The Coping Inventory for Stressful Situations (CISS) is a globally recognized measure of stress coping methods. However, research into the applicability of the CISS-SF in an Iranian context is still in its infancy. The main purpose of the present study was to investigate psychometric properties of the Coping Inventory for Stressful Situations-Short Form (CISS-SF, Endler & Parker, 1994) among Iranian university students. Three-hundred university students (150 male and 150 female) completed the Coping Inventory for Stressful Situations-Short Form (CISS-SF), the Self-Esteem Scale (SES, Rosenberg, 1965) and the Positive and Negative Affect Schedule (PANAS, Watson, Clark & Tellegen, 1988). The confirmatory factor analysis method and internal consistency were used to compute the CISS-SF's factorial validity and reliability, respectively. Also, in order to examine the construct validity of the CISS-SF, we computed correlations between different dimensions of CISS-SF with self-esteem and positive and negative affect. The results of the confirmatory factor analysis, based AMOS software, showed that three-factor structure of the task-oriented coping, emotion-oriented coping and avoidance-oriented coping in the Iranian sample had good fit with data. Correlational analyses between task-oriented coping and emotion-oriented coping as well as avoidance-oriented coping with self-esteem and positive and negative affect provided initial evidence for the ACS convergent validity. Internal consistency coefficients for the task-oriented coping, emotion-oriented coping and avoidance-oriented coping subscales were .78, .79 and .79, respectively. In sum, these findings provide evidence for the validity and reliability of the CISS-SF as an instrument to measure coping styles among Iranian university students.

The present descriptive correlational study aimed to discover the relationship between appreciation and coping styles among university students in Tehran، Iran. Multi-stage cluster sampling method was used to select 299 students. The subjects completed the appreciation questionnaire (AS) and coping with stress-revised (CS-R) questionnaire. The research results showed significant positive relationships between appreciation and all components of problem-focused coping style and components of emotion-focused coping styles. Moreover، while appreciation was negatively associated with using drugs and behavioral disengagement، it had a positive relationship with wishful thinking. The regression analysis showed that appreciative people used useful coping styles more than inefficient styles. Emotion-focused، problem-focused and inefficient coping styles could best predict appreciation. In fact، it was concluded that there existed a mutual relationship between total appreciation grade and useful coping styles. Therefore، individuals with high grades of appreciation would probably tend to use efficient coping styles.

The aim of this study was to examine the mediating role of self-esteem in the relationship between hardiness and coping styles. Based on a correlation design, a sample of 200 teachers in Tehran from 4 education areas completed Personal Views Survey (Hardiness Institute, 1985) which evaluates three hardy attitudes in terms of a trait, Coping Inventory for Stressful Situations (Endler & Parker, 1994) and Multidimensional Self-Esteem Inventory (O’brien, 1988). Findings showed that self-esteem correlated with hardiness and problem-focused coping style positively and with emotion-focused coping style negatively, but it did not correlate with avoidant coping style. In addition, hardiness correlated with all the three coping styles negatively. Path analysis showed that self-esteem has a mediating role in the relationship between hardiness and problem-focused and avoidant coping styles but it does not have a mediating role in the relationship between hardiness and emotion-focused coping style. According to the result of this study, although hardiness does not correlate with coping styles positively but, by influencing self-esteem, it provides the needed motivation for applying problem-focused coping style.

