esmaeil saadipour

The aim of this research was to identify and rank the components of a development-oriented, progress-centric organization based on an education-oriented model (case study: Islamic Republic of Iran Broadcasting).

Methods and Materials: 

The research method was fundamental-applied in terms of its goal, cross-sectional in terms of data collection time, and mixed with an exploratory approach in terms of data type. The qualitative study population included academic experts, managers, and specialists in management, mass communication, and human resources from the Islamic Republic of Iran Broadcasting in Tehran. Using the principle of data saturation and non-probability purposive sampling, a sample size of 22 individuals was selected. The quantitative study population consisted of 103 senior managers of the organization, from which a sample of 79 individuals was determined using Cochran’s formula and simple random sampling. To collect data, semi-structured interviews and the Delphi technique were used in the qualitative phase, while a researcher-made questionnaire was employed in the quantitative phase.

The prioritized dimensions affecting a dynamic media organization included three main dimensions: progress-centric with 17 components, development-oriented with 11 components, and education-oriented with 11 components. Data analysis in the qualitative phase utilized the Delphi technique and coding with MAxqda software, while in the quantitative phase, the AHP ranking technique and structural equation modeling with PLS software were applied. The findings indicated that the education-oriented model had an impact on the development-oriented organization (0.759) and the progress-centric organization (0.787). Additionally, the development-oriented and progress-centric organization models influenced the media dynamism of Islamic Republic of Iran Broadcasting, with coefficients of 0.353 and 0.609, respectively.

This study highlights the importance of development-oriented, progress-centric, and education-oriented organizational models. Effective management, continuous learning, and strategic leadership are crucial for organizational success. Implementing these models can enhance adaptability, innovation, and competitiveness, making organizations better equipped to handle changing environments and achieve long-term goals.

The purpose of this study was to explain the effectiveness of attribution training on self-esteem, resilience and achievement emotions of students. The present study was a pilot study with pre-test and post-test with control group. The statistical population of the study consisted of all high school female students of Arak city who were studying during the school year 2022-2023. From this society, 30 students were selected by cluster sampling and pre-test was performed. From this sample, 15 students in the experimental group and 15 students in the control group were randomly lost. Then the training sessions were applied to the test group. Then, from both groups, the post-test was performed. The instruments used in this study were Connor-Davidson Resilience Scale (2003), Rosenberg’s Self-Esteem Scale (1965) and Achievement Emotions Questionnaire (2002). Data were analyzed using covariance analysis. Results showed significant improvement in self-esteem scores, resiliency and achievement emotional of the group as compared with the control group. Therefore, teaching documents can be used to help students improve their academic performance.

Happiness is a positive inner feeling received from cognitive and emotional perceptions, and it means emotional and cognitive happiness in the balance of emotions and mental health, and the feeling of psychological well-being is the overall evaluation of a person in self-acceptance, positive relationship with others, autonomy, purposeful life, personal growth. and dominate the environment. Several studies have shown the positive effect of psychological well-being on emotional intelligence, on happiness, social support on happiness, emotional intelligence, social support on happiness; However, developing a happiness model based on psychological well-being and social support with the mediation of emotional intelligence has been neglected.

The current research has been carried out to develop a model of happiness based on psychological well-being and social support with the mediation of emotional intelligence in undergraduate students.

Applied research design and descriptive correlation method was based on structural equations. The statistical population of the research consisted of all undergraduate students of Islamic Azad University, Science and Research Department of Tehran in the academic year of 1402-1401, and based on Klein's point of view in the structural equation model, 414 people were selected through random multistage cluster sampling. Became Happiness questionnaire (Oxford, 2002), psychological well-being (Reif, 2002), perceived social support (Zimet, 1988) and emotional intelligence (Shot, 1998) were used to collect data. Data analysis was done through structural modeling using 26amos software.

The research findings showed that psychological well-being, social support and emotional intelligence have a positive and significant effect on students' happiness, and emotional intelligence among students positively and significantly mediates the effect of psychological well-being and social support on happiness.

It can be concluded that considering the changing importance of psychological well-being and social support in the happiness of students, trainings and workshops on life skills, communication and positive interactions that improve and increase happiness in students should be planned, developed and implemented at the level of universities and higher institutions. be executed.

