The aim of this study was to determine the fit of teachers 'emotional-social competence model based on individual and contextual factors and its effect on students' sense of belonging to school. The present study is a descriptive correlational study and the statistical population consisted of all teachers working in schools (elementary, junior high and high school) and students studying in the same schools in District 2 of Dehloran city in the academic year of 1997-98. Among them, 150 teachers and 150 students were selected and studied as a sample group. The research instruments included teachers' emotional-social competency questionnaire, burnout scale, emotional intelligence scale and school sense questionnaire, and the obtained data were examined in two descriptive and inferential sections. The results showed that individual factors have a direct effect on teachers' emotional-social competence, contextual factors have an inverse effect on teachers' social and emotional competence, social emotional competence has a direct effect on students' sense of belonging. After that, tissue factors had the greatest effect the variable of social emotional competence (β = -0.37). The study model fit indices indicates the model has a good fit with the data. Based on the findings of this study, it can be said that individual and tissue factors had effect teachers' social and emotional competence, which the effect of direct individual factors and the effect of inverse tissue factors. Also, teachers 'social-emotional competence had a direct effect on students' sense belonging, and then contextual factors had the greatest impact the social-emotional competence variable.

The aim of this study was to evaluate the validity and reliability of the Emotional-Social Competence Questionnaire and the relationship between its components and emotional quotient. The research method was validation and correlation. For this purpose, a sample of 311 students was selected. The statistical population included all graduate students (PhD students) of Tehran universities in the academic year 2019-2020. The sampling method was multi-stage cluster. Emotional-social competence and emotional quotient questionnaires were completed by the participants. To determine the reliability of the questionnaire, two methods of Cronbach's alpha and Spearman-Brown; to determine its validity, content validity and construct validity of confirmatory factor analysis were used. The results showed that the correlation of emotional-social competence with emotional quotient subscales is significant and positive. The calculation of internal consistency for emotional-social competence in the present study also yielded an alpha of 0.85 and a Spearman-Brown of 0.8. Based on the results of this study, it can be concluded that the 45-item form of the Emotional-Social Competence Questionnaire in Iranian graduate students has sufficient validity and reliability.

The present study aimed at examining the validity, reliability, and the factor structure of the Profile of Emotional Competence (PEC) among Iranian students. To this end, 518 high school female students were selected in the 2019 academic year using cluster sampling method, and they completed the Profile of Emotional Competence (Brasseur, Grégoire, Bourdu, & Mikolajczak, 2013), Cultural Competence Questionnaire (Central Vancouver Island Multicultural Society, 2007), and Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985). To investigate the validity, the confirmatory factor analysis, and the convergent validity were used. The findings of confirmatory factor analysis confirmed a two-factor structure of the questionnaire and yielded two factors named as intra emotional competence and inter emotional competence. The correlation coefficients of the questionnaire scores with life satisfaction and cultural competence were 0.30 and 0.52 respectively. These results showed the convergent validity of the scale. To assess the reliability of the questionnaire, Cronbach’s alpha was used. The Cronbach’s alpha coefficient was in satisfactory level for each factor (α = 0.78 for intra emotional competence, and α = 0.80 for inter emotional competence), and the total score of the scale (α = 0.92). The findings suggest that the profile of emotional competence is a reliable and valid instrument for assessing emotional competence for Iranian high school students and can be used as a suitable instrument in psychological research.

The present study was conducted with the aim of studying the mediating role of emotional competence and life satisfaction in the relationship between academic procrastination and psychological well-being of students. The research was of a descriptive-correlation type and the statistical method was path analysis. The research population was 2500 university students of Mazandaran province in the academic year of 1998-99, who were selected by random cluster sampling method, 326 people. The research tools were Solomon and Roth Bloom's academic procrastination questionnaire (1984), Scott Hubner's multidimensional student satisfaction scale (2001), Riff's psychological well-being (1989) and Warr's Emotional Competence Scale (1990). The findings showed that academic procrastination has a direct, negative, and significant relationship with emotional competence (r=-0.41). Academic procrastination has a direct, negative and significant relationship with psychological well-being (r=-0.39). Life satisfaction has a direct, positive and significant relationship with psychological well-being (r=0.35). Emotional competence has a direct, positive and significant relationship with psychological well-being (r=0.38). Emotional competence has a direct, positive and significant relationship with life satisfaction (r=0.31). Academic procrastination has an indirect, negative and significant relationship with psychological well-being through the reduction of emotional competence. It is concluded that students' procrastination harms their emotional competence, and if emotional competence is associated with life satisfaction and effective communication with family, friends, university environment, positive self-image and acceptance and commitment, psychological well-being increases. The practical suggestion is that education specialists hold educational workshops in order to evaluate the levels of academic procrastination and learn about the psychological needs of this group of students, to prepare them for a better academic life and personal life satisfaction. The research proposal is to test and study this relationship among students of other universities in the conditions of the Corona crisis and after.