IntroductionCoping strategies (styles) play a major role in an individual´s physical and mental health when confronting with stressful situations. “The construct of coping has been defined as the cognitive and behavioral efforts of an individual to manage the external and/or internal demands encountered during specific stressful situation” (Lazarus & Folkman, 1984). Coping responses have been categorized into three broad higher order functions including problem-focused (task-oriented) coping, emotion-focused coping, and avoidance-focused coping (Billings & Moos, 1981; Zeidner & Endler, 1996). Problem-focused coping refers to actions that are employed in order to reduce demands or increase skills to manage demands. Emotion-focused coping represents the actions that are employed in order to change the meaning of a stressful situation as well as to regulate the resulting negative emotions. Finally, avoidance-focused coping refers to actions that are employed in order to disengage oneself from a stressful situation. One factor that impacts on people´s ability to cope with stress is their level of emotional intelligence “(Salovey, Mayer & Caruso, 2002). According to Mayer and Salovey (1997), emotional intelligence is a multi-dimensional construct which can be divided into (a) the perception of emotion, (b) the emotional facilitation of thinking, (c) the emotional understanding, and (d) the emotional management (p. 1091). Research evidence suggests that higher emotional intelligence is related to positive interpersonal qualities (e.g., Petrides & Furnham, 2000; Sakofske, Austin, & Minski, 2003; Salovey et al., 2002; Schutte, Malouff, Hall, Haggerty, Cooper et al., 1998). Empirical studies have also found that low emotional inteeligence is associated with more maladaptive coping strategies and high emotional inteeigence is associated with more adaptive coping strategies (Furnham, Petrides, & Spencer-Bowdage, 2002; Salovey, Strod, Woolery, & Epel, 2002). The aim this study was to examine the relationship between emotional inteeligence and coping styles with stress in a sample of students. On the basis of existing evidence, our hypotheses were twofold: First, it was expected that emotional intelligence would correlate positively with problem-focused and positive emotional focused coping styles. Second, it was predicted that emotional intelligence would correlate negatively with negative emotional focused coping style. Mehod Participants and Procedure A total of 413 undergraduate students (140 boys and 273 girls) from the University of Tehran tood part as volunteers in the present study (mean age= 20. 77 years, age range= 19 to 28, SD- 2. 70). Participants were asked to take part in a "study on personality and behavior" via announcements made by relevant lectures in classrooms. Questionnaires were completed in caasses consisting of 20-30 students in the presence of the researchers who gave a brief description of the materials and answered questions. All participants were asked to complete the Emotional Intelligence Scale (EIS; Austin, Saklofske, Huang, & McKenney, 2004; Schutte et al., 1998) and the Tehran Coping Styles Scale (TCSS; Carver, Scheier, & Weintrub, 1989; Besharat, 1387/2008). MeasuresEmotional Intelligence Scale-41- The EIS-41 is a revised version of the 33-item emotional intelligence scale of Schutte et al. (1998), devised by Austin et al. (2004). Adequate psychometric properties of the scale and a three-factor structure including Optimism/Mood Regulation, Utilization of Emotions and Appraisal of Emotions have been reported 9Austin et al., 2004; Besharat, 2007; Schutte et al., 1998). Tehran Coping Styles Scale (TCSS)- The TCSS is a 60- item scale devised by Carver et al. 91989) and validated by Besharat (1387/2008) for Iranian populations. Adequate psychometric properties of the scale and a three-facor structure including problem-focused coping, positive emotional-focused coping and negative emotional-focused coping styles have been reported (Besharat, 1387/2008; Carver et al., 1989). ResultsA correlational analysis was performed to assess the kind of association existing among components of emotional intelligence with coping styles including problem-focused, positive emotional focused, and negative emotional focused. Analysis of the data involved both descriptive and inferential statistics including means, standard deviations, analysis of variance, Pearson´s correlation coefficient, and regression analyses. The results revealed that emotional intelligence was positively associated with problem-focused and positive emotional focused coping styles, and negatively associated with negative emotional focused coping style.DiscussionThe present study found that emotional intelligence, as measured by EIS-41 in a student sample, was positively associated with the use of problem-focused and positive emotional focused coping styles and negatively with the use of negative emotional focused coping style. These findings are consistent with those of previous studies in which higher emotional intelligence was found to be associated with more adaptive coping styles and low emotional intelligence was found to be associated with more maladaptive coping styles (Furnham et al., 2002; Petrides & Furnham, 2000; Saklofske et al., 2003; Salovey et al., 2002). Emotional intelligence is supposed to influence coping strategies through management and regulation of emotions, utilization and facilitation of emotions, and appraisal of emotions.