Studies show that parentless or neglectful parenting children are more exposed to psychological damage and problems, and this issue clarifies the need to address this area. The aim of this study was to investigate the effectiveness of the play-based resilience training package on children's self-control under the guardianship of the welfare organization.

This study was a quasi-experimental design with a pretest-posttest and a control group. The statistical population included children aged five to seven years under the guardianship of Tehran province welfare in 2019. As the first step, five centers were selected by purposeful method, then thirty children with research criteria were randomly assigned to the experimental and control groups, fifteen children in each. The instruments used in this study included the self-control questionnaire by Kendall Wilcox1979, the child and youth resilience measure (CYRM) by Ungar & Liebenber2009 and the play-based resilience training package. After the pre-test for both groups, the resilience training package was performed in fourteen sessions for the experimental group. The post-test was performed again for both the experimental and control groups. The data were analyzed by descriptive statistics(univariate and multivariate analysis of covariance) by SPSS26.

The results of multivariate analysis of covariance showed that in all components of self-control (self-control, impulsivity, and self-control-impulsivity) and Total self-control, changes in the scores of the experimental group were significant. (P<0.05) 

The results of this study indicate that the play-based resilience training package has been effective in increasing the self-control of children under welfare guardianship.

The present study was conducted to investigate the effectiveness of mindfulness skills training on emotional self-regulation of children with anxiety disorder. The research method was semi experimental (with experimental and control groups) with three-stage design (pretest, posttest, follow-up) and two-month follow-up period. The statistical population of the research included children with anxiety disorders who were studying in the fourth and fifth grade of primary school in the academic year of 2020-2021 in Tehran. Thirty seven children with anxiety disorder were selected through purposive sampling method and were randomly accommodated into experimental and control groups (18 children in the experimental and 17 children in the control group). The children in the experimental group received ten seventy-five minutes sessions of mindfulness skills training during two-and-a-half months. Children's Anxiety Questionnaire (CIQ) (Spence, 1999) and emotional self-regulation Questionnaire (ESRQ) (Shields, Cicchetti, 1998) were used in the present study. The data were analyzed through mixed ANOVA via SPSS23 software. The results showed that mindfulness skills training has significant effect on the anxiety (p

The purpose of this study was to develop and validate a media literacy training program and determine its effectiveness in reducing Internet addiction and improving the quality of life of teenagers in Karaj. In the present study, the development of the educational program, the qualitative part and the evaluation of the effectiveness of the educational program had a quantitative part. In the qualitative part, it was a type of thematic analysis with a sequential exploratory design and in a quantitative part, it was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population included teenager students aged 15 to18 years in Karaj in 1397, which was a sample of 400 teenagers who were diagnosed with Internet addiction using the Internet Addiction Questionnaire, of which 40 were randomly selected and randomly assigned to the experimental and control groups. For the teenagers in the experimental group, a media literacy training program was conducted in 10 sessions, each session lasting one hour. Data analysis was performed using multivariate and univariate analysis of covariance. The results showed that media literacy training significantly reduced Internet addiction in the experimental group participants. Education also had a significant effect on quality of life and its components; But in the components of social functioning, emotional problems and physical pain were not significantly effective. Based on the findings of the present study, it can be concluded that the media literacy training program can be used as an effective intervention to reduce Internet addiction and increase the quality of life of teenagers

Numerous studies have examined academic Enthusiasm. But research on developing a structural model for predicting mathematical enthusiasm based on Math self-schemas and Math Affective Memories mediated by task value and Ability/expectancy Beliefs has been neglected.

The present research aimed to study Structural Relationship between Math affective memories and Math self-schemas with Math Enthusiasm by Mediating Role of Ability/expectancy beliefs and Task.

This study was a correlational study using structural equation modeling in which500 female students in 11th grade studying mathematics and science courses were selected from Tehran through multi- stages clustering method. All subjects completed affective memory, task cost, math enthusiasm questionnaires and Data were analyzed using structural model and path analysis tests.

According to results, negative memory had negative effects on ability-expectancy beliefs and positive memory had positive effects on (P>0/01). Negative memory had effects on math task value directly (P>0/01) as well as indirectly (P>0/01) with mediating role of ability-expectancy beliefs. Positive memory had effects on task value with mediation role of ability-expectancy beliefs directly and indirectly (P>0/01). Ability -expectancy beliefs had effect on task value directly (P>0/05). Positive and negative memories had effects on math enthusiasm directly and indirectly (P>0/01). The direct relationship between Math self-schemas, Math task value and Math ability-expectancy beliefs with math enthusiasm was not significant (P>0/05).

negative or positive memory had significant effect on math enthusiasm Also, Math self-schemas and Math Affective Because of ability-expectancy beliefs Affect of Math task value. Applied inspirations of findings were discussed.