This study aimed to investigate the structural relationship between academic resilience and academic well-being with the mediating role of emotional competence. This study adopted a descriptive-correlational design, and the statistical population included all high school students in Evaz, a city located in the south of Fars province, of which 292 (118 boys and 174 girls) were selected using a convenience sampling method. The participants were asked to fill in academic resilience scale, emotional competence, and academic well-being questionnaires. To analyze the data, descriptive statistics and structural equation modeling using SPSS-16 and AMOS-24 statistical software were used. The results showed that academic resilience predicted academic well-being both directly and through intrapersonal emotional competence though the mediating effect of interpersonal emotional competence was not significant. In addition, while intrapersonal emotional competence positively and significantly predicted academic well-being, interpersonal emotional competence did not significantly predict academic well-being. The findings of this study contribute to the literature both theoretically and practically. From a theoretical perspective, the findings highlight the importance of intrapersonal antecedents in enhancing academic well-being. From a practical point of view, the results show that students’ intrapersonal emotional competence and academic resilience can be promoted by providing them with the necessary training, which, in turn, can contribute to students’ academic well-being.

 Emotional competence refers to ability and skill to negotiate through interpersonal communication and regulate emotional experiences in order to achieve favorable results during emotional conditions (Sharma, 2012). Problem solving training concentrates on obtaining general data about a specified problem, configurating a suitable strategy to solve it and performing and reviewing perfomance until achieving a goal (Kong, Qin, Zhou, Mou, Gao, 2014). Pajares (2003) thinks that self-efficacy beliefs are the bases of important processes such as motivation, psychological welfare and personal interests. Those who have high self-efficacy can remove barriers by means of improving their selfmanagement skills and perseverance and can withstand against problems (Bandura 2004). Chang and Hu (2017) showed that emotional competence plays a mediating role between communication skills and self-efficacy. Zhu, B., Chen, C., Shi, Z., Liang, H. & Liu, B. (2016) showed a significant relationship between emotional competence and selfefficacy. On the other hand, the amount of self-efficacy and productivity among learners and therefore their academic performance improved through problem solving training (woolfolk 2001). Is there any difference between the impact of emotional competence and problemsolving training on perceived self-efficacy among university students? This quasi-experimental study was performed using a pre-test, post-test-follow-up and control group design. Te statistical population constituted all the students in Mazandaran Farhangian University during the academic year of 2017-2018. Participants were selected by means of multi-stage cluster sampling and Doctor Shariati boy campus was chosen as a center for the study design. Students of Farsi Literature served as the control group, those of Primary Education as the experimental group for taking the emotional competence training course and the students of English Literatur served as the experimental group for joining the problem solving training course. Participants in the experimental group of emotional competence, problem solving and conrol group were 24 and 20 and 27 students, respectively. They were all male and were senior students. The study commenced with a pre-test (Sherer and Maddux self-efficacy scale (1982)) of the participants in the three groups l, and it lasted for a month. The emotional competence and problem solving training were performed by the researcher during 10 sessions; each session was 75-90 minutes and was repeated 3 times a week. However, the members of the control group did not received any interventions. Participants in the three groups answered the questions of the self-efficacy scale twice again, once at the end of the interventions, (post-test step), and a second timr one month after performing pre-test (followup step). The average of perceived self-efficacy among the participants in the emotional competence training course changed from 2.86 in the pre-test to 4.28 in the post-test and 4.15 in the followup step. On the other hand, the average of the participants in the problem-solving group changed from 2.84 in pre-test to 4.20 in pre-test and 4.10 in the followup. The mean of the participants in the control group, however, altered from 2.76 in pre-test to 2.91 in post-test and 2.82 in followup step. In order to study the effect of educational methods and to compare the two educational approaches, variance analysis statistical test in frequent measurement was used. The assumptions were analyzed and confirmed before using this test. The results showed a significant difference with 95% confidence level (p<0.05) in the average of perceived self-efficacy and its components (effort, perseverance, initiative) for each of the control, emotional competence training and problem solving training groups during the pre-test, post-test and follow-up steps. Scheffe test showed significant effect of educational course based on emotional competence and also educational course based on problem solving in the pre-test and followup on perceive sel-efficacy and its components at confidence level of 95% (α=0.05). However, no significant difference was observed between the effect of emotional competence training and problem solving training on perceived self-efficacy and its components in the pre-test and followup. The results of this study showed the effectiveness of both methods of emotional cempetence and problem solving training in improving the students’ perceived selfefficacy. However, there was no significant difference between the effect of emotional competence and problem-solving training on the students’ perceived self-efficacy. This effectiveness ustained all through the experiment (1month). The results of the present study are in line with those of Chang and Hu (2017), Zhou et al. (2016), and Woolfolk (2001). Accordingly, based on the model of emotional competence and problem-solving training, it can be argued that students practice different ways in which necessary methods and chances for thinking are provided for them. Therefore, these methods can motivate them to develop new thoughts or ideas and present them without any fear or embarassement. Therefore, it is recommended to plan for emotional competence skills and problem-solving training in order both to help students cope with problems, crisis, to resolve conflict, and to improve communications between the youth and their instructors. The present research recommends Farhangian University officials pay special attention to improving the students’ self-efficacy in order to use methods of emotional competence and problem-solving training. Moreover, it expands the literature on emotional competence, problem solving and self-efficacy.

