Educational Psychology

Abstract The present study investigated the role of childhood psychological maltreatment and negative affect in social anxiety among students who are victims of bullying, with self-control serving as a mediating variable. This descriptive–correlational study employed a structural equation modeling (SEM) approach and was applied in terms of its purpose. The statistical population comprised all students aged 13 to 17 years enrolled in lower and upper secondary schools in Sabzevar, Iran, during the 2023–2024 academic year. A sample of 220 students identified as bullying victims was selected through purposive sampling with the assistance of school counselors. Data were collected using the Psychological Maltreatment Questionnaire (Kwates & Messman, 2014), the Negative Affect Scale (Watson et al., 1988), the Social Anxiety Scale (La Greca, 1998), the Self-Control Scale (Tangney et al., 2004), and the Olweus Bullying/Victimization Questionnaire (1996). Data analysis was conducted using SPSS version 26 and SmartPLS version 4. Fit indices indicated that the proposed model demonstrated a good fit with the data. The findings revealed that both childhood psychological maltreatment and negative affect had significant direct relationships with social anxiety. Furthermore, these two variables indirectly influenced social anxiety through self-control. Specifically, psychological maltreatment and negative affect were negatively associated with self-control, while self-control was negatively associated with social anxiety. Based on these results, it is recommended that schools implement programs to strengthen self-control and design psychological interventions aimed at reducing the adverse effects of psychological maltreatment and improving the management of negative affect among bullying victims.

Abstract The present study was conducted with the aim of investigating the impact of gamification-based teaching on student motivation. The research method was quasi-experimental, employing a pre-test-post-test design with a control group. The statistical population of the study consisted of all fifth-grade elementary school students in Estahban county during the 2023-2024 academic year. A sample of 44 students was selected through convenience sampling and were randomly assigned to either an experimental or a control group (22 students in the experimental group and 22 in the control group). The data collection tool was the standardized Harter Academic Motivation Questionnaire. To test the hypotheses, the inferential statistical method of multivariate analysis of covariance (MANCOVA) was used. The training sessions were conducted over eight 45-minute sessions in the classroom. Students in the experimental group were taught the concept of decimal numbers through gamification-based teaching, while students in the control group learned the same concept using traditional teaching methods. The research findings showed that gamification-based teaching has a positive effect on the intrinsic motivation of elementary school students, but it does not have a significant effect on their extrinsic motivation. Based on the obtained results, the use of gamification-based teaching can enhance the intrinsic motivation of students at various.

Abstract Puberty is a period of various challenges. Despite the importance of this period and its physical, psychological, and social effects, puberty anxiety has been less studied as a specific type of anxiety that students experience on the verge of entering adolescence and adopt different strategies to cope with it. This study aimed to investigate the perception of puberty anxiety and coping with it in adolescent students. This study was conducted using a qualitative and content analysis method, and data were collected through semi-structured interviews with 16 adolescent students who were selected through purposive sampling. Data obtained from interviews were divided into nine main themes. These themes were organized into three general categories: factors underlying puberty anxiety, strategies for constructively dealing with puberty anxiety, and the role of peers in stabilizing or transitioning from puberty. Finally, the core category of “constructive coping strategies based on underlying factors and the role of peers” was obtained. The findings of this study indicate that increasing awareness and education about puberty changes, empathetic and facilitative relationships, and creating supportive environments can play an important role in reducing puberty anxiety and helping adolescent students successfully transition from this developmental stage.
Method: This study was conducted using a qualitative and content analysis method, and data were collected through semi-structured interviews with 16 adolescent students who were selected through purposive sampling.
Results: Data obtained from interviews were divided into nine main themes. These themes were organized into three general categories: factors underlying puberty anxiety, strategies for constructively dealing with puberty anxiety, and the role of peers in stabilizing or transitioning from puberty. Finally, the core category of “constructive coping strategies based on underlying factors and the role of peers” was obtained.
Conclusion: The findings of this study indicate that increasing awareness and education about puberty changes, empathetic and facilitative relationships, and creating supportive environments can play an important role in reducing puberty anxiety and helping adolescents successfully transition from this developmental stage.

