جستجوی مقالات مرتبط با کلیدواژه « شادکامی » در نشریات گروه « علوم تربیتی »

The purpose of this study was to investigate the role of time perspective and self-compassion in the happiness of exceptional teachers.

This research is a descriptive-correlation type. The statistical population of the research is made up of all the teachers of the exceptional schools of Mashhad in the academic year of 2020-2021, numbering 240 people. The statistical sample of this research included 240 exceptional teachers of Mashhad city using the full number sampling method. To collect information, the Oxford happiness questionnaires of Michael Argyle (1989), self-compassion - long form of Neff et al. (2003) and Zimbardo and Boyd's time perspective inventory (1999) were used. Research data were analyzed using Pearson correlation coefficient, regression, independent t-test and analysis of variance in SPSS 26 software.

The findings showed that there is a positive and significant relationship between all dimensions of self-compassion and happiness (r=0.47 and P<0.01). Also, between happiness and positive past time perspective (r=0.23 and P<0.01), hedonistic present (r=0.35 and P<0.01) and future (r=0.42 and P<0.01) There is a positive and significant relationship between happiness and negative past perspective (r=-0.16 and P<0.05) and the present destiny (r=-0.22 and P<0.01). And there is meaningful. The dimension of self-kindness against self-judgment (ꞵ=0.001, p≤3.65, t=0.28) and the dimension of compassion against extreme assimilation (p≤2.83, t=21/0.01) ꞵ=0) significantly predict happiness in exceptional school teachers.

The perspective of time and self-compassion is effective in the happiness of exceptional teachers, and the authorities of exceptional education can increase the happiness of teachers by holding self-compassion training courses.

The purpose of this research is to investigate the effect of Islamic lifestyle on academic self-efficacy with the role of mediator of happiness among students of educational sciences at Farhangian University of Urmia. The current research is applied in terms of purpose and descriptive-correlation in terms of data collection. The statistical population of the study included all male and female students of Shahid Rajaei and Allameh Tabatabai districts of Farhangian University of Urmia with a volume of 1650 people, of which 312 were selected through stratified random sampling. The required data were collected using three standard questionnaires of Islamic lifestyle, happiness and academic self-efficacy and were analyzed using the statistical test of the structural equation model using the partial least squares (PLS) method for the research hypotheses. The findings of the research showed that the Islamic lifestyle is 88% effective on students' happiness and 43% on academic self-efficacy. Happiness has a 53% effect on academic self-efficacy. Also, the Islamic lifestyle with the mediator role of happiness has a 52% effect on students' academic self-efficacy. Therefore, according to the statistical results, all the hypotheses of the research were confirmed and the general result of the research was that happiness has a mediating role between the relationship between Islamic lifestyle and academic self-efficacy of students.

The purpose of the research is to investigate the effect of happiness based on the life of the Prophet and Imams of Athar on the academic conflict and interpersonal problems of students. This research was conducted using a quasi-experimental method with an experimental group and a control group. The community includes all male students of the second secondary school in Najaf Abad city in the academic year 2022-2023. The method of cluster sampling is multi-stage. to measure academic involvement from Zarang questionnaire (2013); And Barkham's (1996) questionnaire was used to measure interpersonal problems. The validity of these two questionnaires was checked and confirmed by subject experts and its reliability was also confirmed by Cronbach's alpha. Covariance analysis was used to analyze the data. The results indicated that happiness based on the life of the Prophet and Imams of Athar has effects on academic conflict and reducing interpersonal problems of students. In other words, following the happiness mechanisms based on the life of the Prophet (PBUH) and Imams of Athar (AS) on all the components of academic engagement (cognitive, motivational and behavioral), had an impact and improved the academic engagement of students. Also, observing happiness mechanisms based on the life of the Prophet (PBUH) and Imams of Athar (PBUH), on all the components of students' interpersonal problems (the component of openness and people-friendliness, openness, consideration of others, aggressiveness, support and participation and dependence), was effective and led to the reduction of students' interpersonal problems. Therefore, by observing happiness mechanisms in classrooms based on Islamic teachings, it is possible to encourage students to do academic activities and be serious about them, as well as to reduce their interpersonal problems.

