the mediating effects of positive and negative affects on the relationship between dimensions of perfectionism (self-ori- ented, other-oriented, and socially prescribed) with physical health in a sample of general population were studied. One hundred and thirty one women and 103 men volunteered for this study. Participants were asked to complete the Tehran Multidimensional Perfectionism Scale (Besharat, 2007), Positive and Negative Affect Schedule (Watson, Clarke, & Tellegen, 1988), and the Physical Health Inventory (Molnar, Reker, Culp, Sadava, & DcCourville, 2006). Positive and negative affects mediated the relationship between self-oriented and other-oriented perfectionism with physical health in opposite directions. Positive and negative affects did not show a significant mediation effect on the relationship between so- cially prescribed per- fectionism and physical health. It was concluded that the mediation effect of negative affects (R2 = 0.56) was greater than the mediation effect of positive affects (R2=0.44) in the relationship between dimensions of perfectionism and physical health.

The present research aims to study the relationship between regulating positive and negative emotions and the academic performance and burnout among university students. This was a descriptive-correlational research. Using cluster random sampling method, 400 subjects (including 200 males and 200 females) were selected from among undergraduate students at the University of Mohaghegh Ardabili during the academic year 2011-2012. The data was collected using the Academic Burnout Scale and the Emotion Regulation Questionnaire. The participants’ academic average grade was used to measure their academic performance. The Pierson's Correlation Coefficient and MANOVA were used to analyze the data. Pierson's Correlation Coefficient showed a significant correlation between regulation of positive and negative emotions and students’ performance and academic burnout. Moreover, the analysis of variance results showed that there was a significant difference between the two groups in terms of regulation of positive emotions and academic burnout. Regulation of positive emotions was stronger among female students, and consequently, their academic burnout was less than that of male students. However, no significant correlation was found between the two groups regarding negative emotions and academic performance.

aim of this study was to examine factorial invariance of the 20-item Positive and Negative Affect Schedule-Farsi version (PANAS) among male and female university students. A total of 371 undergraduate students (183 males and 188 females) at Shahid Beheshti University completed the Farsi version of the PANAS. First، two-factor model consisted on positive and negative affect were applied to the total sample. Then، single group analysis showed an acceptable two-factor measurement model consisting of positive and negative affect for both male and female groups. Further، based on the one-factor model، results from multi-sample analysis revealed that the Farsi version of the PANAS has the property of sound factorial invariance across sexes، including invariance of measurement residuals، structural covariances and regression measurements. These findings emphasizing the group invariance of factorial structure of PANAS، indicate that PANAS measures a similar construct in these subsamples. The results revealed that the two factors of positive and negative affects in PANAS were perceived in the same manner across students in the two sex groups.

In this paper we considered how to stimulate positive emotions and this emotions in what ways it can affect learning. Emotions have a central role in our daily lives. It is therefore not surprising that these emotions do play a role in planning and military training. Research’s results have shown that due to emotional issues in the design of multimedia learning materials, can induce positive emotions in learners and positive emotions more engaging them in multimedia learning materials that eventually lead to facilitating of learning. In this respect, firstly, the role of emotions in learning were examined. Then paid to aesthetics and its relationship with positive emotions. Then the relationship between cognitive load, aesthetic design and positive emotions were studied in terms of how this aesthetically design and positive emotions affect cognitive load and optimize it. Finally, and with greater details, how to design emotional and aesthetic elements such as color and shape in multimedia learning environments were studied. As well as guidance’s for designers of multimedia learning environments to encourage positive emotions to facilitate of learning, was developed. The results showed that the use of warm colors, rounded shapes and interface design similar to the human form as a positive emotion, have a positive effects on learning and cognitive processes, including the impact of cognitive load is optimized.

The current study aims to investigate the relationship between attachment styles with positive and negative affect through the mediating role of reminiscence styles in the elderly. This was a correlational study of structural equations modeling (SEM) type. The statistical population included all the elderly aged at least 60 years living in Hamedan province, Iran, among whom 400 (210 men and 190 women) were selected using convenience sampling method. Participants filled out the Collins’s Adult Attachment Styles, Oxford Happiness, and Amani et al.’s Reminiscence Styles questionnaires. The results of SEM revealed that the hypothetical model of this study has a good fit in the study sample. As such, secure attachment style had a positive direct relationship with positive reminiscence (PR), and a negative direct relationship with negative reminiscence (NR). Avoidant and ambivalent attachment styles had only a positive direct relationship with NR. In addition, PR had a positive and negative direct relationship with positive and negative affect, respectively, and NR had a negative and positive direct relationship with positive and negative emotions, respectively. Secure attachment style also indicated an indirect relationship with positive and negative affect through both positive and NR. However, avoidant and ambivalent attachment styles were indirectly related to positive and negative affect only through NR. The findings emphasize the significance of the development of internal working models based on the kind of parent-child’s reminiscences and narratives, and the lifelong effects of these models.

