression showed that the variables of spirituality and attitude toward death-avoidance are strong predictors of psychological well-being. The negative and significant relationship between attitudes toward death-avoidance and psychological well-being indicates that despite the fact that in the elderly, especially in support and coverage centers, the phenomenon of denial of death and escape from death-related issues is being institutionalized as accepted; But it reduces the psychological well-being of these people. On the other hand, spirituality is a positive factor in the sense of well-being of the elderly that should be considered.

The aim of the present study was to investigate the effect of dilemma discussions on the students’ moral competence. The present study was an experimental study that was performed using a pre-test and post-test design with a control group. The statistical population included all Shiraz University undergraduate students who were studying in the 1399-1400 academic year. Of those who volunteered to participate in the study, a sample was randomly selected and randomly assigned to experimental and control groups, each consisting of 16 participants. The participants in the experimental group went through eight ninety-minute virtual sessions of dilemma training while the control group did not receive any training. Both groups responded to the Lind’s Moral Competence Test twice in the study, i.e., in the pre-test and post-test. The results of Analysis of Covariance showed that after the implementation of the dilemma discussion training method, the experimental group outperformed the control group in their moral competence scores. Accordingly, it can be said that the dilemma discussion training method facilitated the students' attainment of moral competence

One of the crucial needs of students for entering the next stages of life is earning academic psychological capital at school, a capital facilitating their entrance to organizational community and university. Considering the importance of psychological capital in the area of education and lack of a valid and reliable instrument for measuring it during the high school period, the present study attempted to fill this gap and to provide evidence related to determining the reliability and validity of the academic psychological capital scale. This scale was designed and developed on the first and second secondary levels at Manoojan, Iran. A sample of 260 participants were chosen through convenience sampling and responded to the questionnaire items. For determining the reliability and construct validity of the scale, first and secondary confirmatory factor analysis was used. The results of confirmatory factor analysis indicated that all four factors identified based on the theoretical underpinning of the study were confirmed. The criterion validity was assessed through correlation of the results with those obtained from the Lootanz's (2007) psychological capital scale, and the total reliability coefficient for the scale developed in the study was found to be .92. Consequently, it can be stated that the developed scale can be used in research studies in the realm of academic psychological capital.

The purpose of this study was to determine the validity, reliability and factor structure of McMahon and Good's (2015) Moral Metacognition Scale in Iranian students.

For this purpose, 524 undergraduate students of Yasuj University in the academic year 1395-96 were selected using multistage cluster random sampling. Correlation coefficients between factors with total factor scores, Cronbach's alpha coefficient, exploratory factor analysis, and second-order confirmatory factor analysis were used to assess the internal consistency and validity of the scale.

The results showed that the questionnaire had a good reliability (0.90), and exploratory factor analysis confirmed four factors, and second-order confirmatory factor analysis showed that the structure of the questionnaire had a good fit with the data and all goodness of fit indices were confirmed for the four-factor model underlying the questionnaire. According to the main research, these factors were named metacognitive regulating factor, expressive cognitive, procedural cognitive, and conditional cognitive knowledge.

These results suggest that McMahon and Good's (2015) moral metacognition scale can be used as a suitable tool for measuring students' moral metacognition in Iran.

The purpose of this study was to investigate the mediating role of moral disengagement in the relationship between mindfulness and social- emotional loneliness in the undergraduate students of Shiraz University. This study was a correlational design and it was conducted by structural equation modeling. The Statistical population of the research included all undergraduate students at Shiraz University who were studying during 1397-98 year. Participants were 360 (190 girls and 170 boys) undergraduate students at Shiraz University which were selected via random cluster sampling method, and completed the mindfulness scale of Droutman et al. (2018), moral disengagement of Bandura et al. (1996), and social- emotional loneliness of Di Tommaso et al. (2004). The validity and reliability of the research scales were also verified by confirmatory factor analysis (AMOS software version 24) and Cronbach's alpha coefficient (SPSS version 24 software). The results indicated that the research model fits well with the data collected. Also, The findings revealed that the negative effect of mindfulness on social- emotional loneliness (β= -0/40, p<0/003), negative effect of mindfulness on moral disengagement (β= -0/42, p<0/01), positive effect of moral disengagement on social- emotional loneliness (β= 0/31, p<0/02), and The negative effect of mindfulness on social- emotional loneliness mediated by moral disengagement (β= -0/13, p <0/02) were significant. In general, the findings of the present study illustrate the role of mindfulness and moral disengagement in explaining social- emotional loneliness.

