In recent years, the migration flow of Afghans to Iran has become more intense, therefore, the number of immigrant children were born in Iran has increased. It seems this group needs opportunities and experiences that can lead to mental health and May their talents flourish. On the other hand, the developmental assets framework seeks to provide more attention to the positive developmental resources that youth need for successful growth, and internal developmental assets identify specific social emotional strengths that are necessary for success in life.With the aim of identifying the lived experience of Afghan students with emphasis on internal developmental assets and the descriptive phenomenological method, 20 female Afghan secondary school students living in Mashhad and its outskirts were subjected to a semi-structured interview using the snowball method. Each interview was about It lasted for 30 minutes. The findings indicate 4 main themes of internal developmental assets, including positive identity, social abilities, adherence to moral values, and in search of learning. The overall findings suggest that Afghan female student immigrants possess appropriate internal assets. School attendance,, adherence to societal moral values, motivation for progress, and efforts to create a better future are evident traits among Afghan girls today.

The purpose of this study was to predict self-esteem based on internal and external developmental assetsin students. 322 students of gifted schools of Hamedan province were selected through proportional ratio sampling and the Developmental Assets Profile (DAP) and Self- esteem were used for them. Data were analyzed through partial least squares method. The results of structural equation modeling using SmartPLS3 software showed that the research model is well-fitted. According to the results, among the dimensions of internal developmental assets, positive identity, social competence, commitment to learning and positive values respectively had a significant positive relationship with self-esteem. On the other hand, among the dimensions of external developmental assets, support, empowerment, limitationsexpectations, and constructive use of time had significant positive relationships with self-esteem. Based on the research findings, it can be seen that students' developmental assets can be good predictors of their self-esteem; therefore, to enhance adolescents’ self-esteem, it is recommended that their developmental assets be increased and various sections of the society should provide their comprehensive support in this regard.

The purpose of this study was to develop a causal model of academic wellbeing among Farhangian University students based on its relationship with internal and external developmental assets and the mediating role of the sense of coherence. This research adopted a correlational design to investigate the relationship between the variables. The statistical population of the study included all students studying at Farhangian University of Kurdistan, Kurdistan Province, Iran, in the academic year 2020-2021. In total, 300 students were selected as participants using stratified random sampling. Academic well-being scale, Developmental assets questionnaire, and the sense of coherence scale were used to collect data. Structural equation modeling was performed using SPSS and AMOS (version 21) to analyze the data. Based on the results, the causal model confirmed the relationship between internal developmental assets, external developmental assets, the sense of coherence, and students’ academic well-being. Furthermore, both the sense of coherence and internal and external developmental assets were found to have a direct, positive, and significant effect on academic well-being. Internal and external developmental assets also had a direct, positive, and significant effect on the sense of coherence and an indirect positive effect on academic wellbeing through the mediating role of the sense of coherence. Therefore, it can be concluded that improving Farhangian University students’ internal and external developmental assets and sense of coherence can significantly enhance their academic well-being .

The present study evaluates the effectiveness of a spillover intervention on the developmental assets and externalized behavioral issues of children in the city of Isfahan. Employing a quasi-experimental design encompassing pretest, posttest, and follow-up phases, the study selected thirty mothers of 10-13-year-old students exhibiting externalized behavioral problems in Isfahan through convenience sampling, allocating them into experimental and control groups. The experimental cohort participated in eight 90-minute sessions of the spillover intervention, while the control group received no intervention. Research instruments included Achenbach’s Child Behavior Checklist-Parent Form (CBCL) and developmental asset profiles (DAP). Data analysis utilized univariate and multivariate analysis of covariance (ANCOVA) tests conducted via SPSS 26 software. The results indicate that while the effect of the group on internal developmental assets is insignificant, the effects of time and time-group interaction are significant (P≤0.05). Similarly, for external developmental assets, the group effect is insignificant, with significant effects observed for time and time-group interaction (P≤0.05). In terms of total developmental assets, all factors—group, time, and time-group interaction—are significant (P≤0.05). Concerning total scores of externalized behavioral problems and the aggressive behavior component, significant effects are noted for time, group, and time-group interaction (P≤0.05). However, for law-breaking behavior, the effects of group and time-group interaction are significant, while the effect of time is insignificant (P≤0.05). Moreover, these results are consistent during the follow-up phase (α=0.05). Based on the findings, it can be concluded that spillover intervention yields consequences and holds educational and psychological implications for mothers of students exhibiting externalized behavioral problems.

This study aimed at presenting a model for addiction potential based on developmental assets mediating by alexithymia in adolescents living in Arak, Iran. Five hundred members were selected as samples (n = 500) among female and male second-grade high school students at the tenth and eleventh academic grades in Arak using cluster random sampling. To collect data, Iranian Addiction Potential Scale, Toronto Alexithymia Scale and Developmental Assets Profile were used. The data were analyzed using Structural Equation Modeling and LISREL Software. Model fit indices had suitable model fit with data. Internal developmental assets with path coefficient of B = −0.48 were more effective in reducing addiction potential compared with external developmental assets with path coefficient of B = −0.27. Positive identity, empowerment, and social competency were the most effective components of developmental assets in reducing addiction potential. Internal assets could explain addiction potential in adolescence more than external assets. Direct effect of developmental assets on addiction potential was confirmed and its indirect effect with mediation of alexithymia was significant. Moreover, results showed that only internal developmental asset had an effect on addiction potential in adolescents mediating by alexithymia, so the effect of external developmental asset on addiction potential in adolescents based on the mediation of alexithymia was rejected.