The aim of this study was to investigate the effectiveness of the training of emotional competence in the improvement of anxiety, problem solving and working memory in children. It was a semi experimental research in which pre- test, post -test design with control group was used. Through the cluster sampling method 30 female children were selected from the primary schools of Babol city and then they were randomly put into two experimental and control groups. The assessment was performed using Multi-dimensional Children's Anxiety Scale (MASC), Social Solution Scheduler (SPSI-R) and Dunnian and Carpenter Working Memory Test (1980). The experimental group received an emotional competence training program based on two, EBP emotion-based prevention programs (Izard et al2004, 2008) and Cole's emotional knowledge intervention (2009), adapted from Hesarsorkhi (1395), for 10 group sessions for 60 minute. There was no intervention in the control group. The results of one-variable and multivariate covariance analysis showed that there is a significant difference between the experimental group and control group in the post-test in anxiety score constructive problem solving and memory working in the children. The results of this study showed that emotional competence training program can be an effective way to reduce anxiety and increase the ability of constructive problem solving, working memory of children.

The purpose of this research is to predict happiness and creativity based on the school climate by mediating the educational Engagement, and emotional-social competence of high school female students.

The research method is correlational which a type of structural equation. A total of 518 students from all 16-18 year old students among public schools in Tehran were selected randomly by multi-stage cluster sampling. Students completed the questionnaire of Students' emotional-social competence: SECQ (2012), Rio's Educational Engagement (2013), Abedi's Creativity (1993), School Acceptance Questionnaire (SCASIM-St) (2017), Oxford Happiness OHI (1999) .Pearson correlation and structural equation model were used.

Based on the model presented in this study, happiness variables as much as 41% = R2 creativity variables were explained to 42% = R2. Social-emotional-social competence of students had the highest total effect (51/44) on the happiness of students after school enrollment (0/414) and then educational Engagement (0/260). Emotional-social competence of students has the highest total effect (0/632) on students' creativity.

According to the results of this study, promoting the positive climate of schools and social-emotional-social competence of students as important variables affecting the creativity and happiness of students in the priorities of education.

The present study was conducted to investigate the structural model of the relationship between social-emotional competence and academic engagement with academic achievements with the mediating role of academic self-efficacy. The method of descriptive correlational research was Path Analysis. The statistical population included all high school students in the second year of Bojnord City in the academic year of 2022-2023, out of which 383 people were selected as the research sample in a multi-stage cluster method. The research data was collected by self-report method and using Academic Engagement Scale (AES) by Reeve (2013), Social Emotional Competence Questionnaire Scale (SECQ) by Zhou & Ee (2012), the academic self-efficacy Questionnaire by (ASEQ) Jinks, & Morgan (1999) and Adjustment Inventory for High School Students by Singh and Sinha (1993). To measure the academic achievements of the students, the grade point average in the final exams was calculated and considered as an indicator of their academic progress. Data analysis was done using a correlation coefficient test and structural equation modeling method. The results showed that there is a direct and significant relationship between academic engagement and academic self-efficacy with academic achievements (P≤0.05). Another finding of the research showed that the direct effect of social-emotional competence on academic achievement is insignificant (P<0.05). Indirect coefficients indicated that the indirect effect of social-emotional competencies and academic engagement on academic achievement with the mediating role of academic self-efficacy is significant. Finally, the fit indices obtained from the general model had a good fit with the collected data. Based on this, social-emotional competence and academic engagement are directly and indirectly related to academic achievement through academic self-efficacy.

There are an increasing number of orphans and abandon children who suffer from emotional disorders due to their separation from the family. The aim of the current study was to investigate the effectiveness of emotional competence training program on improving emotional knowledge, emotional regulation and decreasing aggression in orphans and abandon children.
This study was quasi-experimental design with pre-test and post-test and control group. The study population consisted of all male children aged 4-8 years who do bad supervisor in the maintenance centers of Mashhad.
1- The sample included 18 children with aggressive behavior who were introduced by their teacher and gained scores above mean in Preschool Aggression Questionnaire were assigned in two groups of experimental group (n=9) and control group (n=9). The experimental group received emotional competence training for 10 sessions, twice a week for 60 minutes. The control group received no intervention.Urmia Preschool Aggression Questionnaire, Emotional Matching Task, Preschool Self-Regulation Assessment and Vocabulary subtest of Wechsler Preschool and vocabulary Subscale of Wechsler Preschool and Primary Scale of Intelligencewere administered in pretest and post-test.
The results of ANCOVA showed scores of emotional knowledge, emotion regulation in children in post-test of experimental group were higher than the control group.
As well as aggression scores in the experimental group decreased on posttest than control group.The results of MANCOVA for components of emotional knowledge revealed that the component of emotional situational knowledge increased in posttest for experimental group. .
Emotional competence training was effective to increase the emotional knowledge, emotional regulation, and to decrease aggression in orphans and abandoned children. Thus, such training can be recommended to deliver for these children.