جستجوی مقالات مرتبط با کلیدواژه « بهزیستی تحصیلی » در نشریات گروه « پزشکی »

The aim of the current research was to investigate the psychological components of hypocrisy and the effectiveness of the completed program based on the dimensions of the academic well-being components of the Kurdistan University of Medical Sciences. In terms of methodology, the current research was part of qualitative research using thematic analysis method, the statistical population of the research included sources and scientific content and documents, and expert professors and specialists, and in the quantitative part, nursing students of Kurdistan University of Medical Sciences. From the point of view of methodology, the present research was a part of mixed research, therefore, it was carried out in two parts, qualitative and quantitative. The statistical population in the qualitative part included scientific sources and content and documents, expert professors and specialists, and in the quantitative part, nursing students of Kurdistan University of Medical Sciences. The tools of data collection in the qualitative part, library studies and in the quantitative part, three questionnaires asking opinions from experts, and academic imposter based on the qualitative results made by the researcher and the academic well-being questionnaire (Tominen-Swini, 2012) were used. it placed. The results of the quantitative part showed that the educational program based on the model of academic pretense on both variables of academic pretense with the f value calculated equal to 17.57 and the significance level less than 0.05 and the academic well-being variable with the f value calculated equal to 16.05 and the significance level Less than 0.05 had a significant effect.

The health and psycho-social and academic vitality of students have a great impact on their future progress. Therefore, the present research was conducted with the aim of modeling academic engagement based on academic identity with the mediating role of academic wellbeing of students.

In terms of purpose, the present study is applied, and in terms of the method of data collection, it is a structural equation correlation. The population consisted of all female students enrolled in the second year of high school in the city of Isfahan during the 2014-2015 academic year. From this population, 501 individuals were selected using the staged cluster sampling method. The scale of School Engagement (Wang et al., 2011), the Educational Identity Questionnaire (Was and Isaacson, 2008), and the Academic Well-Being Questionnaire were used to collect data (Tuominen-Soini et al., 2012). The research data were analyzed using structural equation modeling method and by using SPSS26 and AMOS24 software.

The results demonstrated that the proposed model fits the data well. According to the findings, successful and early academic identity were positive predictors of interest in school, whereas late and confused academic identity were negative predictors (P<0.01). Additionally, academic well-being had a significant and positive relationship with school engagement (p<0.01). The mediating role of academic well-being in the relationship between academic identity and interest in school was also confirmed (P<0.01).

Based on the findings of this study, it can be concluded that academic well-being mediates the relationship between school engagement and academic identity among second-year high school students, and that by enhancing identity styles, it was possible to increase their interest in school. Increasing academic well-being, on the other hand, can result in a strengthening of this relationship.

The purpose of this research was to investigate the effectiveness of educational program based on academic well-being on students' academic vitality.

In terms of methodology, the current research is part of the semi-experimental designs of pre-test, post-test and follow-up with a control group. The statistical population of the research was all the female students of the third year of the second period of secondary school in Sanandaj, studying in the academic year of 1998-99. From this population, using the multi-stage cluster sampling method, first one school and then 40 students of that school who had low academic vitality were selected and randomly divided into two groups of 20 experimental and alternative control. became The experimental group was taught 10 sessions of 90 minutes program based on academic well-being. The members of both groups completed the pre-test, post-test and follow-up questionnaires of Dehghanizadeh and Hossein-Chari. The data were also analyzed by mixed variance analysis.

The findings showed that the average scores of the academic vitality variable in the experimental group compared to the control group increased significantly in the post-test and follow-up phase.

Therefore, the educational program based on academic well-being has been effective on the academic vitality of students.