The aim of this study is to investigate the relationship between self - efficacy, achievement goal orientation and academic coping strategies of university students. In addition, self-efficiency, goal orientation, and academic coping strategies of male and female university students are compared. Research method is correlation and 248 college students were selected by cluster sampling from college of educational sciences, engineering, and medical sciences university of Shiraz. Scale (Friedel & others, 2007), Personal Goal Orientation Scale (Migley & others, 1997) and the Academic Coping Questionnaire (Tero & Connell, 1984). The results of multiple regression analysis revealed that academic self – efficacy of university students predicts adaptive coping strategies positively, and non - coping behaviors negatively. Also, master goal orientation predicts adaptive coping strategies positively and maladaptive coping strategies (consist of denial and projective coping) negatively. According to independent t - test results, there are significant differences between female and male university students in master and performance goal orientations.

The nature of "reciprocity" rule is based on a similarity to counteracting aggressor, but this is faced by obstacles placing restrictions on a rightful person. One of the barriers is reciprocity from the prohibited act. The prohibitions which beyond their reciprocity sphere, by themselves and as the first title are forbidden acts (such as false accusation of sexual intercourse and sodomy), and as well as those which, as the secondary titles, are the prohibited actions (like permissible insult that is considered as impermissible because of humiliation of religion), shall govern this rule in the face of taking counteraction. These prohibitions don not give to the victims to commit the same prohibited acts in order to receive their rights. Nevertheless, the prohibitions which became lawful for the secondary titles, in the state of taking counteraction, are permitted such as murdering a respected person during a war because of necessity. Of course, in the meanwhile, some prohibitions such as fornication, insulting the relatives of the opponent and the breaking the bone are subjectively out of the counteraction, for in the first and second prohibitions, reciprocal action does not occur, and in the third one, protecting the equivalence is not possible. Where reciprocity is forbidden in cases, there are some alternative ways for receiving the right such as reciprocal lawful act, and applying had (determined penalty), ta`zir (discretionary punishment), diya (blood money) and arsh (indemnity for defect).

The purpose of this study was the mediating role of coping styles in the relation between core self-evaluations and academic burnout. By multistage cluster sampling, 233 students of Islamic Azad University from South Tehran Branch were chosen studying in bachelor’s and master’s degrees in 2015-2016 and completed Core Self-Evaluations Scale (CSEs; Juge, Ereza, Bono & Thoreson, 2003), School Burnout Inventory (SBI; Breso, Salanova & Schoufeli, 2007) and shortened version of the Coping Inventory for Stressful Situations (CISS-21; Calsbeek, Rijkan, Henegouwen & Dekker, 2002). The results of path analysis showed that problem-focused coping and emotion-focused coping had significantly mediating role in relation between core self-evaluations and academic burnout but avoidant coping has no significant mediating role. The data showed that problem-focused coping and emotion-focused coping had negative mediator role in relation between core self-evaluations and academic emotional exhaustion, academic uninterested, and had positive meditaitor role with academic inefficacy. Accordingly, it can be said that personality traits as a person can predict individuals differences in people’s coping styles and academic burnout. From these findings it can be concluded that training coping style reduce academic burnout effectively.

The purpose of this research was to study the coping styles of betrayed women in a qualitative way. This study employed a qualitative approach along with the phenomenology method. The sample consisted of 20 women between 22-57 years old who confered on Isfahan counseling centers in late third quarter of 1396 and early four months of 1397 and selected through purposive sampling and were investigated by a semi-structured interview. To analyze the data, open, axial and selective coding was used. analysis resulted in 3 main themes of coping styles: inflexible, inactive, active. For each of themes, three subthemes were created including inflexible(anxiety, ruminative and comparative), inactive(avoiding, submitting and distracting) and active(supporting, participatory and agreementory). The results showed that the coping styles do not experience similarly by all betrayed women. Some factors such as how revealing infidelity, the quality of marital relationships, religious beliefs, social and family supports and existence of children had an important effect on coping styles. Given the fact that the findings have been elicited out of a native study, they may play a vital role in developing the intervention packages.