Abstract This study aimed to predict academic engagement based on a lifestyle influenced by cyberspace with the mediating role of social capital in high school students. The statistical population of the study included all female students studying in the second level of secondary education in Sar-e-PulZahab city in the academic year 2024-2025, from which 240 were selected through multi-stage cluster random sampling. The research tools for data collection included the Academic Engagement Questionnaire (Reeve, 2013), the Lifestyle Influenced by Cyberspace Scale (Taheri, 2014), and the Social Capital Questionnaire (Paiva et al., 2014). Data analysis was performed using structural equation modeling and AMOS and SPSS software. The results showed that the proposed model has a good fit (X2/df=3.930, CFI=0.963, RMSEA=0.020 & P<0.05). The findings showed that lifestyle influenced by cyberspace has a direct and significant effect on the academic engagement of female students (β=0.355). Also, social capital had a positive and significant effect on female students' academic engagement (β=0.413). Lifestyle influenced by cyberspace has a significant effect on academic engagement indirectly through social capital (β=0.192 & P=0.001). Based on the results of this study, to improve students' academic engagement, it is recommended that educational institutions, especially schools, hold training programs and skill workshops to teach how to effectively use cyberspace and social networks, and help increase academic engagement and improve students' academic performance by strengthening social capital and creating an online supportive environment.

Abstract In recent years, many researchers have examined the relationship between various variables and academic buoyancy. This study analyzes and reviews the meta-analytic relationship between different variables and academic buoyancy among upper secondary school students. Among Iranian articles (2014–2024) that used correlational statistical methods, 50 articles were examined based on title and abstract, and finally, 16 articles were selected as the final sample according to qualitative and content criteria. Data on effect sizes, sample sizes, and moderator variables were extracted from each article. A random-effects model was used to combine effect sizes, and differences between studies were assessed using the Q test and the I² index. Publication bias was examined using funnel plots. The Duval and Tweedie trim-and-fill test in both fixed- and random-effects models indicated no evidence of publication bias. The Q value obtained in the heterogeneity test was significant at the 0.05 level; therefore, the null hypothesis was rejected with 95% confidence, indicating that the studies were heterogeneous. Based on the meta-analysis results, classroom organization, academic resilience, academic self-efficacy, and school well-being had the largest effect sizes with academic buoyancy, demonstrating a strong relationship with this variable. Affective component, school value, wisdom, and family emotional climate had the smallest effect sizes in relation to academic buoyancy, indicating a weak relationship with this variable.

Abstract The present qualitative research was conducted with the aim of explaining the perception and attitude towards procrastination and its factors (contextual, continuous and revealing) in students. This study was conducted using the grounded theory method. First, the prevalence of procrastination was analyzed among the students of the Persian Gulf University in the academic year 2023-2024, and students whose grades were two standard deviations higher than the average were identified as procrastinators. Then, using a semi-structured interview, necessary information was collected from 22 procrastinating students. The findings in the perception and attitude of procrastination show two main categories (negative and positive) and seven primary concepts (delay in performing tasks, personality traits, burnout, negative emotion, self-blame, temporary positive attitude, and having confrontational thoughts). They gave Procrastination factors from three main categories (contextual, sustaining and revealing factors) and twelve primary concepts (personality characteristics, family, parenting style, low self-esteem, virtual space, burnout, lifestyle, corona era, educational background, communication with others, adolescence and career field) were formed. The stable personality, family and motivational patterns of the central class shaped the current findings. These findings have important practical implications in understanding the personality, family, and motivational profiles of procrastinators.