Abstract</span></span></span></span></span></span>
Background &

</span> Adaptating and harmonizing with oneself and the environment are vital for every living being; the daily effort of humans revolves around adaptation. Senior high school students struggle with academic activities during their studies. The future of students largely depends on whether they are successful or not. The purpose of this study is to investigate whether academic adaptation training affects the academic well–being of students or not. This article will not only provide scientific evidence for high school educators and administrators but will also be helpful by enhancing students' aptitude and adaptability through a comprehensive discussion of their educational environment.</span> The present study was conducted to determine the effectiveness of the educational adaptation training package on the academic well–being of students</span>.</span></span></span>

</span> This quasi–experimental study employed a pretest–posttest design with a control group. The statistical population comprised all senior male high school students in Mahabad City, Iran, in the academic year of 2018. After explaining the research content, its goals, special conditions, and challenges at the time of the research, 60 students with low scores on the academic well–being test were recruited. Then, they were randomly assigned to the experimental and control groups (30</span> students in each group). The inclusion criteria included students with a low academic well–being score, studying at the senior level of high school, having sufficient attention and appropriate academic performance, and being willing to cooperate with the researcher. The exclusion criteria were their non–cooperation and unwillingness to continue attending the meetings.</span> For the experimental group, </span>8</span> academic adaptation training sessions designed by Ashkoti et al. (2021) were held, and the control group did not receive any training. After the training sessions, control and experimental groups were given a posttest of academic well–being. Tuominen–Soini's academic well–being questionnaire (2012) was used to collect data. For data analysis, descriptive statistics, including mean and standard deviation, and inferential statistics, including 1–way analysis of covariance at a significance level of 0.05,</span> were employed using SPSS version 26</span> software</span>.</span></span></span>

</span> Based on the descriptive findings, the highest frequency of the students in the control and experimental groups was in the 12th</sup> grade (11 students) and then the 11th</sup> grade (14 students). Also, most of the members of both groups studied in the field of humanities (15 students in the experimental and 13 students in the control groups), lived in a two–parent family (14 students in the experimental and 13 students in the control groups), and had an average economic status (16 students in the experimental and 18 students in the control groups). The results of covariance analysis showed that after removing the pretest effect, there was a significant difference between the experimental group and the control group (p<0.0001) in the components of students' academic well–being scores in the posttest</span>.</span></span></span>

</span> Based on the findings, the academic adaptation training package is effective in students' academic development, and higher levels of academic adaptation are related to lower levels of academic burnout and higher levels of academic well–being. Academic adaptation training can be considered a suitable method and can effectively be used to improve the academic well–being of students</span>.</span></span></span></span></span></span></span></span></span>

 One of the goals and tasks of the educational system is to create a foundation for the all-round development of a person and the education of healthy, efficient, and responsible people to play a role in personal and social life. Therefore, under the title of the fundamental pillar of the country's education system, students have a special role and position in achieving the goals of the education system, paying attention to this segment of society from the point of view of education and upbringing will lead to greater fertility and prosperity of the education system of the society. It will be since well-being is an important indicator for various educational outcomes, and also considering the centrality of school in the lives of teenagers, it is logical that it is important to investigate the educational well-being that shows the relationship between well-being and educational variables. To solve this problem and the damage caused by it, the academic and emotional functions were linked together, and based on this, the academic well-being structure was created to create a relationship between the emotional and academic functions, improving the relationship between the school learner and creating progressive parallel changes. It was investigated in the learner and the learning environment, in the community of students. The academic well-being of students is one of the important concepts in the research field of the education system because this concept is the key to understanding and recognizing a wide range of students' behaviors and has a significant impact on their academic success and performance. Studies have shown that people in the same conditions and environments do not have the same well-being and individual differences play an important role in this. In other words, well-being emerges from the interaction of several factors, including environment, individual, and personality. In recent years, in this field, new approaches with the influence of positive psychology emphasize the capabilities and functions, and individual characteristics of people, among which academic resilience can be mentioned. In general, resilience can be considered as adapting to the challenge and pressure and overcoming it, as well as being strengthened through the experiences of these challenges, which can increase a person's inner ability and social skills. Academic resilience refers to academic progress despite challenging conditions in the educational process. In educational environments, resilience is considered as a very high probability of success in school and other life successes despite environmental difficulties. On the other hand, one of the variables affecting academic well-being is academic support. The issue of academic support for students is multi-dimensional. The role of teachers, parents, and peers provide academic support, each of them alone and about each other, play an important role in the quality and quantity of students' academic activities. The support of teachers and peers has led to a positive perception of the school atmosphere, which is associated with a sense of security, justice, and academic well-being. Based on this, academic support for students is not only limited to the teacher's activities in the classroom but also the peer group, and each parent as a source of support can play a decisive role in academic support for students. Academic support improves students' performance because it provides expectations and values in the classroom for students and encourages students' efforts to achieve these values and expectations. While trying, the student has enough security and does not see himself under threat from the environment, and feels valuable. These feelings and performances are not achieved only by the type of teacher's behavior, but these cases are the result of a set of elements that interact with each other. To be based on this, the current research aimed to investigate the antecedent factors affecting academic well-being and its improvement, and sought to investigate and present a model for academic well-being based on academic support and academic resilience.