The research aimed to study the role of teachers' Burnout (Emotional exhaustion and Decreased personal accomplishment) and the dimensions of teacher-student interactions in students' happiness. The statistical population of the study includes all Yazd teachers and students of elementary schools (sixth grade) in the 2018-2019 academic year. The sample group consisted of 50 teachers (25 men and 25 women) and 350 students (175 boys and 175 girls) selected by stratified random sampling method. The two components of emotional exhaustion and decreased personal accomplishment from the Maslach burnout inventory (1981) were completed by teachers and the students were asked to complete the teacher-student interaction questionnaires by Wabels et al. (1993) and the Oxford happiness questionnaire by Argyle and Lu (1991). Data were analyzed by independent T-test and stepwise multiple regression method. Generally, the results showed that the teachers with lower emotional exhaustion and decreased personal accomplishment have happier students. Among teacher-student interactions dimensions, negative predictors of students' happiness included Dissatisfied and Strict behavior variables, and positive predictors included Leadership and Helping/Friendly behavior.

This research aimed to explore the assessment of emotions and feelings of primary school students and investigate the relationship between teacher's classroom management styles and the level of student happiness. The statistical population included all first-grade classes in districts three, four, and six of Mashhad, with a sample size of 28 classes where internships’ students were present. The sampling method was convenience sampling. To measure classroom management styles, a researcher-developed questionnaire based on the Wolfgang and Glickman questionnaire, translated into Persian by Yazdi et al., was used. To measure the level of happiness, the Oxford Happiness Questionnaire developed by Argyle was employed. The content validity of each questionnaire was confirmed by three experts separately. The reliability of each questionnaire was assessed and confirmed using Cronbach's alpha coefficient, with a score of 0.86 for classroom management style and 0.82 for happiness. The results revealed no significant relationship between classroom management style and gender or between classroom management style and teacher experience. However, a significant inverse correlation was found between classroom management style and student happiness. Furthermore, an interventionist classroom management style exhibited a negative impact on student happiness. The novelty of this research lies in the selection of student age and the method of questionnaire response, transitioning from self-report to other-report. Finally, serious recommendations were provided to superiors, stakeholders, educators, future researchers, and teacher-researchers to promote student happiness and create new opportunities.