The purpose of this paper is to build and validate the religious education evaluation scale based on the religious education Glo-calized Space-Based Model. The research method is descriptive-survey method and the statistical population includes secondary school students in Shiraz. The sample was multistage cluster random sampling, a sample of 469 students among 8 high school students in boys and girls in four regions of Shiraz were selected. For collect data, a researcher-made questionnaire were used. For determining its validity, Formal validity and first and second factor analysis methods were used and its reliability was assessed using Cronbach's alpha. The results of First factor analysis of the first order showed that, by assuming a criterion of 0/4, in all components, the questions presented in the questionnaire clearly indicate the relevant components. Therefore, in general, this questionnaire is a valid tool for assessing education Religious high school students are based on the religious education Glo-calized Space-Based theory. Meanwhile, the results of the second-order factor analysis also showed that the nine components in the aforementioned theory well illustrate the fit of this model for the development of religious education in the current global space. Cronbach's alpha results also showed that the questionnaire in all its dimensions has the reliability required for use as a valid questionnaire

The present study was conducted to investigate the mediating role of academic help-seeking in the relation of academic emotion of hope and academic dishonesty. Participants were 360 high school students (177 girls and 184 boys) who were selected via random cluster sampling method. In order to investigate the research variables Academic Emotion of Hope Questionnaire (Pekrun et al., 2002), Help-Seeking Scale (Ryan & Pintrich, 1997), and Academic Dishonesty Scale (McCabe & Trevino, 1996) were used. For analyzing the research model, structural equation model and AMOS22 software were used. Results showed that academic emotion of hope predicted academic dishonesty directly and also indirectly through academic help-seeking. Conclusively, results of this study showed the importance of academic emotion of hope and academic help-seeking in the reduction of academic dishonesty.

The purpose of this study was to Survey of Compliance rate of the learned religious of secondary school students with suggested pattern on the Religious Education Theory of Glo-calized Space. The research method is descriptive and survey method and statistical population includes all secondary school students in four Shiraz districts that selected with random - stage sampling method a sample of 452 students. For collect data, a researcher-made questionnaire were used that for determining its validity, Formal validity and first and second factor analysis methods were used and its reliability was assessed using cronbach's alpha. The results of First factor analysis showed that, by assuming a criterion of 0/4, in all components, the questions presented in the questionnaire in the range of 0.44 to 0.90 and is therefore well clearly indicate the relevant components. Meanwhile, the results of the second-order factor analysis in the range of 0.82 to 0.93 showed that the nine components in the aforementioned theory well illustrate the fit of this model for the development of religious education in the current global space. Cronbach's alpha results (range from 0.54 to 0.75 for components and 0.93 for total) also showed that the questionnaire in all its dimensions has the reliability required for use as a valid questionnaire. In order to analyze the data, inferential statistics of single sample t-test and descriptive statistics of mean of total scores were used.

In the present study, the mediating role of self-compassion in the relationship between perfectionism and eudaimonic well-being was investigated. To do so, 210 Master students from Shiraz University were selected through multistage random cluster sampling method. Participants answered to Almost-Perfect-Scale-Revised, (Slaney et al, 2001), Self-Compassion Scale (Neff, 2003), and Eudaimonic Well-being Scale (Waterman et al, 2010). Data were analyzed using path analysis through Amos software. Results showed that standard component (as adaptive perfectionism) has a positive effect, and discrepancy component (as maladaptive perfectionism) has a negative effect on eudaimonic well-being. Self-compassion showed a mediating role in the relationship between discrepancy component of perfectionism and eudaimonic well-being. In the base of these results, self-compassion can be considered as a buffer against the negative impact of maladaptive perfectionism on eudaimonic well-being.