The present study was conducted on 540 male and female high school students in Shiraz in the academic year (2021-2022). The sample members were selected using the multi-stage cluster sampling method. First, four girls and four boys' schools were randomly selected from among all secondary schools, and in the second stage, two classes were selected from each school. They were randomly selected (16 classes) and completed the scales of academic support (Sands and Plunkett, 2005), academic resilience (Cassidy, 2016), and academic well-being (Tominin-Sweeney et al., 2012). After collecting the data, the evaluation of the proposed model was done with the method of structural equations and using the Imus program.

The results of the data analysis show that academic resilience plays a mediating role between academic support and academic well-being (p = 0.008, β = 0.09).

In general, it can be stated that academic support (parents, teachers, and peers) prepares students to acquire academic resilience and flexibility in the face of academic problems and challenges, and after acquiring this component Psychologically, students act enthusiastically toward education and learning and finally experience academic well-being. In the field of research limitations, it can be mentioned that due to the spread of the coronavirus and the increase in virtual education and teaching in all schools, caused limitations in data collection (such as sampling). In addition, considering that the tools and their completion were done by students in the virtual space, it is possible that the accuracy of the information has decreased, so the use of other methods of information collection such as interviews and observations as well as face-to-face implementation it can provide more complete information about research variables. In addition, the society and the sample of the present study consist of female and male students of Shiraz schools, so it is prudent to generalize the results to other communities such as students from other cities, students, and other community members. According to the results of this research in the field of application, the findings of this research can provide important information for educational officials. One of the findings of this research was the effect of academic support on resilience and academic well-being. Therefore, educational officials are expected to provide environments so that people can express their opinions easily and have sincere relationships with peers, parents, and teachers. This feature leads to the fact that people can create resilience and academic well-being in themselves. Considering the effect of academic resilience on academic well-being, it can be stated that in order for students to experience the well-being necessary for their studies and finally reach academic well-being, they need the educational environment to provide them with challenges to create the limit of their abilities so that they can experience academic resilience by dealing with those challenges. In the field of research proposals, it was also found that the test of other exogenous and intermediary variables in the form of the model tested in this research can expand and develop the existing knowledge about well-being. It should be noted that in the current research, individual and social characteristics have been discussed, and therefore, it is necessary to investigate other situational, cognitive, and emotional variables.

The purpose of this research was to compare the effectiveness of the educational program based on school satisfaction with academic wellbeing on students' academic hope. In this research, the effectiveness of these two methods were compared.