The present study was conducted to investigate the relationship between elementary students enjoyment and interest and their lack of boredom in mathematics and teachers' understanding of new teaching methods based on play and fourth grade elementary mathematics.One of the most important issues that turns a math classroom into a dry, soulless and boring classroom is the lack of joy and happiness in it. In the dry atmosphere of the math classroom, without pleasure and happiness, students will not show interest in learning concepts and we will witness their truancy and academic failure. In such a situation, we see that most of the students hate mathematics and do not show any desire to learn, and as a result, mathematics class seems very boring to them, and this is while it They enter the school and classroom with enthusiasm, but after a while this enthusiasm becomes routine. A student who was a questioner in the beginning becomes a passive and receptive student and all this is due to the lack of joy and excitement in the classroom. Today, mathematics has a special place in educational planning and plays an important role in measuring the level of progress, especially for determining the level of entry into the special programs of university entrance exams. Also, mathematics is considered as an important qualification for students who seek to obtain scientific and technical jobs at the university level. Every student in school may feel bored and anxious at times, but sometimes this problem is so much that it affects academic performance, especially it prevents students from succeeding in exams.In general, researches in recent years have shown that unreasonable math anxiety (morbid anxiety) by creating serious cognitive and educational obstacles in learners, while causing them to suffer from intellectual stagnation and lack of reasoning abilities, causes a weakening of self-confidence. It provides math in them and by creating a negative attitude, it strongly affects the performance of students' math progress.The factors of the educational environment, such as the teaching method and classroom management adopted by the teacher, play a big role in the formation of math anxiety and the negative attitude and burnout of students towards math. Therefore, teachers should pay attention to choosing appropriate and new educational methods, especially game-based and mathematical methods, and encourage active learning and participation of all learners in the classroom. In fact, the goal of teachers should be that in the classroom, the learning process is more important than its result. In other words, the new approaches based on games and mathematics, which emphasize more on communication, problem solving, improvement of interpersonal relationship and the spirit of cooperation, are effective in creating a positive view of mathematics and the academic progress of students, and due to the game mode, it leads to Students' enjoyment and learning become better and deeper.By using happy methods and creating pleasure in the course of education and educational planning of learners, in addition to creating a satisfactory environment for students, it is possible to deal with many other problems such as excessive absences of students. , tardiness, boredom and boredom in the classroom, physical and mental diseases and finally tackled the issue of academic failure and an environment that has more effective learning facilities should be considered for students. Therefore, it seems necessary to pay attention to the effect of enjoyable methods in the educational planning of different academic courses.Research methodology was the current research is of a semi-experimental type and in it a pre-test-post-test design and follow-up with a control group was used. The statistical population in this research included all 368 fourth grade male students in Ardabil city in the academic year of 1400-1401.Considering that the current research design was semi-experimental and the sample size in semi-experimental designs is recommended to be at least 30 people in each experimental and control group (Delavar, 2012), therefore the current sample size is equal to that in each group. 22 people were selected. Which is equal to 44 people in both groups. The sampling method in this research was random and staged. In this way, one school was randomly selected from among the first secondary schools of Ardabil city, and one class was randomly selected as the experimental group and another class was randomly selected as the control group from among the fourth grade classes of this school. became In the same and simultaneous conditions, the pre-test related to the Shokarani Math Anxiety Questionnaire (2008) and the Oxford Happiness Questionnaire (1989) were administered to both groups. After that, the students of the experimental group were taught mathematics based on games and content creation in math class (Mohammadpour and Rabbani, 2014) by means of selected games, which were conducted in 6 sessions of 60 minutes (one session of 60 minutes each week) minutes) took place. After that, the students of both groups were given a post-test, and one month after the post-test, in order to ensure the stability of the findings, the post-test was re-tested and the data were collected using the software SPSS was analyzed. In the present study, math education through games were considered as independent variables, and math anxiety and happiness were considered as dependent variables. The subjects in the test and control groups were evaluated in two stages as follows: A- Conducting a pre-test before applying math education in a game way. B- Conducting a post-test after applying math education in a game way. In this research, according to the research concepts and variables, the data collection tool was Shokarani Math Anxiety Questionnaire and Oxford Happiness Questionnaire.The data were analyzed using analysis of covariance. Findings showed that teaching with play method has an effect on mathematical anxiety (F: 38,23, P: 0.001), pleasure and happiness (F: 54,80 P: 0.002). By examining research hypotheses and methods of multivariate covariance analysis and one-way covariance analysis, inferential statistics were used to compare these averages and the results are presented below. The use of parametric tests requires the observance of several basic assumptions, which can be used by observing the assumptions and confirming them. Given that the methods used in this study, multivariate covariance analysis and the covariance analysis is one-way. These presuppositions include the placement of the dependent variable at least at the distance/relative level, the normality of the distribution of the dependent variable scores, the homogeneity of the variances, and the equality of the covariance matrices. Since the type of questionnaire used in this research, it is a Likert scale, so all the dependent variables are at least at the level of the interval scale. In this section, the results of the hypotheses are presented as follows: To obtain the results of one-way covariance analysis, Pillai's effect, Wilks's lambda, Hotelling's effect, the largest error root were used, the results of which are given. All four reported tests are used to check the significance of multivariate analysis of variance. As we know, the most widely used test that is presented in most reports is the Wilks's lambda, and the most powerful test that is resistant to defaults is the Pilai effect. When all the conditions are met and the sample size is also being equal, the results of all four tests are similar and close to each other. This result showed that all educational activities have a significant impact on the growth and development of students' talents and abilities. Mathematical concepts are one of the most effective teaching materials in this course. What is important in teaching mathematics is understanding. Learning and understanding the basic principles of a subject is not limited to learning its general principles, but must have the ability to discover new things and solve problems. Curriculum planning experts believe that the basic principles of the subjects should be presented in such a way that the final discovery of unknowns is made by the student. Playing is one of the most effective and best ways to teach children. The National Council of Mathematics Teachers in America and Canada have emphasized that the best way to teach mathematics is for students to construct mathematical concepts themselves. The game is an ideal option for the interaction between the school and the children's world, and considering that the rate of academic failure in mathematics is one of the common problems of Iranian students in all levels of education, therefore, it is one of the important factors that affect the attitude and performance of mathematics. It is effective for students; we can mention math education through games. The results of the first hypothesis of the research and investigation of the effect of game teaching on reducing exam boredom among fourth grade students in Ardabil showed that there is a significant difference between the test anxiety reduction scores in the post-exam after removing the effect of the pre-exam. Therefore, there is a significant difference between the reduction of exam boredom of students who have been trained with the game teaching method and the students who have not been trained, and this shows that teaching through the game method reduces Mathematical boredom of students has had an effect; in such a way that it had a greater effect on reducing the mathematical boredom of the experimental group.One of the reasons for the low level of happiness in mathematics classrooms may be that the choice of mathematics as a field of study was forced and lack of interest, and this kind of disinterest and fear towards this field shows that this causes May these students experience a range of negative emotions from restlessness and lack of peace to confusion and boredom towards the field of mathematics and achieve less success in this field and this causes them to enjoy less. And the research results are in line with the research results of other authors and that the names of the authors with the title of the article that the results of this research are in line with the results of their research are given in detail in the discussion and conclusion section. All these researches indicate that shows the applicability of play-based teaching to improve math anxiety, increase happiness, and avoid boredom and boredom of students. In a research, he compared the effect of two teaching methods, game-based and traditional, on the motivation and happiness, and as a result, the academic progress of students in mathematics. The results obtained from the data analysis showed that there is a statistically significant difference between the average size and academic progress of students trained with the game method and students trained with the traditional method. Explaining these findings, it can be said that game-based education has a strong and important role in increasing the motivation and academic progress of students, in a research to investigate the role of educational games on learning the concepts of education and comparing math numbers of first grade female students. The elementary school of the city of Ray, they paid. The results of the research showed that educational games are more or less effective on students' learning of math curriculum concepts in the field of numeracy concepts. In the explanation of these findings, it can be said that, since students have a strong interest in the game, then it is possible to convey many lessons to the students in the form of a game, one of these lessons can be the teaching of mathematics. May the application of this method deepen students' learning and help students in consolidating educational materials. Among the limitations of this research, it can be pointed out that it is limited only to math lessons. Also, among other limitations of this research was the lack of cooperation of schools in the implementation of this research. Therefore, it is suggested to promote the improvement of mental health among students and create joy and happiness in school and prevent emotional disorders such as boredom, anxiety, depression Academically, unjustified absences in class used preventive plans to promote mental health, including games. It is also suggested that many workshops and courses be held to raise teachers' awareness of educational games. It is also suggested that special training be provided by experienced and experienced people in education in order to train teachers and those who deal with children more in order to advance the goals of play in children in order to increase social growth and increase happiness. And enjoy, interact in the game with other children.