Abstract The present study was conducted with the aim of analyzing the determinants of decisional procrastination among students and evaluating a structural equation model, in which self-regulation in concentration mediates the relationship between metacognitive beliefs about procrastination and decisional procrastination. Based on Cochran's formula, 391 students from three courses of undergraduate, master, and doctoral studies who were studying at Yazd University in the academic year of 2021-2022 were selected by cluster random method and completed the metacognitive beliefs about procrastination questionnaire (Fernie et al, 2009), the procrastination scale of the Melbourne decision-making questionnaire (Mann et al, 1997) and the self-regulation in concentration scale of the learning and study strategies questionnaire (Weinstein & Palmer, 2002). Data analysis was done using structural equation modeling and the hypothesized model was largely confirmed. The results of structural equation modeling showed that: positive and negative metacognitive beliefs about procrastination have a negative effect on self-regulation in concentration. Also, self-regulation in concentration plays a mediating role in the relationship between positive and negative metacognitive beliefs about procrastination and decisional procrastination. These findings provided a basis for examining decisional procrastination as an obstacle to academic success and emphasized the vital role of self-regulated learning strategies in predicting the tendency to delay in decision-making situations.

Abstract The purpose of the current research was to find the causal modeling of school anxiety based on educational stressors and educational competence with the mediation of difficulty in emotion regulation in students. The current research was a descriptive correlational type in terms of its practical purpose and the method of data collection. The statistical population of the research included all the students of Region 1 of Ardabil city in the academic year of 2021-2022. 240 students participated in the research by cluster sampling method. To collect data, Phillips school anxiety questionnaires (1978), Masoumi and Dashti's educational stressors questionnaire (2016), Diperna and Elliott's educational competence (1999) and Gratz and Romer's (2004) emotion regulation difficulty were used. The collected data were analyzed using the structural equation modeling method. The results of the research showed that the variable of educational stress factors has a positive and significant direct effect on school anxiety and difficulty in regulating emotions. Also, the direct effect of educational competence variable on school anxiety and difficulty in regulating negative emotions is significant (p<0.01). The results related to the model fit indices also showed that the difficulty in emotion regulation can mediate the relationship between educational stressors and educational competence with school anxiety. According to the research findings, educational stressors and educational competence are related to school anxiety through difficulty in regulating emotions. Therefore, it can be concluded that due to anxiety and weak ability to face challenges in school, students are at risk and this finding can be used as a research support for psychological problems in teenagers and students.

Abstract The aim of this study was to study the role of mothers' perfectionism (adaptive and maladaptive) in their children's responsibility mediated by their academic self-efficacy. The research design was correlational. The statistical population included high school students in Yazd city and their mothers. Who was studying in the academic year 1400-1401. The study population was 16800 students. Morgan table was used to select the sample. A total of 342 female high school students and their mothers were selected by Multi-stage cluster random sampling method. The research instruments were the Hill Perfectionism Questionnaire (2004), the Self-Efficacy Questionnaire (1999) of Jings & Morgan, and Responsibility at Home and School Kordlow (2008). Path analysis using LISREL software showed a positive, direct and significant relationship between adaptive perfectionism and self-efficacy (r = 0.405) and a positive, direct and significant relationship between adaptive perfectionism and responsibility subscale (r = 0.453). There is. There is a positive, direct, and significant relationship between maladaptive perfectionism subscale and self-efficacy (r = -0.102) and a negative, direct and significant relationship (r = -25.25) between maladaptive perfectionism subscale and responsibility. There is a positive, direct, and significant relationship between self-efficacy and responsibility (r = 0.378). Adaptive perfectionism has a positive, indirect, and significant relationship through the self-efficacy mediator variable of responsibility. Also, the correlation results for the subscales showed that striving for excellence, order and organization, purposefulness, as adaptive perfectionism, have a positive and significant relationship with self-efficacy, and high standards for others, interpersonal sensitivity as inconsistent perfectionism,