In terms of methodology, the current research is part of quasiexperimental designs of pre-test, post-test and follow-up with a control group. The statistical population of the research was all the female students of the third year of the second period of secondary school in the city of Naqdeh, who were studying in the academic year of 1998-99. From this population, students with low academic prospects were screened using the purposeful sampling method. Then 60 students of that school who had low academic expectations were selected and randomly divided into three experimental groups of 20 people and a control group of 20 people. The experimental group was taught 10 sessions of 90 minutes program based on academic well-being. The members of each group completed the academic well-being questionnaire of Tominin, Sweeney et al. (2012) and the school satisfaction questionnaire of Anderson and Brooke (2000) and the educational hope questionnaire of Kharmai (2013) in all three stages of pre-test, post-test and follow-up. they did Data were analyzed with SPSS22 software and mixed variance analysis method.

The findings showed that the average scores of the academic hope variable in education based on school satisfaction in the experimental group compared to the control group, in the post-test and follow-up stages, increased significantly.

Therefore, according to the fact that the post-test average of the subjects in the academic well-being group is lower than that of the subjects in the school satisfaction group, it can be concluded that the placement of the subjects in the academic well-being group has caused a decrease in the scores in the post-test of academic well-being. Byram Nejads, placing the subjects in the school satisfaction group has increased the scores in the post-test and it can be concluded that school satisfaction includes all the variables and criteria of academic progress and satisfaction with learning, and education based on school satisfaction compared to education based on It has more success on academic well-being because it considers a set of factors and provides the reasons for students' satisfaction with the school.

The present study aimed to develop a structural model of Academic Well-being based on the Cognitive and Metacognitive Strategies by mediating academic engagement and examining the effectiveness of the model on students' Self-directed learning. In the first stage, using a descriptive-correlational research method, 350 male and female students from the second-cycle secondary schools in the city of Kermanshah were selected by stratified random sampling method. They responded to Peterinen etal Academic Well-being, Karami Cognitive and Metacognitive Strategies and Reeve academic engagement questionnaires. The results of the structural equation analysis showed that the Variables of cognitive and metacognitive strategies have a direct and positive effect on academic engagement؛ Also, Variables of academic engagement and cognitive strategies have a direct and positive effect on academic well-being. But Metacognitive strategies variable has a direct and negative effect on academic well-being. Also, the findings show that cognitive and metacognitive strategies have indirect and positive effects on academic well-being through academic engagement. In the second stage, using a quasi-experimental research technique, 30 students were selected through a randomized cluster sampling method. Fisher etal.'s Self-directed learning questionnaires were used to measure student’s Self-directed learning. Then the educational program was implemented. The results showed that the assumed model has a positive effect on all components of self-directed learning.

The main purpose of this structural model was the relationship between transformational capital, educational expectation and academic well-being, behavioral inhibition mediated by parental psychological control in students volunteering to enter universities. The method of the present study is descriptive-correlational. 

The statistical population of the present study includes all male and female students volunteering to enter the university in District 1 of Rasht in 1398 in the number of 1560 people. The sample size was 500 people (236 boys and 264 girls). Sampling was done by cluster random sampling. Data collection tools include 7 scales: 1- Skels and Benson (2005) Transformational Capital Questionnaire, 2- Sonnes et al.'s (2010) Psychological Control Questionnaire, 3- Date and Lumbar Education Expectancy Scale (1396) 4- Welfare Scale Tominen-Sweeney et al. (2012). 5 - Behavioral Inhibition Scale includes Adult Scale (2005), used to analyze data obtained from Kolmogorov-Smirnov tests, factor analysis test and structural equation modeling Has been. 

Findings showed that there is a relationship between transformational capitals with mediation of parental psychological control through behavioral inhibition, between transformational capitals with mediation of parental psychological control through academic well-being (P <0.01). There is also a relationship between education expectation mediated by parental psychological control through behavioral inhibition, and between education expectation mediated by parental psychological control through academic well-being. (01/0> P). 