One of the most important challenges of facing educational institutions and centers is the involvement of individuals in academic counterproductive behaviors. Counterproductive behavior is an intentional behavior that violates the significant norms of an organization and threatens the well-being of the organization, its employees or both (Robinson & Bennett, 1995). Academic counterproductive behavior is one of the most important subjects of in the field of educational field. Academic counterproductive behavior is against the contrary of university citizenship behaviors (Schwager, Hülshegar, Lang, Klieger, Bridgeman, & Wendler, 2014). Academic counterproductive behaviors are divided into two categories: other-focused behaviors (that harm others) or self-focused behaviors (that harm the student himself) (Robinson & Bennett, 1995). Academic counterproductive behaviorIt has has ten main dimensions: cheating, using drugsdrug use, telling lieslie, plagiarizingplagiarism, showing discriminating behaviors, absencegetting abscent, having passive presence, procrastinatingon, getting lazyiness (indolentce) and peer pressure. Research evidence suggests that academic counterproductive behavior prevents academic achievement and hurts the learning process (Crede & Niehorster, 2009). Moral disengagement refers to a set of eight cognitive mechanisms that decouple one's internal moral standards from one's actions and facilitate engaging in unethical behavior without feeling distress (Moore, 2015). Moral disengagement could be considered as a cognitive distortion that allows individuals to view immoral behavior and its negative consequences in a socially and morally favorable way (Farnese, Tremontano, Fida, & Paciello, 2011). Moral disengagement mechanisms are include moral justification, euphemistic labeling, advantageous comparison, displacement of responsibility, diffusion of responsibility, disregard or distortion of consequences, and dehumanization and attribution of blame. Moral disengagement mechanisms are known as the tendency to justify immoral behaviors in order to protect one’s self-esteem (Caprara, Fida, Vecchione, Tramontano, & Barbaranelli, 2009). Moral identity has been described as a kind of self-regulatory mechanism that motivates moral action (Blasi, 1993). ItMoral identity has two dimensions: the private dimension, which is called internalization that and refers to the self-importance of moral characteristics, and the general dimension is which is referred to as symbolization. According to the cognitive-social theory, individuals behave immorally in spite of having moral standards, because of moral disengagement mechanisms. Researchers consider moral identity as moderating the impact of moral disengagement mechanisms (Aquino, Reed, Thau, & Freeman, 2007). The pPresent study has investigated the mediating role of moral disengagement in the relationship between moral identity (internalization and symbolization) and academic counterproductive behavior.

1. Can moral identity (internalization and symbolization) directly predict academic counterproductive behavior? 2. Can moral identity (internalization and symbolization) directly predict moral disengagement? 3. Can moral disengagement directly predict academic counterproductive behavior? 4. Does Moral disengagement play a mediating role in the relationship between moral identity and academic counterproductive behavior?

The study enjoyed a A correlational research design was used in this research, with m. Moral identity internalization and symbolization were being the predictor variables and a. Academic counterproductive behavior was being the criterion variable. Moral disengagement mechanisms were the mediator variables. The statistical population consisted of all students of technical and professional schools of in Shiraz city. The participants were 220 students (110 females, 110 male) who were selected by through cCluster sampling method. Moral disengagement mechanisms were measured by Moral Disengagement Scale (Bandura, 1995). Academic counterproductive behavior was measured by Academic Counterproductive Behavior Scale (Rimkus, 2012) and mMoral identity and its components were measured by via Self-Iimportance of Moral Identity Scale (Aquino & Reed, 2002). The rReliability and validity of instruments were justifiedconfirmed. The data was analyzed using Data analyzed by AMOS software.

The results of the Structural Equation Modeling (SEM) showed that the proposed model has a good fitness with the default model. The fFindings further indicated that moral internalization and symbolization could not directly predict academic counterproductive behavior. Besides, it was found Findings also showed that moral internalization has a negative and significant effect on moral disengagement. = β) -0/52, p= 0/001). According to the findings, moral sSymbolization could not significantly predict moral disengagement. The fFindings further showed suggested that moral disengagement has a positive and significant effect on academic counterproductive behavior (β= 0/61, P= 0/001). The rResult of the bootstrop test, on the other hand, indicated that, moral disengagement has a mediating role in the relationship between moral identity internalization and academic counterproductive behavior. The research causal model could explain 36 percent of the counterproductive behavior variance.