Weakness in listening skill and abilities, with or without the characteristics of Auditory Processing Disorder, is one of the issues of children with ADHD, which could partially appear in listening, speaking, reading, writing and spelling words. This weakness could lead to anxiety, and negatively impact these childrenchr('39')s connections at home, and especially in the classroom. Not to mention, that this weakness could, also, project externally, and appear as rule-breaking and aggressive behaviors (Externalizing Behavior).

The aim of this study is to investigate the effectiveness of listening skills training on behavioral problems in children with attention-deficit/hyperactivity disorder together with Specific learning disorder.

The research design was a pretest-posttest experiment with a control group. In order to conduct this research, 30 people from the statistical population of the study children with ADHD with together with Specific learning disorder in District 4 of Tehran) in the 98-99 academic year were selected by multi stage cluster method (simple random access). The children were, then, assigned to control and experiment groups. The instruments used in this study included the Achenbach inventory and the Learning Disabilities Questionnaire. The obtained data was analyzed by univariate analysis of covariance.

The results showed, that listening skill tasks had a significant effect on reducing behavioral problems. The effect of listening skills training on behavioral problems was 45/5%.

Based on the findings of this study, cognitive rehabilitation and especially hearing skills training can be used as an effective method to reduce behavioral problems in children with ADHD and learning disabilities.

The present study examines the validity of the source in the most visited news channels of Telegram. The research method is descriptive-analytical and conducted by content analysis. The statistical population includes all news posts in Telegram messengers from October 2017 to March 2018. 5 news channels and 3160 news items were selected Using stratified sampling method and weekly statistics. The findings showed that some unreliable news channels had a large number of visitors and a high forwarding rate, despite a large number of fake news outlets. Also, the audience of Persian news channels has visited and forwarded fake news more. Fake news, with an average of more than 97,000 views and forwarding, has been circulating more than true news. The syndrome of low-validity of most visited media is a sign of a chronic anomaly in the Iranian media environment that will have social, economic, cultural and security effects on society.

the emergence of aggression in children living in Welfare Centers is a prevalent problem that requires effective interventions for treatment and prevention. Researches have been conducted on interventions to reduce aggression in children, but the type of research that examines the effectiveness of Play-Based Resilience Training on aggression has been neglected.

The aim of this study was to investigate the effectiveness of Play-Based Resilience Training on aggression in children under the supervision of the Welfare Organization.

The method of the present study was quasi-experimental with a pretest-posttest design, and a control group. The statistical population included children aged 5-7 years under the supervision of the Tehran Welfare Organization in 2019. The sample consisted of 30 children who were selected by the convenient sampling method and randomly assigned to the study and control groups (15 individuals in each group). The research tools included the Preschooler Aggression Questionnaires of Vahedi et al. (2008), and the Child and Youth Resilience Measure of Ungar and Liebenberg (2009), and the Play-Based Resilience Training Package (Mohammadi Shemirani, 2019). For the children in the study group, the resilience training package was implemented in 14 sessions, and each session lasted for one hour. The data analysis was conducted by using the Multivariate Analysis of Covariance.

The results showed that Play-Based Resilience Training significantly reduced aggression and its components (verbal, physical, active, and total aggression) except for the component of relational aggression in the study group participants (p< 0/01).

according to the findings of the present study, it can be concluded that the Play-Based Resilience Training Package can be used as an efficient intervention to reduce aggression in children

As students form the cornerstone of educational systems, features and variables related to their mental health should be considered carefully. Research has shown that self-control and academic performance are important factors related to the level of anxiety in students. This study aimed to investigate the effectiveness of cognitive therapy based on mindfulness on self-control and academic performance of students with the moderating role of test anxiety.   

