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Teachers voluntarily devote a lot of time to their vocational activates. This can lead to workaholism and may result in stress and job burnout. The main objective of the current study is to examine the relationship of workaholism with stress and job burnout of elementary school teachers in Zahedan. This is a descriptive-correlational study. The sample includes 350 elementary school teachers in Zahedan whom are selected through applying stratified random sampling method and are examined using questionnaires on workaholism, occupational stress, and job burnout. To analyze the obtained data, correlation coefficient and simultaneous multiple regression analysis are applied using SPSS21. Teachers' mean scores on workaholism, stress and job burnout are higher than the considered theoretical mean. Workaholism and its components (feeling of being driven to work, work involvement, and work enjoyment) are significantly and positively related to job burnout and occupational stress (p < 0.01). The results of simultaneous multiple regression analysis indicate that components of workaholism can predict teachers' occupational stress and job burnout (p < 0.05). Considering the results, holding training courses for teachers to become familiar with the phenomena of workaholism, stress, and job burnout, individual and organizational outcomes, methods of dealing with them and managing them effectively is highly recommended.

Background and Objective: Individuals apply various emotion regulation strategies, some of which are adaptive and others are maladaptive affecting people's general health. Moreover, individual life-orientation including favorable expectancies about future (optimism) is associated with healthrelated behaviors. The purpose of the present study was to investigate the relationship of optimism and emotion regulation strategies with general health of university students. Materials and Methods: This was a correlational study. In this regard, 182 students of University of Sistan and Baluchestan (70 males and 112 females) were chosen. The statistical population of the present study consisted of all undergraduate students of the university of Sistan and Baluchestan in the second semester of the 2009-2010 academic year. Considering the nature of the current study, the correlational method was applied. Based on Krejcie and Morgan's table, a sample of 200 subjects was selected from students majored at different fields including human sciences, basic sciences and technical-engineering through applying multi-stage random sampling method. Eighteen incomplete questionnaire forms were excluded. Finally, data obtained from 182 subjects (112 females, 70 males) were analyzed. The mean age was 21.1 year-old and standard deviation of the sample was 2.06. Samplings were assessed using the Revised Life-Orientation Test (LOT-R), Emotion Regulation Questionnaire (ERQ) and General Health-28 Questionnaire (GHQ-28). Data were analyzed using the Pearson correlation coefficient and regression analysis. Results: Findings showed that there was a significant positive relationship between optimism and general health (r = 0.22, p < 0.01). Among all research variables, i.e. optimism and emotion regulation strategies (cognitive reappraisal and expressive suppression), only optimism was able to predict 0.06 percent of variance of general health (p < 0.001). Conclusion: Optimists have higher general health H. Jenaabadi et al. 866 and consistent with other findings, optimism is associated with higher levels of applying coping strategies and lower levels of avoidance.

This study aimed to examine the relationship of academic burnout and academic stress with academic self-efficacy among graduate students. 307 graduate students at the University of Sistan and Baluchestan (140 female and 167 male students) were selected as a sample using the stratified random sampling method. The subjects were evaluated by questionnaires on academic burnout, academic stress, and academic self-efficacy. Data was analyzed using one-sample t-test, Pearson's correlation coefficient, and simultaneous regression analysis. Results revealed that academic burnout was significantly related to academic self-efficacy among the students, in the way that an increase in academic burnout among the students led to a decrease in their academic self-efficacy. Moreover, academic stress was significantly related to academic self-efficacy, in the way that an increase in academic stress among the students led to a decrease in their self-efficacy.

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