The purpose of this study was to investigate the relationship between developmental assets and academic well-being with mediating role of academic buoyancy. The statistical population included Ahwaz high school students who were university volunteers in 2019. 353 students were selected using multistage cluster random sampling method and answered to Developmental Assets Profile (Minnesota Search Institute, 2005), Academic Buoyancy Scale (Martin & Marsh, 2008), and Academic Well-being Scale (Tuominen-Soini, Salmela-Aro & Niemivirta, 2012). Data were analyzed using structural equation modeling. There was positive and significant relationship between internal and external developmental assets with academic buoyancy and academic buoyancy partially mediated the relationship of both internal and external developmental assets with academic well-being. Based on these findings, students' academic buoyancy and well-being can be improved by increasing their internal and external developmental assets.

The purpose of this research was to determine the effect of developmental assets on wisdom with the mediation of self-esteem. The research method was descriptive and the design was of the kind of structural equation modeling, Therefore 322 girl students of gifted highschools of Hamedan province were selected through proportional ratio sampling, and the participants completed the Ardlet Three-dimensional Wisdom Scale, Minnesota Developmental Assets Profile and Cooper Smith Self-Esteem Inventory. The results of structural equation modeling suggested that the model fitted the data. The results also showed that developmental assets (internal and external) had a significant indirect negative effect on students' wisdom through mediation of self-esteem. Developmental assets (internal and external) did not have a direct effect on wisdom, but their effects on self-esteem were significant, and the highest effects were external developmental assets on self-esteem. Also, self-esteem had a significant effect on students' wisdom. Developmental assets are only associated with students' wisdom when they have high self-esteem. One who believes in himself and respects himself takes into account his developmental assets and uses them as tools for wisdom. In contrast, low self-esteem blocks the path to wisdom, even if the person has the necessary assets.

The present study aimed to predict academic engagement through the developmental assets mediated by the academic well-being of female high school students. The statistical population of the present correlational study included all female high school students in Isfahan in the academic year of 2021-2022, of whom 501 were selected by multistage cluster sampling. The data were collected using the school engagement scale, developmental assets questionnaire, and academic well-being questionnaire, and then analyzed by path analysis using SPSS-26 and AMOS-24. The results revealed that the proposed model properly fitted the data, and the mediating role of academic well-being in the relationship between developmental assets and academic engagement was confirmed. Also, there was a positive and significant relationship between internal and external developmental assets and students’ academic engagement. Finally, academic well-being was found to have a positive and significant relationship with academic engagement. Based on the results, it can be concluded that promoting developmental assets and academic well-being, increase female students’ academic engagement.

This research aimed to design a structural model for relationships between developmental assets with thriving and wisdom. For this aim, based on multistage-cluster sampling method, a sample of 668 students from Kermanshah universities was selected, and Wisdom Scale (3D-WS), Thriving Scale and Developmental Assets Profile (DAP) were completed by them. The data analyzed by using the path analysis method. The final model presented a particular pattern of relationship between the research variables, and could explain 0/23 of the variance of wisdom. The fitness indicators of the model showed the proper fit with the data (χ2/df=2.57, RMSEA=0/05, GFI=1/00, CFI=1/00,). Direct effects of internal assets on three dimensions of wisdom were confirmed, its indirect effects through thriving on cognitive and effective dimensions were significant but on the reflective dimension was not significant. Also, direct effect of external assets on reflective dimension was confirmed, but on the cognitive and effective dimensions didn't confirm, and its indirect effects on cognitive and effective dimensions were significant but on reflective dimension was non-significant. Tottaly, internal assets more than external assets expiained wisdom in the students.

Develomental assets consist of opportunity, values and skills that increase adolescent's achievements at school and result in reduction of risky behaviors and play a protective role in psychological well-being. Current study aims to review mediating role of psychological capital in relationship between developmental assets and academic achievements. For this purpose, 463 students (junior and senior high-school) of Bushehr city (259 boys and 204 girls) were selected by cluster sampling method and they responded to Developmental Assets Scale of Minnesota and Psychological Capital Scale of Luthans. Structural equation modeling was used and the results of analyzing data indicated that there was a meaningful and positive relationship between psychological capital and developmental assets. Also, meaningful relationship between psychological capital and educational achievements, mediated by developmental assets was obtained. The results of structural equation modeling suggests that the model fitted the data. With regard to these findings, it can be said that psychological capital has a mediating role in the relationship between developmental assets and educational achievements. Accordingly, with regard to such variables as developmental assets and increase of psychological capital, the rate of student's academic achievements could be increased.