This research was a quasi-experimental study with pretest-posttest design, which had two control groups and two experimental groups. The study population included all the grade 6 female students in Sari in 2017. A sample of 40 students was selected by multi-stage cluster sampling and then was randomly divided into 20 students in experimental groups (10 students in high level of test anxiety, 10 students in low level of test anxiety), and 20 students in control group (10 students in high level of test anxiety, and 10 students in low level of test anxiety). The study tools included Self-control Scale (Tangney, 2004), Academic Performance Questionnaire (Pham & Taylor, 1999), and Test Anxiety Inventory (Spielberger, 2010). The experimental groups received eight 45-min sessions of mindfulness training, while the control groups underwent no intervention. Data were analyzed by multivariate ANCOVA.      

Findings of the research showed that cognitive therapy based on mindfulness was effective on the self-control of students with high level of test anxiety (F=41.07, P<0.001), but it had no effect on the self-control of students with low level of test anxiety (F=0.06, P>0.80). Also, this intervention was effective on the academic performance of students with high level of test anxiety (P<0.001, F=28.64), but it had no effect on the academic performance of students with low level of test anxiety (F=0.3, P>0.68).

Based on the results of this study, it can be concluded that test anxiety has a moderating role in the effectiveness of mindfulness training on self-control and academic performance of students. Therefore, test anxiety must be emphasized as a factor influencing the effectiveness of mindfulness training on the self-control and academic performance of students.

Numerous studies have studied the importance of basic psychological needs in students and have investigated the role of basic psychological needs in creating hope, efficiency, resilience and optimism, academic performance, burnout and academic inefficiency. But there is a research gap on the relationship between self-supportive environment and academic well-being with the mediating role of basic psychological needs.

The relationship between self-adherence supportive environment and academic well-being with the mediating role of basic psychological needs.

The research was correlated with structural equation modeling. The statistical population consisted of all male high school students in Qaenat city in the academic year of 2018-2019. Research tools include the. Research tools include the Self Assessment of Self Assessment Questionnaire of Assor et al (2002), the Tominin-Sweeney et al (2012) academic well-being scale, and the Lagardia et al(2000). Data were analyzed using Pearson correlation, regression, factor analysis, and structural equations.

Self-supporting environment has a direct and significant effect on basic psychological needs and academic well-being and basic psychological needs also has a direct and significant effect on academic well-being (P <0.01). Also, self-supportive environment through mediating variable of basic psychological needs has an indirect effect on students' academic well-being (P<0/01).

Increasing the quality of self-supportive environments enhances the psychological needs of students and their academic well-being.

Academic Engagement can be influenced by a number of factors, including the basic psychological needs and school cultural needs of the school. The purpose of this study was to investigate the mediating role of basic psychological needs in the relationship between school culture and academic engagement of students.

The present study was a correlation with structural equation model. The statistical population included all male students in Ghaen secondary school in the academic year of 2018-2019. 380 people were selected using cluster sampling method. The research tools were Alessandro and Sad School of Culture Questionnaire (1997), Salmala-Arrow and Opadaya (2012), and Scales of the Basic Psychological Needs of Collaborators (2000). Pearson correlation tests and analysis of structural equations with Spss software version 24 and Amos version 24 at a significance level of α = 0.05, were used to analyze and analyze the data.

According to the results, school culture had a direct and significant effect on basic psychological needs (β=0.803, P<0.01) and academic engagement (β=0.477, P<0.01). Psychological needs also had a direct and significant effect on academic engagement (β=0.292, P<0.01). It is concluded that the school culture has an indirect effect on students’ academic engagement through the mediating variable of basic psychological needs (β=0.234, P<0.01).

Based on the results of this study, it can be said that the basic psychological needs and school culture, increase academic engagement. Basic psychological needs also increase the relationship between school culture and academic engagement.

Academic procrastination is one of the behavioral problems that has affected the academic life of most students. People who are procrastinated deny their position and task at the moment and are unaware of what to do. Therefore, the present study aimed to investigate the effect of mindfulness training on academic procrastination in two groups of students with high and low test anxiety

In this study, a pretest-posttest design with two control and two experimental groups were used. The statistical population of the study included all sixth grade primary school students in Sari city who were studying the academic year of 2017-2018. Sample size consisted of 60 students from the mentioned papulation who were selected by cluster random sampling method and assigned in two control and experimental groups with high test anxiety students (n=30) and two control and experimental groups for low test anxiety students (n=30). The experimental groups received eight sessions of mindfulness intervention. Solomonchr('39')s academic procrastination questionnaire (1984) and Spielberg test anxiety inventory (1970) were used for data collection. Data analysis was performed using covariance analysis.

