The aim of this study was to predict psychological resilience by psychological well-being and its components. The research sample consisted of 216 girl students who were selected through multistage random sampling. The data were collected by implementing psychological resilience and psychological well-being questionnaire and analyzed by using Pearson correlation coefficient and multiple regressions. A significant correlation coefficient was found between psychological resilience and overall psychological well-being (0.62, p<0.01). Resilience was also found to be positively and significantly related to all six dimensions of psychological well-being. The calculated determination coefficient (0.39) indicated that psychological well-being has the ability to predict psychological resilience. Results confirmed the impact of dimensions of psychological well-being on resilience among college students. It is likely that resilience and the psychological well-being reinforce one another in a cyclic manner. Individuals' psychological well-being maintained higher levels of resilient.

This paper compares the difference between boy and girl high school students of 1st grade to 3rd grade in academic stress and depression. Using a random stratified sampling 120 girl and boy students (60 girls and 60 boys) were selected from 1st grade (n=40), 2nd grade (n=40) and 3rd grade (n=40) high school students. In this study gender and grades have considered as independent variables and academic stress and depression were dependent variables. A scale for assessing academic stress (SAAS, Sinha, Sharma and Mahindra, 2001) and children depression inventory (CDI, Kovacs, 1992) were used for collecting data. To analyze of data statistics such as mean, SD, Pearson's coefficient of correlation and regression homogeneity to test of variance's homogeneity, and multivariate analyze of variance (MANOVA were used). Results showed that the effect of gender on combined dependent variables (academic stress and depression) was statistically significant (Wilk's Lambda=.367; F (12, 103) = 14.81, p=.000; Eta=.63); the effect of grade on combined dependent variables was statistically significant (Wilk's Lambda=. 708; F (24, 206) = 1.98, p=.05; Eta=.16); The mutual interaction of gender and grades on combined dependent variables was not significant (Wilk's Lambda=.774; F 24, 206= 1.71; p=.272; Eta= .12). The effect of gender on academic stress and its subscales (Wilk's Lambd=.648; F 6, 113=10.23; p<0.05; Eta=.35); and depression and its subscales (Wilk's Lambd=.495; F6, 113=19.22; p<0.05; Eta=.51) was statistically significant. Further the effect of grades on academic stress was significant but the effect of grade on depression was not significant. Finally the study concluded that there was a significant difference between boy and girl students in academic stress and depression.

Background: Immature behaviors, including impulsivity and lack of control lead to personal and social pathologies, such as addiction. Methods: This meta-analysis study aimed to evaluate the effect of impulsivity on addition and addictive tendencies. This comprehensive interdisciplinary quantitative meta-analysis integrated the research findings regarding the effect of impulsivity on addiction and addictive tendencies based on secondary data. A checklist was developed for collecting data based on the article title, author specifications, publication year, setting, research type, hypothesis, data collection instrument, statistical population, sample size, significance level, and probability value to avoid bias in the study selection protocol. Results: The results of studies were divided into nine databases to calculate the effect size, and finally, 11 studies were analyzed. The descriptive data analysis and effect size calculation were performed in the Comprehensive Meta-Analysis Software (CMA) version 2.0. Based on the fixed-effects model, 0.153 of the studies contributed significantly to the actual fixed effect sizes. The difference in effect sizes was due to sampling error. The random-effects model (0.202) suggested the independence of the studies (P < 0.001) with moderate robustness. Conclusions: According to the results, the behavioral construct of impulsivity significantly and positively affected addictive behaviors and tendencies. Therefore, the mediating effect of impulsivity, promote resilience, and train protective strategies for individuals prone to addiction should be controlled to improve mental health quality and develop social, communication, and life skills.

Background and aims: Cognitive emotion regulation strategies enhance students’ ability to handle emotional and stressful situations and lead to resilient behavior and suitable behavioral performance. The present study aimed to investigate the association of addiction tendency with distress tolerance, self-differentiation, and emotion regulation difficulties mediated by resilience in university students. Methods: This was a descriptive-correlational study using structural equation modeling (SEM). Cluster sampling was used to enroll 314 individuals among all students at the Islamic Azad University of Tehran in the academic year 2020-2021. The research instruments included the Shorter PROMIS Questionnaire (SPQ), the Distress Tolerance Scale-Short Form (DTS-SF), the Self-Other Differentiation Scale (SODS), the Emotion Regulation Questionnaire (ERQ), and Connor-Davidson Resilience Scale (CD-RISC). Data were analyzed by the SEM method using SPSS-26 and SmartPLS. Results: The results showed that distress tolerance (β=0.25, P<0.001) and emotion regulation difficulties (β=0.35, P<0.001) had a significant direct association with resilience. In addition, distress tolerance (β=0.14, P<0.001), self-differentiation (β=0.25, P<0.001), emotion regulation difficulties (β=0.27, P<0.001), and resilience (β=0.22, P<0.001) had a significant direct relationship with addictive tendencies. Moreover, resilience mediated the association of distress tolerance and emotion regulation difficulties with addictive tendencies in college students. Conclusion: The proposed model had the desired fitting based on the results. It is a great step toward understanding factors associated with addiction tendencies in university students. Furthermore, it is an appropriate model, according to which various programs can be developed and designed to prevent addiction tendencies among university students.

This paper investigates the relationship of academic stress with aggression, depression and academic performance of college students. Using a random sampling technique, 60 students consist of boys and girls were selected as students having academic stress. The scale for assessing academic stress (Sinha, Sharma and Mahendra, 2001); the Buss-Perry aggression questionnaire (1992); and Beck depression inventory were used for collecting the data. The Pearson's coefficient of correlation showed that academic stress has a simple significant correlation with aggression (r=.54), depression (r=.49) and academic performance (r=-44) (p<. /..1). Further, the analysis of the study shows that academic stress, aggression and depression are able to explain 68% of the variance of academic performance. Also, results show that boys and girls are different in terms of aggression and depression.

The purpose of this study was to compare self-efficacy and self-regulation between the students with SRB and students without SRB, and the relationship of these variables to academic performance. Using a random stratified sampling technique 60 girl students who had School Refusal Behavior (SRB) and 60 students without SRB were selected from 8 high schools. The general self efficacy scale (GSE; Schwarzer& Jerusalem, 1995), the Kearney, Cook, and Chapman, 2007's school refusal criterions; self-regulation inventory (Kanlapan & Velasco, 2009), and the student's current academic performance scores as a measure of academic performance were used for collecting the data. Independent t-Test showed that there are significant differences between self-efficacy, self-regulation and academic performance among two groups (p<0.05). Finally results showed that self-efficacy and self-regulation have simple and multiple significant correlation with academic performance in two groups (p<%5).