abdolnaser javanmojarad

Academic incivility is one of the common behaviors among students and is defined as rude and unacceptable verbal and non-verbal behaviors of students towards other students and teachers. Incivility that is frequently observed in higher education environments affects the teaching process, and has a negative effect and weakens teacher-student relationships. The most important behaviors based on incivility among students are disorderly class, humiliation of other students, irregular attendance in class, bad sitting, non-observance of standards and unprepared presence of students in class. Among the variables that can be related to students' academic uncivilization are classroom management style, academic entitlement and ambition. Classroom management styles include noninterventionist, interventionist, and interactionist. In the noninterventionist style, the teacher is less involved in regulating students' behaviors; In the interventionist style, educators must be fully involved in regulating the behavior of learners; and in interactive classroom management style, both teachers and learners are responsible for people's behavior in the classroom. The teacher's poor management style in the classroom leads to academic incivility behaviors such as arriving late to class or leaving the class early. Academic self- entitlement means that a person likes to receive better academic grades from his peers, and the expectation of receiving academic grades is beyond reality. With the increase in entitlement, academic incivility also increases in students. The relationship between academic self- entitlement and academic incivility has been confirmed. Ambition involves general persistence, based on which individuals expect to achieve a certain level of goal achievement in all areas, not just in a single area. Ambition includes both positive and negative types; Positive ambition has a positive relationship with academic progress, and in previous researches, the relationship between ambition and academic incivility in students has not been investigated; therefore, the purpose of this study was to investigate the prevalence of academic incivility in students and the role of classroom management styles, academic entitlement, and ambition in prediction academic incivility.This research is descriptive-correlational research. Based on this method, academic incivility in students was considered as criterion variable and classroom management styles, academic entitlement, and the ambition as predictor variables. The statistical population of this research was made up of all undergraduate students of University of guilan in 2022, which were approximately 16,000 students. The statistical sample included 511 students who were selected from different faculties (literature and humanities, basic sciences, agriculture, and engineering). In this way, first, 20 classes were considered as samples. Then, among the different faculties, 5 classes were selected in a multi-stage clustered sampling method and completed the research questionnaires. 511 questionnaires were distributed among different classes, of which 78 questionnaires were incomplete; finally, the sample was reduced to 433 students. To collect data, academic incivility, class management style, academic entitlement, and positive and negative ambition were used. Pearson correlation and stepwise regression were used for data analysis. The results showed that the most behaviors based on academic incivility were: entering class without preparation, being bored in class, coming late to class, talking while teaching, not paying attention in class, complaining along with opposition in class and interrupting class or finish the class. It can be argued that students experience different roles at home, university and society, and these roles are in conflict with their physical and emotional resources. These multiple roles and their lack of proper management by students cause students to face stress and this stress can create academic incivility in them. In other words, it can be said that academic incivility is a reaction to student stress.The results showed that interventionist, and interactionist class management had a significant role in predicting students' academic incivility. The non-interventionist class management style is the way in which the learner himself is responsible for controlling his behavior in the class and the learner does not interfere much; Therefore, students may be better able to control their behaviors in the classroom and less engage in behaviors based on academic incivility; In interactive classroom management style, both teachers and learners are mutually responsible for their behaviors in the classroom; Therefore, there is a two-way interaction between professors and students, and this interaction can lead to mutual respect between them; Therefore, students may show less incivility and negative behaviors in the classroom.The results showed that academic entitlement had a significant role in predicting students' academic incivility. It can be argued that, students have unrealistic expectations and feel they deserve a level of obedience and favorable behavior from faculty members. Therefore, such wrong feelings cause them to show uncivilized behavior in the classroom. Because they feel that the professors are not in their control and they are probably wronging them in giving grades and other behaviors.The results showed that negative ambition had a significant role in predicting students' academic incivility. It can be argued that in negative ambition, a person likes to get ahead of others in any way and wants to reach high power and status; In other words, if students have this type of ambition, they try to break the rules and regulations of the classroom and show uncivilized behaviors in the classroom with self-righteousness, which is one of their characteristics.One of the limitations of this research was the use of quantitative method instead of qualitative, which suggests that future researches should use combined quantitative and qualitative methods or qualitative method. This research was conducted among undergraduate students, and the generalization of the results to master's and Ph.D. students is accompanied by caution. Despite this, the results of the research showed that more than 50% of students exhibited some behaviors based on academic incivility, such as being late to the classroom, talking during teaching, entering the class without preparation, being bored in the class, and lack of attention in the classroom. Also, the results showed that interactive classroom management style, academic entitlement, interventionist classroom management, and negative ambition had a significant role in predicting students' academic incivility. Therefore, it is suggested that university professors use positive teaching styles, including interactive and non-interventionist teaching styles. It is also suggested that counselors and psychologists working in student counseling centers pay attention to the role of academic entitlement and negative ambition in increasing the behaviors based on academic incivility and organize the necessary solutions to improve academic entitlement and negative ambition in the educational workshops for students.