The findings of this study showed that mindfulness training was effective in high anxiety students (P = 0.01 and P <0.01) but had no effect in low anxiety students (P <0.5 and P = 0.5). F). There was also a significant difference in the effectiveness of mindfulness training on academic procrastination in students with high anxiety and low anxiety (F = 0.1 and P = 0.1).

According to the findings, it can be concluded that test anxiety as a moderating variable in studentschr('39') success is effective on the effect of mindfulness training on academic procrastination. Therefore, to reduce studentschr('39') academic procrastination through mindfulness training, it is necessary to pay attention to the component of student test anxiety.
According to the findings, it is concluded that test anxiety is effective on the effectiveness of mindfulness education on studentschr('39') academic procrastination; therefore, in order to reduce students chr('39')academic procrastination through mindfulness training, it is necessary to pay attention to the component of studentschr('39') test anxiety.

development-oriented organization models are highly context-based and are dependent on the specific culture of each society, the present study therefore sought to identify and rank the components of development-oriented organization in government agencies in Iran. For this purpose, qualitative research was used from the beginning and 22 experts and organizational development experts were selected based on theoretical purposeful sampling method and then based on extracted components, fuzzy AHP was used for ranking. Data collection tools included open interviews as well as Delphi techniques. In addition, inductive content analysis method was used to analyze the obtained data. The findings of this study showed that the most important components of a development-oriented organization are leadership, resources, key strategic pillars, operational systems and support processes, utility mechanisms, rewards, attitude to change, products and services, outcomes and outcomes, measurement And evaluation, market and organizational culture. Among the identified components of management index and dynamic organizational services are the highest priority for development of media organizations.

The purpose of this study was to determine the effectiveness of planning social-educational inoculation program with the approach of Islamic teachings on the resiliency of students with risky behaviors.  This study was executed as a half trial method and by design of pretest-posttest with the control group. The statistical population of the study was the second grade of students in public high schools in Yazd. The sample size consisted of 36 students with risky behavior, so that the subjects were divided into control and experimental groups after of cluster sampling. In order to gather data risky behavior and resiliency scales were used. The data were analyzed by t-test. In general, the results of this study indicated that planning social-educational inoculation program with the approach of Islamic teachings is effective in increasing the resilience and reducing the high risk behaviors of adolescent girls with high risky behaviors.

The objective of this research was to investigate the variability of causal relationships between social capital, self-esteem, and academic hope in team and individual elite athletes. For this purpose, structural equation analysis method was used. The population of research included all elite sports students, who could win the medal in Iran’s Students Sports Olympiads during the years 2012 to 2016. Among them, 349 elite athletes were selected using proportional stratified sampling method, which 140 of them were active in team sports and 209 of them were active in individual sports. The data were collected using the questionnaires of Mobaraki Social Capital Questionnaire (2005), Rosenberg Self-esteem Questionnaire (1965), and Sohrabi and Samani Academic Hope Scale (2011). The assumed model of the research was analyzed using Imus software for groups of team and individual athletes. According to the results, the team sports group and individual sports group model explain 25% and 41% of the changes in the hope variations, respectively. In team athletes, two components of social trust and social participation had a direct impact on academic hope. However, in the individual athletes group, only the component of social support showed a direct impact on academic hope. Investigating the indirect impacts revealed that only in the team group, self-esteem is not able to mediate the relationship between the components of social capital and academic hope. However, in the individual group, self-esteem mediates the relationship between the components of social support, mutual relations, social cohesion, and academic hope. Finally, the results were explained based on the theoretical principles and previous studies and some recommendations were provided to use its results.

One of the approaches to explaining the relationship between education and the world of work, and reducing the gap between students’ knowledge and their professional needs is competency-based curriculum. Due to its unique characteristics, competency-based curriculum has been noticed recently by educational systems of various countries especially in medical education. Given the importance of competency approach in medical education, this paper attempts to explain this approach.
This paper is a review study. The keywords competence, competency, competency-based curriculum and learning outcomes in the field of medical education were used for searching through the databases of Sagepub, ProQuest, Google Scholar, Magiran and SID from 1990-2014.
A total of 52 publications were reviewed. Graduates’ professional needs are of great importance in competency-based curriculum in medical education and elements of the curriculum and competency models are closely tied with these needs in any field.
The quality of the educational system could be improved by recognition of the competency approach, the characteristics and elements of the curriculum in this approach, and also the process of designing and planning competency-based curriculum and its implementation.