Abstract Purpose: This research was conducted aimed to identifying the scientific and philosophical foundations of educating gifted students in Finland and Iran and providing a pattern for Iran.
Methodology: Present study in terms of purpose was fundamental and in terms of implementation method was mixed (qualitative and quantitative). The study population in the qualitative section was documents and university experts, which number of 10 people were selected according to the principle of theoretical saturation by purposive sampling method. The study population in the quantitative section was gifted male students of district 5 of Tehran city in 2019-20 academic years, which 160 people were selected according to Krejcie and Morgan table by purposive sampling method. To collect data were used from semi-structured interview and researcher-made questionnaire (57 items). Data were analyzed in the qualitative section by open, axial and selective coding method and in the quantitative section by exploratory factor analysis and structural equation modeling Amos software.
Findings: The results showed that the scientific foundations of teaching gifted students Finland have 16 indicators, 4 categories of fixed teachers, need to positive and constructive interactions, importance autonomy and play and complete trust and 2 themes of no segregation and screening of students and trust and its philosophical foundations have 16 indicators, 5 categories of sports and art, emphasis on creativity, interest to learning,
Conclusion: According to the model of scientific and philosophical foundations of educating gifted students for Iran, planning is necessary to use it for improve the educational conditions of gifted students.

Abstract The aim of present study was to investigate the effect of computer-based educational simulation on problem-solving skills and cognitive ability of students. The research method was quasi-experimental and with a pre-test-posttest design including a control group. The statistical population of this study was all the fourth grade elementary students in Tehran's 2nd district in the academic year of 2016-2017. Sixty  of them (30 in the experimental group and 30 in the control group) were selected as the sample by the available sampling method. The experimental group was trained using the PhET simulation, and the control group was trained with the traditional method in six sessions, each lasting an hour. The pre-test-posttests of the two groups were performed using a questionnaire. The research tools were the Heppner&Peterson’s (1982) and  Nejati’s (2013) cognitive ability questionnaires. Analysis of the research data was performed with the Multivariate Covariance Analysis. The research findings showed that after controlling the effects of the pre-test, there was a significant difference between the post-test scores of the two groups in the problem solving variable and its components (self-confidence in problem solving, proximity-avoidance style, and personal control, and the cognitive ability variable and its components (memory, inhibitory control and selective attention, decision making, sustain attention, social cognition and cognitive flexibility). However, there was no significant difference in the planning component between the two groups. The results of the research showed that the computer-based educational simulation had an effect on the problem-solving skills and cognitive ability of students and increased the problem-solving skills and cognitive ability of students.

Abstract The purpose of current study was the effectivness of mindfulness training in reducing the test anxiety and increasing the attitude toward school in 11th grade students in Tehran. The research method is experimental with pretest-posttest design with control group. The statistical population of the study consisted of all students of the 11th grade students of Tehran in the academic year of 2017-2018. From this population, by using a multi-stage clustering method, 88 students (44 girls and 44 boys) who had high scores in Friedben's Anxiety Inventory (1997) and low scores in attitudes toward Schools the McCoach & Siegle Inventory (2003), were selected and randomly assigned to 4 groups (2 experimental and 2 control groups). Then, experimental groups received a Mindfulness protocol in 8 sessions of 2 hours. After completion of the sessions, all subjects were re-evaluated. The data were analyzed by using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA). The findings of this study showed that mindfulness training is effective in reducing the test anxiety and increasing the attitude toward the school.

Abstract Abstract
The purpose of this study was to investigate the relationship between basic psychological needs and life satisfaction as well as the mediating role of Achievement motivation and psychological capital. The method used in this study was correlational, the path analysis. To do this research, 201 male and female students (110 girls and 91 boys) from Tehran University were selected by available sampling method And responded to the Basic psychological needs, Life satisfaction, Achievement motivation, psychological capital. Data analysis was done using R software. The results showed that the designed model was well fited to the data. According to the findings of this study, the relationship between basic psychological needs and life satisfaction was positively and significantly evaluated. In addition to direct impact, basic psychological needs and life satisfaction through intermediate variables Achievement motivation and psychological capital also have an indirect relationship.In general, we can approve the positive role of these factors in process of life.