The goal of this study was to investigate the mediating role of moral disengagement in the relationship between moral identity and academic counterproductive behavior. According to the study findings, moral identity did not have a direct effect on academic counterproductive behavior. Moral identity internalization could negatively predict moral disengagement. On the other hand, moral identity symbolization couldn’t significantly predict moral disengagement. Besides, moral disengagement had a positive effect on academic counterproductive behavior. The results of the bootstrap test showed that moral identity internalization, by decreasing moral disengagement, could lead to a decrease in academic counterproductive behaviors among students. Overall, the results of the present research provided evidence for the mediating role of moral disengagement in the relationship between moral identity and the students’ academic counterproductive behavior. This finding is consistent with the results of the studies that point to the moderating role of moral disengagement (Kavussanio, & Ring, 2017, Moore, 2015, Farnese, Tremontano, Fida, & Paciello, 2011, Hyde, Shaw, & Moilanen, 2010). Moral disengagement mechanisms separate the individuals' internal standards from the interpretation of their behavior and neutralize them, thereby enabling individuals to set aside their moral standards (Moore, 2015). The results of this study contribute to the explication of the available information about the factors involved in the relationship between academic counterproductive behavior, moral identity and moral disengagement.

The aim of this study was to examine the mediating role of the moral emotions in the relationship between empathy and pro-social behavior. The research method was a descriptive correlational study using structural equation modeling. The sample consisted of 508 senior high school students (257 girls, 251 boys) who were selected from high school in city of Shiraz during the academic year of  2016-2017 by cluster sampling method. The participants completed the Basic Empathy Questionnaire (Jolliffe & Farrington, 2006), the Guilt and Shame Proneness Scale (Cohen,  Wolf, Panter & Insko, 2011) and the Pro-social Tendencies Measures (Carlo & Randall, 2002). The results of structural equation modeling indicated that a) empathy had a direct and positive effect on the pro-social behavior and emotions of guilt and shame, b) emotions of guilt and shame had direct and positive effect on pro-social behaviors, and c) emotions of guilt and shame mediated the relationship between empathy and pro-social behavior. The findings suggested the importance of moral emotions in pro-social behavior

The purpose of this study was to investigate the mediating role of positive and negative emotions in the relationship between attachment styles and students' creativity. 574 BA students of Islamic Azad University of Ahvaz were selected by cluster random sampling method completed Attachment Questionnaire (Collins & Read, 1990), Positive and Negative Affects Questionnaire (Bradshaw, 2009) and Creativity Questionnaire (Abedi, 1993). The results of structural equation by using Amos-22 software showed that the final model has good fitness with research data. The results of path analysis showed that secure and ambivalence attachment styles have direct effect on creativity. Also, attachment styles effected positive and negative emotions. Furthermore, the mediating role of negative emotion in the relationship between attachment styles and creativity was confirmed. In sum, the results of this research indicate the determination role of attachment style and emotion on students' creativity.

The present study aimed to construct and validate academic stability scale on the basis of model proposed by Mahoney et al. (2014). To do so, in 2015, 300 students and in 2017, 470 students were selected from senior high schools across Shiraz City through cluster random sampling method. Next, they completed a 24-item academic stability scale. In addition, 52 students completed questionnaires on academic indifference, academic resilience and the academic stability scale with one week interval. The results of exploratory factor analysis (data extracted in 2015) revealed three factors of thriving (10 items), striving (8 items) and surviving (6 items) and the results of confirmatory factor analysis (data extracted in 2017) confirmed the pattern derived from exploratory factor analysis. Besides, the item-response analysis revealed that most items had good discrimination parameter. Academic stability was negatively linked with academic indifference but it was significantly and positively correlated with academic resilience. The Cronbach's Alpha and test-retest reliability coefficients were obtained as 0.91 and 0.83, respectively. Altogether, the results indicated that academic stability scale had acceptable validity and reliability levels and it could be used by educational researchers