In facing with difficult situations some people cannot stand and give up, while others who are called “resilient” stand and solve their problems..
This study is a semi-experimental research with pre-test and post-test conducted to investigate the effectiveness of training the components of Redecision therapy on the increase of resilience among female Tehran students..
Patients and The participants of this study comprised 20 students from third grade high school with low scores in CD-RISC selected by random cluster sampling and randomly assigned into two experimental and control groups of 10. Sessions of Redecision therapy were implemented for experimental group and the control group received no interventions. We used Connor and Davidson resilience scale or CD-RISC (2003). The reliability (the Cronbach’s α) and factor analytic structure of the scale were evaluated..
The reliability obtained was 0.85. The results showed a significance difference between the control group and experimental group (P Redecision therapy help people to identify negative parental messages and make new decisions; we can expect this training improve the resilience among students..

This study aimed to explore the relationship between psychological capital, job satisfaction, and organizational commitment of people who work at schools in region 3 of Karaj. The population included all principals, assistants, teachers, and counselors work at schools in region 3 of Karaj in 1392-93 which amounted to 4750. Sampling was done randomly at 5% error level using the kockeran formoulation. A population of 250 was sampled. The data was collected by using Luthan et al.’s psychological capital questionnaire and in order to measure organizational commitment and job satisfaction we used the questionnaire which Taghizadeh has used in his research. In this study the reliability was calculated as 0.79 for psychological capital, 0.76 for organizational commitment, and 0.80 for job satisfaction. This research is an applied, survey- descriptive study. For analyzing the data, Pearson correlation coefficient was applied. The results showed that psychological capital and it’s four components had a meaningful positive relationship with job satisfaction and organizational commitment.

Today the world is changing rapidly advanced electronic technology in teaching and learning process and content of the curriculum of higher education is inevitable . This study reviewed research and written and unwritten internal and external sources , with the aim of introducing electronic content and the learning Sasyr dynamic model of and innovative approach to the production of electronic content such as ADDIE, SCORM, P3, several questions in the design of electronic content production process based on P3 and its authoring tools, deals. Accordingly, the Notes on the production of electronic content in the curriculum of higher education is proposed.

The aim of this paper is to investigate the effects of information and communication technology on the structure of social networks. Three major questions have been considered. First, how far does the combination of adolescent social links tend to be heterogeneous and how much is this change related to social and technological factors? Second, does this alternation affect the power of adolescent social links? Third, what is the effect of information and communication technology on social capital? Especially, does information and communication technology support linking and bridging of the social capital? The research method of this paper is documentary with refer to performed researches in different countries around the world. In addition, the effect of network aggregation and internet usage on the quality of social relations between contemporary adolescent, and the effect of information and communication technology on their ability to reconstruct social networks and their relationship templates are discussed. In conclusion, with the growth of internet users’ network, the future studies have to investigate the relevance between social capital and the quality of relations and particularly, how the present attitude towards technology and the new literacy of network generation affect the quality of adolescent relations by using comprehensive studies on information and communication technology.

The purpose of this research was to study the relationships between personality characteristics and emotional intelligence with general psychological health among phenylketonuria patients under treatment living in Tehran. In this correlation study, 41 patients having no mental or physical disability over 15 years old were evaluated with a demographic questionnaire, Big Five Inventory (BFI, short form), Bar-On's Emotional Intelligence Questionnaire and Goldberg's General Health Questionnaire. Data analyzed by SPSS (V13) and correlation coefficients and linear multivariate regression analysis computed. findings showed that emotional intelligence is positively correlated with extraversion, openness, conscientiousness and agreeableness, and negatively with neurosis. Also, psychological health was correlated with extraversion, openness and agreeableness, positively and with neurosis negatively. No association was observed between psychological health and conscientiousness. Furthermore, extraversion and agreeableness were able to predict emotional intelligence scores and neurosis predicted general psychological health scores. This study concludes that there exists a positive relationship between extraversion and agreeableness with emotional intelligence and psychological health. Neurosis had a negative relationship with psychological health in phenylketonuria patients under treatment Tehran. Clinical implications have been discussed.