In a general conclusion, it can be said that since the two variables of academic hope and academic well-being - as the first effective variables - affect both the objective and subjective dimensions of academic achievement, they can be considered as the most important factors in the process. Academic counseling should be considered. Therefore, creating and strengthening a positive academic self-concept in students by providing positive feedback and verbal reinforcements; it is also suggested to increase academic skills through methods of increasing concentration, study and learning methods, overcoming entrance exam anxiety with different behavioral and cognitive methods.

Academic boredom is a common problem and major concern of educational systems. This study endeavored to investigate the possible mediating role of homework value in relationship between teacher feedback and academic boredom and well-being.

In this study population included students of Hamadan University of Medical Sciences in the academic years 2020-2021. In this descriptive correlation study, 365 students were randomly selected from the population using the Cochran's formula. The instruments used in this study are as follows: Pietarinen et al.'s Academic Well-Being Scale, Pekrun et al.'s Progress Emotions Questionnaire, Yousefi Afrashteh et al.'s Iranian Developmental Feedback Scale, and Pintrich et al.'s Self-Regulatory Questionnaire. The gathered data were analyzed through Pearson correlation coefficient method.

The results showed that the correlation coefficient of teacher feedback with task value was 0.54, with academic boredom -0.38 and with academic well-being 0.26 as well as task value-correlation coefficient with academic boredom -0.44 and with academic well-being 0.33. The correlation coefficient of academic boredom with academic well-being is -0.49.The results of path analysis indicated that formative feedback through task value has a significant indirect effect on both academic boredom and academic well-being.

According to the results, it is suggested that policy makers provide appropriate training programs for teachers and foster rich opportunity for them to learn how to provide feedback to learners which in turn usher in the progress and success of more students.

Educational well-being and educational fascination are important variables in the field of education and learning that need to be recognized for their underlying factors. Therefore, the aim of this study was to determine the relationship between learning approaches and educational well-being and educational fascination.

In this descriptive correlational cross-sectional study, a sample of 244 Zanjan medical sciences students was selected by convenience sampling and proportional sex sampling from five fields of study in 1397.Data were collected through the Learning approaches Questionnaire from the approaches and Study Skills Questionnaire for Tait and Partners, the Salmela-Aro & Upadya educational Well-being Questionnaire, and the Martin and Jackson educational fascination Questionnaire (2008). Data were analyzed using Pearson correlation coefficient.

The results showed that the correlation coefficient between academic well-being and deep approach was 0.56, with surface approach -0.31 and and with strategic approach was 0.16. Also the correlation coefficient of academic fascination with deep approach was 0.61, with surface approach -0.25 and with strategic approach 0.22. All these coefficients are significant at the error level of less than 0.05.

It seems to increase educational well-being and Facilitate students' fascination experience Promoting their learning approach from surface to deep can be a useful and effective solution.so, it is necessary to promote studying and learning approaches through educational interventions.

The aim of this study was to compare the effectiveness of emotional-social competence training and mindfulness on students' academic well-being.

The statistical population of this study included all female high school students in District 7 of Mashhad in the academic year2020. To collect data, Educational well-being Questionnaire (2012) used was used. This research was a quasi-experimental study with a pre-test and post-test design with a control group in which 45 people who had lower scores in the dependent variable and wanted to participate in training sessions were selected as a sample and randomly divided into two experimental groups. And a control group (15 people in each group). One week after the pre-test for all three groups, one of the experimental groups was exposed to the independent variable of emotional-social competence training and the second group of experiments was exposed to mindfulness training and the control group did not receive any training and then Post-test was taken from all groups. In this study, in order to investigate the differences between groups, repeated measures analysis of variance of multivariate and univariate factors was used, taking into account the factor within the group (test) and intergroup (group membership).

The results showed that the training of emotional-social competence and mindfulness increases the academic well-being of female students. The results showed that there is no significant difference between the effectiveness of emotional-social competence training and mindfulness on academic well-being.

It can be concluded that emotional-social competence training and mindfulness are effective on academic well-being and there is no difference between their effectiveness.