The present study aimed to investigate the social factors affecting the social vitality and mental health of secondary school students in Semnan province. This research is applied in terms of purpose and descriptive survey in terms of method. The statistical population was the high school students of Semnan province in the academic year 2018-2019 (45,834 people). Among these people, 48 classes (784 students) were selected as the research sample using the multi-stage cluster random sampling method and based on the table of Karjesi and Morgan (1970). The research instrument was a questionnaire. Kolmogorov-Smirnov test, Kruskal-Wallis, correlation coefficient, and Friedman's ranking test were used to analisys data. The findings showed that social vitality has a significant relationship with all social factors (except religiosity, r=0.040). There is a significant relationship between all social factors (except the feeling of insecurity r=0.051) and mental health. According to the findings, it can be stated that creating social vitality and mental health among students is not a single cause and various factors play a role in creating and strengthening these variables. Therefore, it seems that all capacities should be used to create students' social vitality and mental health, which requires a lot of policies and planning in the short, medium, and long term.

The present research was conducted with the aim of predicting students' happiness based on their metacognitive and automatic beliefs in the first and second secondary schools of Farashband city.

The research method was applied in terms of purpose and descriptive of the correlation type in terms of the type of method. The population also includes all high school students of Farashband city, the number of female students is 1650 and the number of male students is 1500, which is a total of 3150 people. Based on the sampling method in this research, the cluster sampling method was used. First, some high schools were randomly selected from among the first and second period high schools (6 girls' high schools and 6 boys' high schools). And then a class was selected in each high school. In total, 197 girls and 149 boys were selected. The tools of this research are objective questionnaire, Oxford Happiness Questionnaire, Wells Metacognition Questionnaire (1997) and Jing and Morgan Student Self-Efficacy Questionnaire (1999).

It showed that the relationship between students' happiness and metacognitive beliefs and students' self-efficacy is significant. (P>0.01, F=52.419), this model justifies 24% of the variance of metacognition and self-efficacy beliefs. Coefficients also showed that metacognitive beliefs and self-efficacy are significant predictors at the level (P < 0.01) for happiness.