Abstract Academic achievement, which happens when there is no distance between learning capacity and academic performance, is affected not only by differences in IQ, but also by personality variables. The aim of this study was to investigate the role of brain/behavioral systems and morningness-eveningness types in predicting academic achievement in elementary school students in Baneh County, Kurdistan. The method used in this study was correlational, and the statistical population consisted of 160 primary school students, in fourth, fifth and sixth grades, in the academic year 2015-2016 (1394-1395), which were selected by cluster sampling. To collect data, Behavioral Inhibition/Activation systems scale (BIS/BAS) questionnaire of Carver and White, and the Horne & Östberg's Morningness-Eveningness questionnaire were used, and the collected data were analyzed by the Pearson correlation coefficient and Multiple Regression Analysis. The results showed that academic achievement has a positive correlation with sensitivity to reward (r= 0.34: p<0/002), drive (r=0.45, p<0/001) and behavioral activation system and morningness (r= 0/34: p<0/002), but it has a negative correlation with fun seeking (r=-0/22: p<0/043) and sensitivity to punishment (r=-0/39:p<0/001).The results also showed that drive and the extent of morningness-eveningness components could predict 22/2% and 11/6% of changes in students’ academic achievement, respectively. The results also showed that the more sensitive students are to reward and drive, and are more of morningness types, they show more academic achievement.

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the purpose of this research was efficacy of hope therapy on procrastination high school students who live in area 1of Qazvin city . the procrastination. the present study using a treatment based on hope tries to solve this problem. The sample of the research includes Fifty eight boys were chosen in clustering among 1815 boys of high school the first and second area of Qazvin. After to answer the Solomon and Rothblums(1984) procrastination questionnaire, marked that twenty four of those involved procrastination in the three domain examinations, homeworks and articles of this questionnaire that led to low performance of students .after the training of hope period in the experiment group that involve 10 students in the 6 session, and comparison with control group with equal number ,Data were analyzed by multivariate analysis of covariance and result show that of students to be decreased with creation trainings of hope and selfesteem in students

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The aim of this study was to investigate the psychometric properties of Big Five Questionnaire for Children (BFQ-C-SF). The statistical population of this study was all students of the sixth, seventh, eighth and ninth grades of Ardabil city. From this population, 450 students were selected by Multistage cluster sampling and participated in this study. the Greek Big Five Questionnaire for Children (GBFQ-C-SF) (Markos and Kokkinos, 2017) and Juvenile Eysenck Personality Questionnaire (Eysenck and Eysenck, 1975) were used to collect data. For analyzing data, Cronbach’s alpha, convergent reliability, Exploratory and confirmatory factor analysis were used. Result showed this questionnaire has a good validity (Cronbach’ s Alpha for Conscientiousness 0/75, Intellect/Openness 0/87, Agreeableness 0/72, Emotional Instability 0/88 and Energy/Extraversion 0/83). Result of Exploratory factor analysis showed that five factor structure of the questionnaire (Conscientiousness, Intellect/Openness, Agreeableness, Emotional Instability and Energy/Extraversion) could explain 66/77 percent of total variance. Confirmatory factor analysis results shown that this scale has good fitness (CFI=0/96, TLI=0/95, RFI=0/94 and RMSEA=0/057). Therefore, it can be concluded that this questionnaire is an appropriate tool for assessing the five-factor personality model in children and adolescents.