Today, the well-being construct has influenced the field of education in such a way that providing the mental well-being is one of the most important objectives of the developed societies. Regarding the importance of academic welfare and its influence on different aspects of academic performance, this study was done to investigate the effectiveness of acceptance and commitment group therapy (ACT) on the components of academic wellbeing (burnout, engagement, satisfaction, and valuability in students) in students.

Present research was a quasi-experimental study with control group pretest-posttest design. The study population included all the female students of the first cycle of the secondary school in Birjand city in 2018-2019. Based on the inclusion criteria, 34 students were selected by convenience sampling and then randomly assigned to either the experimental or control group (17 per group). Then, the experimental group received eight 60-min sessions of ACT; whereas the control group underwent no intervention. Data at pretest and posttest stages were gathered by Academic Well-being Scale (Tomin-Sweeney et al., 2012) and then analyzed by multi-variate analysis of covariance (MANCOVA).

Results showed that after performing the intervention, there was a significant difference between the mean scores of the control and experimental groups in the components of school value, academic burnout, school satisfaction, and schoolwork engagement (P≤0.001).

Based on the research findings, it can be concluded that through a combination of vitality, clarifying the experiences and helping to accept them, ACT can make positive changes in the individual. Specifically, because of increasing the efforts focused on personal development, acceptance and commitment make a positive meaning in the studentchr('39')s mind and provide the situation for promoting the academic well-being.

Promoting academic well-being and academic retention or competence could lead to individual academic advancement. The aim of this study was to determine the relationship between developmental capital and academic achievement and academic well-being and behavioral inhibition with the mediating role of academic retention in students volunteering to enter university.

The method of the present study is descriptive-correlational. The statistical population of the present study included all male and female students volunteering to enter the university in District One of Rasht in 2019 in the number of 1560 people. The sample size was 500 people. Sampling was done by random cluster sampling. Data collection tools include seven scales: Transformational Capital Questionnaire, Academic Retention Scale, Education Expectancy Scale, Academic Welfare Scale, and the Behavioral Inhibition Scale. Structural equation modeling using SPSS software version 22 and AMOS software version 22 has been used to analyze the research data.

The mean (SD) age of male students was 17.4 (6.4), and female students was 17.8 (6.5). With the increase of transformational capital with a mean (SD) of 3.5 (0.4), educational expectation with a mean (SD) of 3.5 (0.4), academic retention with a mean (SD) of 3.6 (0.6), academic well-being increases with a mean (SD) of 3.5 (0.4) and behavioral inhibition increases with a mean (SD) of 3.6 (0.5). Academic retention, behavioral inhibition, and academic well-being also increase with increasing education expectations. Academic retention plays a mediating role in the relationship between transformational capital and academic achievement with academic well-being and behavioral inhibition (P<0.01).

It can be concluded that with the increase of transformational capital, educational expectation, academic retention, academic well-being, and behavioral inhibition increase. Academic retention had a mediating role in the relationship between transformational capital and educational expectation with academic well-being and behavioral inhibition. With the direct effect of transformational capital and academic expectation on academic sustainability, academic welfare, and behavioral inhibition increased.

Nowadays, the study of the factors affecting the academic achievement is considered as one of the main concerns in evaluating education since this system mainly tries to accomplish the academic achievement. Therefore, the present study aimed to investigate the effect of the cognitive self-compassion training on the academic well-being among nine grade male students.

The population of this study included all ninth grade male students in Yazd city during 2018-2019. The academic well-being questionnaire of Tominin-Sweeney et al. (2012) and the educational package of Gilbert (2009) were used for collecting the data. The samples were selected by cluster random sampling method. In this regard, district 2 in Office of Education and Training in Yazd was first determined, and then, one school was selected for each. In the next step, the students were randomly assigned to the experimental (eight 90 minute sessions) and control groups. The data were analyzed using ANOVA.

The results indicated that cognitive self-compassion training plays a significant role on reducing the academic burnout and increasing the engagement with school assignments, school value, and academic satisfaction (P <0.001, F = 20.10).