Metacognitive beliefs and happiness can significantly predict students' happiness, and the contribution of metacognition is greater in this research.

This study was conducted to determine the rate of students’ subjective well-being in elementary school in Tehran. The statistical population consisted of all primary school students in the 15th district of Tehran. From this population 410 students, 4 schools and 12 classrooms were selected by convenience sampling method. The present study followed a mixed approach including both quantitative and qualitative methods to answer a specific research question. The data for analysis were collected using the Kamali Elementary School Students’ Subjective Well-Being Scale (2019) as well as a researcher-made checklist. The results showed that among the six components of school happiness, the three components including "teacher teaching", "student friends" and "student self" are in a relatively satisfactory condition and in three components including "managerial executive", "cultural", "environmental" has been in a state of unsatisfactory happiness and dissatisfaction. A comparison of alignment results revealed that in seven classes, students' and researcher's opinions were consistent. In three classes where students' opinions did not agree with the researcher, the researcher evaluated the conditions better and the students did not consider the conditions appropriate.

This study aimed to predict happiness based on the locus of the control, personality traits and academic self-efficacy of the female students. The present study was a descriptive-correlational one. The statistical population consisted of all high school female students in District 8, of whom, 150 students were selected as the research sample using the cluster sampling method and based on the Green (1991) Sample Size determination in regression. The subjects were examined using the Oxford’s Happiness Questionnaire (OHQ), Rotter's Locus of Control Scale, NEO Personality Inventory (NEO PI) and Morgan-Jinks Student Self-Efficacy Scale (MJSES). Pearson correlation and multivariate regression analysis were used to analyze the data simultaneously using SPSS-22 software. The results of correlation test showed that there was a significant positive correlation between the locus of control and happiness (0.661) (p≥0.01) and there was a negative relationship between neuroticism (-0.403) and happiness (p≥0.01). However, there was a significant positive relationship between extroversion, openness to experience, agreeableness and conscientiousness with happiness at 0.01. Moreover, there was a significant positive relationship between academic self-efficacy and happiness of the female students (p≥0.01). Simultaneous regression showed that locus of control, personality traits and academic self-efficacy predict happiness in female students (p≥0.01). It can be concluded that locus of control, personality traits and academic self-efficacy predict the happiness of high school female students.

The aim of this study was to investigate the role of happiness, spirituality and quality of maternal care in predicting behavioral disorders of unaccompanied primary school children under the auspices of the Foolad City Relief Committee. The population of the present study included all primary school children of unaccompanied families under the auspices of the city steel relief committee in the first six months of 2020. In this study, considering that the number of all subjects was 116 and census sampling method was used. The measuring instruments used were the Achenbach (1991) Emotional Behavioral Problems Assessment Scale (Oxford Happiness (1989)) and the Parsian and Donningig (2009) Spirituality and the quality of Ghanbari and Valvasani's maternal care (2011). Statistical methods at the level of descriptive statistics and inferential statistics have been used. The data of the present study were analyzed by SPSS statistical software. The results showed that there is a simple relationship between all predictor variables of the study including happiness, spirituality and its dimensions and quality of care and its dimensions except the sensitivity and responsiveness of mothers with children's behavioral disorders means medicine. The results of stepwise regression analysis showed that the spirituality and quality of care in mothers were able to predict behavioral disorders in children, respectively. Also, the results of regression analysis with the input method showed that happiness, self-awareness dimension of spirituality and conflict and stress dimensions of quality of care in mothers have been significant predictors of behavioral disorders in children. (p>./01 (.

The present study was conducted to investigate the effectiveness of child-based mindfulness training on the happiness and social anxiety in hearing-impaired children. the present study was quasi-experimental with pretest, posttest, control group and forty-five-day follow-up design. The statistical population included all 86 eight-to-eleven-year-old hearing-impaired children in academic year 2018-19 in zones 2, 3, 5, and 6. 30 hearing-impaired children were selected through purposive sampling method and were randomly accommodated into experiment and control groups (each group consisted of 15 children). The experiment group received ten seventy-five-minute child-based mindfulness intervention sessions during two-and-a-half months. The applied questionnaire in this study included Happiness Questionnaire (HP) and Multidimensional Scale of Children's Anxiety (MSCA). The data from the study were analyzed through repeated measurement ANOVA via SPSS23 software. The result showed that child-based mindfulness training has significant effect on the happiness and social anxiety in hearing-impaired children (p<0.001) in a way that this intervention led to the increase of happiness and decrease of social anxiety in these children. according to the findings of the present study it can be concluded that training child-based mindfulness can be applied as an efficient therapy to improve happiness and decrease social anxiety in hearing-impaired children through employing techniques such as mindful thoughts, emotions and behaviors and being present in the moment.

