yadullah khorramabadi

The teachers' interactive styles can play an important role in improving the academic and non-academic status of students. Therefore, the aim of this study was structural equation modeling of teachers' interactive styles based on the social adjustment and psychological hardiness with the mediation of mental health in students.

The study in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlation. The present research population was all eighth grade female students in Kangavar city in the academic years of 2022-2023 with number of 2417 people, which based on the Krejcie and Morgan table 379 people of them were selected as a sample by multi-stage cluster random sampling method. The data collection tools were included the questionnaires of teachers' interactive styles (Wubbels, 1993), social adjustment (Sinha and Singh, 1993), psychological hardiness (Kiamersi, 1997) and mental health (Goldberg and Hillier, 1979), and the data obtained from its implementation were analyzed by Pearson correlation coefficient and structural equation modeling methods in Amos software.

The findings of this study showed that the variables of social adjustment and psychological hardiness on the mental health and the variables of social adjustment, psychological hardiness and mental health on the teachers' interactive styles had a direct and significant effect. In addition, the variables of social adjustment and psychological hardiness with the mediation of mental health on the teachers' interactive styles had an indirect and significant effect (P<0.05).

According to the mentioned results, to improve the teachers' interactive styles, it is possible to provide the basis for improving the social adaptation, psychological hardiness and mental health of students.

The purpose of this research was to compare the effectiveness of emotional intelligence training and self-compassion practices on mental well-being, academic vitality, and academic self-concept among female high school students in Hamedan.

The research method was a semi-experimental three-group design (two experimental groups and one control group) with pre-tests and post-tests. The sample was selected using multi-stage cluster sampling from the population of female high school students in Hamedan in the academic year 2023-2024, with 60 individuals randomly chosen (20 in the first experimental group, 20 in the second experimental group, and 20 in the control group). Measurement tools included the Keyes and Magyar-Moe (2003) Mental Well-being Scale and the Liu and Wang (2005) Academic Self-concept Questionnaire. MANCOVA test and its assumptions were used to test the research hypotheses. ANOVA (one-way analysis of variance) with box plot and post-hoc tests like Tukey and Scheffé were employed for multiple comparisons in the post-test using SPSS version 23.

The results showed that both emotional intelligence training and self-compassion practices are effective in improving the mental well-being and academic self-concept of female high school students in Hamedan. Additionally, it was found that self-compassion training is more effective than emotional intelligence training in enhancing academic self-concept, but there is no significant difference in the effectiveness of emotional intelligence training and self-compassion practices on mental well-being.

Psychologists can help students gain more awareness of their emotions and learn how to deal with them, set meaningful and achievable goals, increase academic vitality and motivation through realistic goals aligned with personal interests, and strengthen their academic self-confidence. Students should be taught how to cope with educational stress and anxiety, find creative solutions, and learn to utilize available resources and supports.

The interaction styles of teachers play a significant role in improving both academic and non-academic outcomes for students. Thus, this study aimed to determine the structural relationship of teachers' interaction styles based on social adaptability, psychological hardiness, and academic achievement motivation with mental health mediation in eighth grade female students.

This study was applied in its objective and cross-sectional in its execution, utilizing a correlational type. The population of this study comprised all eighth-grade female students in the city of Kangavar in the academic year 1401-1402, totaling 2417 students. Based on the Krejcie and Morgan table, 379 of them were selected as the sample through multi-stage cluster random sampling. Data collection tools included questionnaires on teachers' interaction styles, social adaptability, psychological hardiness, academic achievement motivation, and mental health, which were analyzed using the Structural Equation Modeling (SEM) method in Amos software.

The findings of this study indicated that the variables of social adaptability, psychological hardiness, and academic achievement motivation had a direct and significant effect on mental health, and the variables of social adaptability, psychological hardiness, academic achievement motivation, and mental health had a direct and significant effect on teachers' interaction styles. Moreover, the variables of social adaptability, psychological hardiness, and academic achievement motivation had an indirect and significant effect on teachers' interaction styles through the mediation of mental health (P<0.05).

Based on the results of this study, to improve interaction styles, it is possible to create conditions for improving the variables of social adaptability, psychological hardiness, academic achievement motivation, and the mental health of students.