The present study was conducted to determine the mediating role of resilience in the relationship between self-concept and negative emotions in students. The descriptive-correlation research method was structural equation modeling. The research's statistical population was all the University of Guilan students in 2023, from which 240 people were selected as a sample using the available sampling method. Data collection using Connor and Davidson Resilience Scale (CD-RISC; Connor and Davidson, 2023), Self-Concept Questionnaire (SCQ; Saraswat, 1984), and Positive and Negative Affect Schedule (PANAS, Thompson, 2007) Done. The results of structural equation modeling showed that the proposed model had a good fit. The results showed that self-concept has a negative and significant direct effect on negative emotions; Another result showed that self-concept has a positive and significant direct effect on resilience; Also, the direct effect of resilience on negative emotions was significant (P<0.05). The results of the bootstrap test showed that resilience has a mediating role between self-concept and negative emotions (P<0.05). The results of this study indicate that resilience mediates the relationship between self-concept and negative emotions, in other words, a developed self-concept can reduce the amount of negative emotions in students due to the promotion of resilience.

The quality of sexual life as one of the components of marital life can be influenced by psychological and sexual factors such as subjective well-being and sexual self-efficacy. In addition, subjective well-being can directly and indirectly affect the quality of sexual life. The current research study aimed to investigate the mediating role of sexual self-efficacy in the relationship between subjective well-being and women’s sexual life quality. The current research method was correlational and structural equation modeling was used. The statistical population of the present study consisted of married women in Rasht in 2022. In the present study, 250 women were selected using the voluntary sampling method. They filled out the Sexual Quality of Life questionnaire, the Subjective Well-being scale, and the Sexual Self-efficacy questionnaire. Collected data were analyzed using Spss and Amos software. The research findings showed that all the indicators of the model had valid fit (χ2/df = 2.46, RMSEA = 0.01, GFI = 0.99, AGFI = 0.97, NFI = 0.99, IFI = 0.99, TLI = 0.99, CFI = 0.92) and sexual self-efficacy played a mediating role in the relationship between subjective well-being and the quality of women’s sexual life (P < 0.01, β = 0.14). As the research findings supported the mediating role of sexual self-efficacy in the relationship between subjective well-being and the quality of women's sexual life, increasing the subjective well-being and sexual self-efficacy would result in the improved quality of women’s sexual life. Thus, the family functioning would improve.

Social and psychological capital might play an influential role in the academic development of the university students. The purpose of this descriptive/correlational study was to investigate the role of social and psychological capital in predicting students' academic engagement. The population of this study included all the BA students of University of Guilan (n = 12000) in the academic year of 2017-2018 out of whom 529 students (278 girls and 251 boys) were selected by multi-stage random sampling method. Academic Engagement Scale (Friedrichs et al., 2004), Social Capital Questionnaire (Delaaviz, 2005), and Psychological Capital Questionnaire (Lutans et al., 2007) were used to gather the data. The collected data were analyzed by Pearson correlation test and step-by-step multiple regression method. The results of regression analysis showed that the variables of hope, group participation and social trust accounted for 0.29 of the changes in academic engagement of the students. It can be concluded that social and psychological capital plays an important role in the students’ academic engagement. It is suggested that the planners of the higher education system pay due attention to the role of social and psychological considerations in designing the educational programs so that the students' academic engagement can be enhanced.