Regarded to the increasing number of the elderly and the importance of happiness in them, the present study was conducted with the aim of evaluating the effectiveness of psychodrama, reminiscence and rational emotive behavioral therapy of Ellis on the happiness of elderly men.

This research was semi-experimental with pre-test and post-test design with a control group. The research population was an elderly men of home elderly in Kermanshah city in 2019 year. The sample research was 40 people who after reviewing the inclusion criteria were selected by purposive sampling method and randomly were assigned to four equal groups (three experimental groups and one control group). The first experimental group received 12 one-hour sessions of psychodrama education, the second experimental group received 10 one-and-a-half-hour sessions of reminiscence education, the third experimental group received 8 one-and-a-half-hour sessions of rational emotive behavioral therapy and control group remained on the waiting list for training. Data were collected with using a mini-mental state examination and the Oxford happiness inventory and analyzed by univariate analysis of covariance and LSD post hoc test in SPSS software.

The results indicated that the all three intervention methods of psychodrama, reminiscence and rational emotive behavioral therapy of Ellis in compared to the control group led to increase the happiness score of elderly men and the effectiveness of psychodrama method was higher than rational emotive behavioral therapy (P<0.05), but there was no significant difference between the effectiveness of the two methods of psychodrama and reminiscence and the two methods of reminiscence and rational emotive behavioral therapy on increasing happiness (P>0.05).

According to the results, therapists and health professionals can use all three methods, especially the psychodrama method to increase the happiness of elderly men.

The main objective of this study was to synthesize the findings of different studies on positive psychology and gain a general understanding about the relationships between the elements of positive psychology, including psychological well-being, optimism, happiness, resilience, and hope, and academic achievement. The study was also to identify and resolve possible contradictory findings about the issue. In line with these objectives, a meta-analysis design was used to conduct this study. The educational resources of this study were selected from all the available articles on the relationships between elements of positive psychology and academic achievement. After establishing inclusion and exclusion criteria, 19 studies were selected as the sample and from these studies, 35 r-type effect sizes were extracted and analyzed using CMA2 software. The results revealed a statistically significant combined effect size for both fixed and random effect models; however, the identified relationships were found to be low. Furthermore, the effect size of the relationships between happiness, hope, optimism, psychological capital and academic achievement was small, and the effect size of the relationship between resilience and academic achievement was moderate. Base on the overall results of this study, it can be concluded that improvement of positive psychology elements can make the education process more enjoyable and can increase individuals' ability to respond to educational challenges in their learning environment more effectively.

The aim of this study was to determine whether happiness could predict lifestyle and  cognitive emotion regulation of female students of Qazvin Azad University. The research method was descriptive-correlational. The statistical population included all female students of Qazvin Azad University (6500 people) in 1397-1397. To select the sample, multi-stage cluster sampling was used, leading to 250 people. Tools used to collect data included the Kern Lifestyle Questionnaire (1975); Cognitive Emotion Regulation Questionnaire (Granfsky et al., 2001) and Argyle & Crossland (1989) Happiness Questionnaire. Data were analyzed using Pearson correlation coefficient and regression analysis. The results showed that there was a direct relationship between lifestyle and happiness in female students. A direct relationship was also seen between emotional cognitive regulation and happiness in female students. Lifestyle and cognitive emotion regulation predicted 47% of happiness changes in female students. Cognitive emotion regulation and lifestyle play important roles in predicting people's quality of life and happiness, so in designing programs based on improving quality of life and happiness, special attention should be paid to people's lifestyle.