Cognitive self-compassion training can play a role in increasing the academic well-being of students.

 The quality of education and well-being of students who are responsible for promoting the health of the community seems to be important. This study endeavored to analyze the possible mediating role of lifelong learning approach in the relationship between learning styles and academic well-being in medical students in Hamadan, Iran.

 To conduct this descriptive-correlational study the sample of 225 students was selected from among the population were 2500 undergraduate students of the Faculty of Health, Hamadan University of Medical Sciences through stratified random sampling using Cochranchr('39')s formula. The were Yousefi Afrashteh Iranian Lifelong Learning Scale, Study Approaches and Skills Questionnaire for Students of Tit and Petrinen Academic Well-being Questionnaire. To analyze the data Pearson correlation was computed through path analysis Lisrel-8.88

 The results revealed that the well-being correlation coefficient with the deep approach was 0.51, with the superficial approach was -0.28 and the strategic approach was 0.29. The correlation of the lifelong learning approach with the deep approach was 0.64, with the superficial approach was -0.17, the strategic approach was -0.12. The results of path analysis revealed that lifelong learning and learning styles variables are effective in predicting academic well-being.

 The findings indicated the relationship between lifelong learning approach and learning styles with studentschr('39') academic well-being. This way, it is suggested that policy makers and curriculum planners provide rich opportunities for the development of these competencies in medical students by presenting educational programs and developing useful strategies.

One of the most essential psychological characteristics of a healthy individual is a sense of wellbeing. Academic wellbeing is among the factors that play a significant role in increasing studentschr('39') academic performance. One of the variables affecting academic wellbeing is academic stress. Studies suggested that personality traits are associated with academic wellbeing. Academic wellbeing could effectively reduce academic stress and test anxiety. For this purpose, the existence of healthy personality traits in learners is required. Therefore, the present research aimed to predict academic wellbeing based on academic stress and personality traits in students.

This was a correlational study. The statistical population of this study included all students of Islamic Azad University of Kerman Province, Iran, in the academic year of 2019–2020 (N=22907). In total, 400 students were selected as the study sample by a stratified random sampling method. The Perceived Academic Stress Questionnaire (Zajacova et al., 2005), NEO Personality Inventory (Costa and McCray, 1992), and Academic Wellbeing Questionnaire (Tuominen–Soini et al., 2012) were used for data collection. Pearson’s correlation coefficient and multiple regression methods were employed in SPSS for data analysis.

The current study results indicated that academic stress was associated with academic wellbeing (–0.585). Furthermore, among personality traits, extraversion suggested the highest correlation (0.635) with academic wellbeing. Academic stress and personality traits could predict academic wellbeing. Academic stress, with regression coefficient value of B=0.203 (p=0.003), neuroticism personality traits with the value of B=0.412 (p<0.001), extraversion with the value of B=0.325 (p<0.001), openness to experience with a value of B=0.521 (p<0.001), agreeability with a value of B=0.254 (p<0.001), and conscientiousness with a value of B=0.278 (p<0.001) could directly predict academic wellbeing in the explored students.

According to the obtained data, by reducing the level of stress and improving personality traits, academic wellbeing could be increased. If students feel stressed, as a struggle after recognizing their dominant personality traits, their motivation to learn increases; however, if it is too high and threatening, it could lead to academic failure and prevent the emergence of talents and potential abilities and the flourishing of their creative ideas.

One of the most essential psychological characteristics of a healthy individual is a sense of wellbeing. Academic wellbeing is among the factors that play a significant role in increasing studentschr('39') academic performance. One of the variables affecting academic wellbeing is academic stress. Studies suggested that personality traits are associated with academic wellbeing. Academic wellbeing could effectively reduce academic stress and test anxiety. For this purpose, the existence of healthy personality traits in learners is required. Therefore, the present research aimed to predict academic wellbeing based on academic stress and personality traits in students.