Abstract This study aimed to provide a causal model for perception of the educational atmosphere of creative and problem-solving skills with academic motivation.This study was descriptive and correlational. Statistical population includes all postgraduate students of Lorestan University that 1643 was of through the table Krejcie and Morgan the sample size of 310 person determination and through stratified random sampling method were selected. To collect the required data from questionnaires creative educational atmosphere mohebi and colleagues (1392), problem solving Heppner and Petersen (1982), academic self-efficacy beliefs Zajacova et al (2005), and academic motivation Vallerand & et al (1989) were used. The correlation matrix, path analysis and Goodness of Fit Index with use of software Lisrel 8.5 was used for data analysis. The results of path analysis showed that the creative educational environment on academic motivation direct impact and with self-efficacy mediation indirect impact but problem-solving skills on academic motivation, has no direct effect, but mediated by self-efficacy indirect effect it had. The results of the mediating role of self-efficacy in structural relationship between creative educational atmosphere and problem-solving skills with students' academic motivation provides support.

Abstract The purpose of the present study was to predict academic procrastination of the undergraduate students at Shahid Madani University of Azarbaijan based on perfectionism. Research method was descriptive and correlational study. Out of the undergraduate students 250 individuals (115 female and 135 male) were selected as sample using stratified random sampling method. Subjects completed Solomon and Ruth Bloom's Academic Procrastination Scale (1984), Perfectionism Questionnaire (1991).Data analysis performed using statistical methods such as descriptive statistics, regression, simultaneous, stepwise regression. The results indicated that the self-oriented perfectionism predicts positively and significantly academic procrastination and other-oriented perfectionism is negatively and significantly predict academic procrastination. Given these findings, rising perfectionism among the undergraduate students will lead into increasing the amount of academic procrastination.
 

Abstract The purpose of the study was to predict academic procrastination based on perfectionism and cognitive learning strategies in students. The design of the present research was a cross-sectional one with a descriptive correlational-prediction approach. In this study, 210 students of the Faculty of Psychology and Educational Sciences of Allameh Tabataba'i University completed the Solomon Rath Blum Educational Inventory (1984), perfectionism and cognitive strategies of Mousavian (2004) in the academic year 2016-17. To test the hypothesis of Pearson correlation coefficient and multiple regression were used. The results showed that there is a significant relationship between perfectionism and academic procrastination, between perfectionism and cognitive strategies and its components with direct perfectionism. There is a significant negative relationship between perfectionism and negative perfectionism. There is a negative and significant relationship between cognitive strategies and its components with academic proclivity. Findings indicate that with the help of perfectionism and cognitive strategies, it is possible to predict academic proclivity of students.

Abstract There is a relationship between spirituality and emotional intelligence with mental health. Since identifying of factors affecting mental health in particular in students is necessary, therefore, the present study aimed to determine the relationships between Spirituality and emotional intelligence with mental health in students of Ferdowsi University of Mashhad. Through a cross-sectional study using randomized allocation sampling, 358 students in Ferdowsi University of Mashhad were recruited in 2015. A standard questionnaire including demographic variables and variables of spirituality, emotional intelligence and mental health was applied. Collected data were analyzed using linear regression in SPSS software. Mean and standard deviation of age was 21.63 ± 1.7 years, respectively that 64.5% were female. There were significant relationships between spirituality and emotional intelligence with students’ mental health so that predicts by increasing the mean score of spirituality and emotional intelligence, the mean score of students’ mental health to be increased. Emotional intelligence showed that has a more predicting role. Eventually, there were no statistically significant relationships between age and gender with students’ mental health. With regard to results, life skills education in advanced levels considering spirituality and in particular promotion of emotional intelligence can have an important role in improvement of students’ mental health.