The main purpose of this study was to determine the effectiveness of leisure time usefulness on happiness, self-efficacy and mental health of secondary school students in Baghmalek city. The present study is a quasi-experimental one. The statistical population of this study included all high school male students in Baghmalek city in the academic year 2017-18 with 1456 students. The sample size of the study consisted of 60 students (30 experimental and 30 control group) from fourth grade high school students in Baghmalek city who were selected by cluster random sampling. In the experimental group, in addition to the normal school activities, one to two sessions per week, which usually lasted one half-day each week, were performed by the students' favorite activities, followed by 50 days of post-test in both groups. The Oxford Happiness Questionnaire, Scherrer Self-Efficacy Questionnaire (GHQ) and General Health Questionnaire (GHQ) were used in this study. Data were analyzed using SPSS software version 23 and Levin, Glomogorov-Smirnov and covariance tests. The results showed that the effect of leisure time on happiness (f = 13.93), P = 0.001 and leisure time accounted for 52% of happiness changes. The effect of leisure time on self-efficacy (f = 17.64) was P = 0.001 and the effect of leisure time on mental health (f = 25.78) was P = 0.001. The effect of leisure time on physical problems, anxiety, social dysfunction and depression was significant at P <0.05.

The purpose of this research is investigate the relationship between self-efficacy, happiness, life satisfaction and perceived social support with students academic achievement motivation. The statistical society of this study is university students of Bandar Anzali branch. Appropriate sample selected by sampling method, Morgan's table used to determine the sample size in this study that the number of samples are 246 people for the community with a frequency 3500 people. The data collection tool is a valid questionnaire. Using questionnaires self-efficacy Sherer et al (1982), happiness Oxford (1989), life satisfaction of Diener et al. (1985), perceived social support (family and friends) Prosidano and Heller's (1986) and achievement motivation Wallerand et al (1989). After collecting the questionnaire, Cronbach's alpha was used to measure reliability for each of the factors. SPS software has been used to analyze data for descriptive statistics, Pearson test and simultaneous regression. The test results showed that there is a positive and significant relationship between self-efficacy variable and academic achievement motivation; There is a positive and significant relationship between happiness variability and academic achievement motivation; There is a positive and significant relationship between life satisfaction variable and academic achievement motivation; There is a positive and significant relationship between the perceived social support variable and academic achievement motivation.

Women as half of human resources in societies are an effective factor in advancing the goals of society and the family. Studies show that women are more vulnerable to poverty and discrimination than men. Now, homeless women are exposed to all kinds of social harms due to excessive responsibility, lack of familiarity with some social skills, lack of access to resources and consequently poor quality of life, as well as loss of network of relationships and responsibilities of dependents. And psychologically and consequently face a decrease in feelings of security, so the present study was conducted with the aim of focal analysis of the relationship between resilience, happiness and psychosocial security based on the dimensions of social support among homeless women.
Research

This research is applied in terms of purpose and descriptive in terms of nature and method. The statistical population of the study was all homeless women covered by the welfare of East Azerbaijan province, which is 3,000 people. According to Krejcie and Morgan table, 345 people were selected by convenience sampling. The research instruments included Zare and Aminpour (2011) Mental Security Questionnaire, Zimet et al.'s Multidimensional Perceived Social Support Questionnaire (1998), Oxford Happiness Questionnaire (1998) and Connor & Davidson (2003) Resilience Questionnaire. Were performed using canonical correlation test.

The results showed that there was a significant relationship between the dimensions of social support and the components of resilience, happiness and components of psychological security of homeless women p <0.05.

Comparison of spiritual intelligence and happiness of people who participated in Arbaeen walk with people who did not participateabstract:Statement of the problem:The Arbaeen procession is one of the old Shiite traditions. Considering the importance of Arbaeen walking and considering that increasing vitality and happiness has always been one of the main concerns of human beings and spiritual intelligence is the most important type of intelligence that is only for humans, the purpose of this study is to determine the difference between happiness and spiritual intelligence in people who , Participated in the Arbaeen walk, with people who did not participate. Purpose The present study was a causal-comparative description according to its basic purpose and method. In the city of Karaj, they have never experienced Arbaeen walking. The research sample consisted of 120 people who were purposefully selected; the research instruments were the Oxford Happiness Questionnaire and the King Spiritual Intelligence Questionnaire. The data obtained from the study were statistically analyzed using the independent t-test; the results were obtained. The study showed that the level of happiness and spiritual intelligence of people who participated in the Arbaeen walk is significantly higher than people who have never participated in the Arbaeen walk; therefore, the spread of the culture of Arbaeen walking due to the wide and deep effects It is recommended.Keywords: Arbaeen Walk, Pilgrimage, Happiness, Spiritual Intelligence.