This was a correlational study. The statistical population of this study included all students of Islamic Azad University of Kerman Province, Iran, in the academic year of 2019–2020 (N=22907). In total, 400 students were selected as the study sample by a stratified random sampling method. The Perceived Academic Stress Questionnaire (Zajacova et al., 2005), NEO Personality Inventory (Costa and McCray, 1992), and Academic Wellbeing Questionnaire (Tuominen–Soini et al., 2012) were used for data collection. Pearson’s correlation coefficient and multiple regression methods were employed in SPSS for data analysis.

The current study results indicated that academic stress was associated with academic wellbeing (–0.585). Furthermore, among personality traits, extraversion suggested the highest correlation (0.635) with academic wellbeing. Academic stress and personality traits could predict academic wellbeing. Academic stress, with regression coefficient value of B=0.203 (p=0.003), neuroticism personality traits with the value of B=0.412 (p<0.001), extraversion with the value of B=0.325 (p<0.001), openness to experience with a value of B=0.521 (p<0.001), agreeability with a value of B=0.254 (p<0.001), and conscientiousness with a value of B=0.278 (p<0.001) could directly predict academic wellbeing in the explored students.

According to the obtained data, by reducing the level of stress and improving personality traits, academic wellbeing could be increased. If students feel stressed, as a struggle after recognizing their dominant personality traits, their motivation to learn increases; however, if it is too high and threatening, it could lead to academic failure and prevent the emergence of talents and potential abilities and the flourishing of their creative ideas.

Academic burnout and academic well-being of factors affecting performance of the students that consider to them is essential. Thus, the present research was conducted by the aim of investigating the effect of mindfulness-based stress reduction (MBSR) on reducing academic burnout and increasing academic well-being in students.

The present study was conducted by semi-experimental method and used a pretest-posttest with control group design. The population of the research included all the male students of Islamic Azad university of Gorgan branch in 2017-2018 academic years. The sample consisted of 40 students who, after initial interview and based on research inclusion-exclusion criteria, were selected by available sampling method and, then, were assigned into experiment and control groups via random assignment method. For gathering the data, academic burnout questionnaire of Bersu and colleagues (2007) and academic wellbeing scale of Pietarinen and colleagues (2014) were used. The MBSR training was provided for the experiment group in eight 2-hour session in groups (one session per week), but the control group received no intervention. For testing the research hypothesis, univariate multivariate analysis of covariance (MANCOVA) in SPSS 24 were used.

Results of analysis of covariance suggested that MBSR training significantly reduced academic burnout and increased academic wellbeing in the subjects of the experiment group compared to the control group (p value < 0.01).

According to the findings of the current study, it is recommended that student counseling centers in universities would provide mindfulness training workshops in order to reduce academic burnout and increase academic wellbeing in students.

Educational life is one of the most important periods of life that is associated with well-being, with greater growth and progress. The purpose of this study was to investigate the effectiveness of school-based positive-positive psychological interventions on the social and behavioral levels of students' educational well-being.
64 female primary school students of Arak high school were randomly selected and randomly assigned to the experimental and control groups. The research method was semi-experimental with pretest-posttest design with control group. The experimental group received 10 sessions for 1.5 hours of positive school-based intervention. The subjects responded to active participation (Wang &Vilt & skeletal), compatibility (Sinha & Singh) and Academic burnout (Scafelli& Bersu & Salanova) questionnaires, before and after the intervention.
The results of covariance analysis showed that the results of active participation in school, adaptability and academic efficiency in the experimental group were more than the control group, and the emotional exhaustion, pessimism and burnout scores in the experimental group were less than the control group.
The effectiveness of teaching the concepts of school-based positive psychology on the social and behavioral levels of educational well-being, adolescents are advised to develop these concepts for improving interpersonal relationships and adapting to the educational environment and preventing dropping or leaving to study.