Abstract The purpose of this study is to investigate the influence of personality traits with its emphasis on individual learning on students' career aspirations. The research is a descriptive - correlation study and the population consisted of all of MA educational sciences and Psychology students of Allameh Tabatabai University in academic years of 2016-2017. Graduate students (N=350) were assigned as research population. The research sample was selected by Using Cochran formula on Simple random sampling (n=180). The data gathering tools of the stratified sampling method included questionnaire, Career Anchors Shine, short form NEO personality traits and individual learning questionnaire. The validity of the questionnaires have been confirmed in numerous Internal and external studies. With research on 30 students and by using Cronbach's alpha coefficient ,the reliability of the career aspirations questionnaire and personality traits and individual learning was obtained 0/91, 0/86 and 0/90 respectively. Descriptive and inferential statistics (Pearson correlation, regression analysis, path analysis) were applied to analyze the data by using SPSS and Amos Software. The findings showed that Personality characteristics in Error-level P

Abstract The aim of the present study was to investigate the role of school bonding in bullying at school. This study was a descriptive-correlational type. The population consisted of all of the students of the junior high schools in Yazd in the academic year 2015-2016. From the population, 365 students (180 female and 185 male) were selected by random cluster sampling method. Data were gathered through School Bonding Scale and the School Bullying Scale and then they were analyzed by using variance analysis and multiple regression analysis methods. Result showed that there was a negative and significant correlation between school bonding and three dimensions of bullying (bullying perpetration, bullying victimization, bullying perpetration/bullying victimization). The results of multivariate regression analysis showed that the school bonding could predict school bullying. Also, the results of analysis of variance (ANOVA) indicated that there was a significant difference between gender and school bullying, namely the malestudents displayed significantly higher levels of bullying perpetration, bullying victimization, bullying perpetration / bullying victimization, than their female counterparts. The findings demonstrated that strengthen school bonding have a significant impact on the reduction of students' bullying.

Abstract The main aim of this research was to compare the questioning instructional technique and method effectiveness on critical thinking and its skills in social science course in first grade high school girl students in Hamadan. The research method was semi-experimental with a pretest- posttest with control group design. A sample selected by multistage cluster sampling form two high schools of Hamadan by considering the class as the sampling unit and replaced in 3 groups (two experimental groups and one control) randomly. California critical thinking test (from B) was used for data collection. Multivariable analysis covariance was used for analyzing the data. The results showed that students in both experimental groups had better performance in critical thinking than the control group. While the questioning method group was better in critical thinking than the questioning technique group, In addition, comparing the efficacy of these two methods on the average of scores for critical thinking skills, there was no significant difference for the effect questioning method on the scores of skills of analysis, inference, induction and deduction compared with question technique. There was only a significant difference in assessment subscale.

Abstract The aim of this research was to investigate the psychometric properties and standardization of six factor HEXACO-FFI-R questionnaire. This questionnaire developed from studding of lexicon of 7 countries examined 24 subscales in six personality traits of honesty-humility, excitability, extroversion, agreeableness, Conscientiousness and openness to experience. This scale has 60 items.
This research was of survey type. Research population were consisted of all bachelor, master and doctorate students in universities which were under the supervision of science and technology ministry. 884 students participate in this study selected from five universities of ESFAHAN, SHIRAZ.FERDOSI of MASHHAD, OROMIEH and KORDESTAN.
Results approved a hypothesized six factor structure of student's personality. Questionnaire demonstrates a good reliability and construct validity showing its reliability and applicability.
Equating of this questionnaire with NEO-FFI-R questionnaire and validation of it in other classes of community is recommended.
Keywords: Standardization, HEXACO-FFI-R questionnaire, students. f f f f f f f f

Abstract The aim of this study was to investigate the impact of life skills training on academic self-efficacy. The study population consisted of all elementary school students in Boolbanabad city. The sampling method used in this study was random sampling. For data gathering, the academic self-efficacy questionnaire MJSES (1999), before and after life skills training, was distributed among the students. Content intended to train students in the life skills program was cognitive skills, how to record maintenance information, wise use of resources, self-esteem, resiliency, problem solving thinking. The data were analyzed by SPSS-19 software, using analysis of covariance. The results showed that life skills training can affect students’ academic self-efficacy. Because these skills increase their knowledge of learning how to be better able to remember information and therefore have less forgetfulness. Therefore, their self-concept and academic achievement will be positive.