The purpose of the present study was to standardize and study the psychometric properties (validity and reliability) of the scale of positive and Negative experience. 401 third grade students were multistage cluster randomly selected as sample of the study from high school in Tehran in the academic year 2015-16. The psychometric properties of the scale were assessed by Chronbachʼs Alpha, checking the construct and concurrent validities. The reliability of the scale using Chronbachʼs Alpha, Guttman, Spearman for positive feelings were 0.84, 0.70 and 0.80 and for Negative Feelings 0.78, 0.65 and 0.74 respectively. Also, the concurrent validity obtained by PANAS positive and Negative Feeling stale for positive and negative feelings were 0.87 and 0.83 respectively. The results of the factor analysis show that this scale holds two factors with suitable fit indexes. Therefore, the sale of positive and negative experience enjoys a desirable validity and reliability and can be used as a suitable diagnostic instrument

The aim of this study was to investigate the relationship of social anxiety and positive and negative affects with science persuasion in registrar. This correlation study enrolled 230 registrars consisting of 115 man and 115 women who lived in Ardebil city. To collect the data, Social Interaction Anxiety, Scale Positive and Negative Affect Schedule, persuasion- IQ questionnaire were employed. The data were analyzed using Pearson correlation coefficient and step-by-step regression. Results showed that there is a negative correlation between social anxiety and negative affect with science persuasion.However, there is a positive correlation between positive and negative affects with science persuasion. Furthermore, we showed that positive affect explain roughly 8 percent science persuasion of variance.

The purpose of this study was to investigate the mediating role of positive and negative affect in the relationship between meaning in life and mental health. The sample consisted of 337 students (153 males and 184 females) from University of Tehran at three levels: BA, MA and PHD. Participants are chosen by available sampling. The students answered the Crumbaugh Maholick (1964) Meaning of Life Questionnaire, Veit and Ware (1983) Mental Health Inventory and Watson et al (1988) Positive and Negative Affect Schedule. For analyzing data, we used some indexes such as Frequency, Percent, Standard deviation, Pearson correlation test and for proving the mediating role, we used Pathway analysis. The results showed a significant positive and negative relationship between meaning in life and psychological well-being as well as psychological distress. The Pathway analysis showed that positive and negative affect has mediating role in the relationship between meaning in life and mental health. According to the result, it can be concluded that, attention to meaning in life and improve it in students life lead to increasing positive affect and as a result can influence mental health and decrease expression of negative affect and psychological distress level.

The purpose of this study was to investigate the relationship between daily spiritual experiences, positive and negative effects, and students' life orientation through path analysis. The statistical population consisted of undergraduate students of Mashhad University of Medical Sciences. A total of 205 students (94 girls and 111 boys) were selected by multi-stage cluster sampling and completed the Daily Spiritual Experiences Scale (DSES; Underwood & Teresi, 2002); Positive and Negative Affect Scale (PANAS; Watson et al., 1988), and life orientation Test (LOT; Scheier et al., 1994). Data were analyzed by path analysis. The results showed that God’s presence through positive and negative effects has an indirect and significant relationship with life orientation (p<0.01). The indirect relationship between a relationship with God and caring for others with life orientation mediated by negative effects was also significant (p<0.01). The path model also had a good fit. Daily spiritual experiences seem to be related to the students' life orientation through positive and negative effects.

The purpose of the present study was to examine the moderating role of positive and negative affects on the relationship between attachment styles and marital problems. Participnts were 160 married individuals (36 men, 124 women). Participants completed the Adult Attachment Inventory (AAI), The Golombok-Rust Inventory of Marital State Questionnaire (GRIMS), and Positive and Negative Affect Schedule (PANAS). The results showed a significant positive correlation between insecure attachment styles (avoidance and ambivalence) and negative affect with marital problems. Secure attachment style and positive affect showed a significant negative correlation with marital problems. Analysis of the data revealed that the relationship between insecure attachment styles and marital problems was moderated by positive affects. Increasing levels of positive affect was accompanied with weaker relationship between insecure attachment styles and marital problems. Negative affects showed no significant role in the relationship between attachment styles and marital problems. It can be concluded that attachment styles as well as positive and negative affects can predict marital problems.