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The purpose of this study was to investigate the mediating role of positive adolescent development in the relationship between social competence, academic well-being, and academic buoyancy in the second-year students of the second secondary school in Behbahan City. The method of this study was descriptive-correlational using the structural equation modeling method. The statistical population included all secondary school students in Behbahan city in the academic year of 21021-2022 and 580 students were selected by multistage random sampling method. To collect data, the Academic Well-Being Questionnaire (AWBQ, Tuominen-Soini et al., 2012), the Academic Buoyancy Questionnaire (ABQ, Dehghanizadeh and Hossein Chari, 2012), the Social Competence Scale (SCS, Felner et al., 1990) and Positive Youth Development Scale (PYDS, Geldof et al., 2014) were used. The findings showed that the coefficients of social competency pathways to positive adolescent development, academic well-being, and academic buoyancy were positive and significant (p<0.05). The findings of indirect relationships indicated that social competence indirectly had a significant effect on academic well-being and academic buoyancy through positive adolescent development (p<0.05). Accordingly, positive adolescent development has a mediating role between social competence and academic well-being, as well as between social competence and academic buoyancy. Therefore, positive adolescent development has a key role in the relationship between social competence and academic well-being, and between social competence and academic buoyancy, so it can be concluded that social competence influences academic well-being and academic buoyancy in students by affecting positive adolescent development.

This study aimed to investigate the structural relationship between school ethical climate and academic citizenship behaviors with the mediating role of positive youth development. The research adopted a correlational design by using the structural equation modeling to explore the relationship between variables. The statistical population consisted of first and second-grade high school students of the city of Shiraz, from which 671 high school students (293 boys and 378 girls) were selected using a multistage random cluster sampling method. They completed the School Ethical Climate Scale )Schulte et al., 2002), the Positive Youth Development Scale (Geldhof et al., 2014), and the Academic Citizenship Behaviors Scale (Goolparvar, 2011). Data were analyzed by using the structural equation modeling. According to the findings, school ethical climate and positive youth development had a direct and positive effect on academic citizenship behaviors. In addition, the school’s ethical climate had a direct and positive effect on positive youth development. The results of the bootstrap test showed that positive youth development plays a mediating role in the relationship between school ethical climate and academic citizenship behaviors. This means that school’s ethical climate predicts academic citizenship behaviors positively, through the mediating role of positive youth development. Accordingly, it can be claimed that the school’s ethical climate increases academic citizenship behaviors among students by promoting their positive youth development.

Many factors are involved in the academic success of students, and academic self-regulation is one of them. Academic self-regulation can be an influencing variable on academic progress and prevention of academic failure, and it has been the focus of many researchers in recent years. Therefore, this research was conducted with the aim of examining the fit of the academic self-regulation model based on the basic psychological needs and the family communication model with the mediation of positive adolescent development and academic enthusiasm.

This study was a descriptive correlational study. The statistical population included male high school male students in the city who were selected by cluster sampling from 420 students and with the standard scale of satisfying basic psychological needs Ganyeh (2003), revised questionnaire of communication patterns of Koerner and Fitzpatrick family (2002), self-administered questionnaire. Savari and Arabzadeh (2013), Goldoff et al. (2014) Adolescent Positive Development Questionnaire and Shuffle et al.'s (2002) Academic Achievement Questionnaire were evaluated. Data were analyzed using Smart PLS3 statistical software.

The findings indicated that the positive development of adolescence and academic aspiration play a mediating role between academic self-regulation based on basic psychological needs and family communication pattern (P <0.0). Endogenous variables could explain 77% of the variance of academic self-regulation.

Based on the results, it can be concluded that the relationship between academic self-regulatory variable and psychological variables and family factors is not direct and factors such academic aspiration and positive adolescent development can play a role.

The purpose of the research was to teach positive youth development to parents and to investigate its effectiveness on psychological capital and anxiety of adolescent girls.

The research method was semi-experimental with pre-test, post-test design and control group. The research population included all the students of the female junior high schools in district one of Tehran city and the research sample was 30 girls, who were selected through available sampling method and randomly placed in groups. The experimental group participated in the positive development training program of Hossein-Abad et al, 2018 during 12 two-hour sessions. The data collection tool was anxiety questionnaire (Spielberger, 1970) and psychological capital (Luthans, 2007). Data were analyzed using SPSS 24 software and analysis of covariance.

The results indicated that the mean post-test scores of the experimental group have increased significantly in psychological capital (F=21.199, P<0/05) and there has been a significant decrease in the component of anxiety state (F=4.688, P<0/05), which indicates the effectiveness of teaching positive youth development to parents on anxiety state and psychological capitals of adolescents.

Emphasizing the components of the positive youth development in teaching parenting skills to parents leads to the reduction of anxiety in adolescents and the promotion of psychological capital in them.

This study examined the associations among the executive functions, family cohesion, positive youth development and emotional maturity in adolescents, as well as the mediating role of emotion regulation in the relationship between executive functions, family cohesion, positive youth development and emotional maturity. Participants of this study included 300 high school students in grades 10 to 12 from six schools in Qom, Iran who completed the BRIEF2 Scale, the FACES IV, Positive youth development–short form, Emotional maturity questionnaire and Emotion Regulation Scale. Structural equation modeling revealed was positively associated executive functions with family cohesion, emotion regulation with emotional maturity and positive youth development. Also, the results indicated that no significant relationship between emotion regulation and family cohesion. Interaction-mediation analysis demonstrated that emotion regulation in the relationship between executive functions and family cohesion plays a full mediating role and in the relationship between executive functions and positive youth development and in the relationship between executive functions and emotional maturity has minor mediating role.  In generally, attention to the findings in this study can be used by researchers and therapists in the design and application of effective cognitive and psychological interventions to reduce the problems and mitigate the crises facing adolescents.

Positive youth development is a comprehensive and integrated approach that emphasizes youths’ strengths and adaptive processes. smooths the way for adolescents to reach a sense of competence in physical, emotional, cognitive, and moral dimensions and its aim is to create positive behaviors in adolescents.In line with this,this study aimed to investigate the relation of ethical climate school to destructive academic behaviors by mediating positive youth development. The research was a correlation design. Participants were 671 high school students (293 boys and 378 girls) from Shiraz selected using a multistage random cluster sampling method. They completed the ethical climate school scale (Schulte and et al, 2002), positive youth development scale (Geldhof and et al, 2014), and destructive academic behaviors scale (Kashkoli, 2017). Data were analyzed using Structural Equation Modeling in AMOS. The results showed that the model of this research has a suitable fitness. According to the finding, ethical climate school and positive youth development had a direct and negative effect on destructive academic behaviors. Also, ethical climate schools had a direct and positive effect on positive youth development. The results of the Bootstrap test showed that positive youth development has a mediating role in the relation of ethical climate school to destructive academic behaviors. Based on the results, to reduce harmful academic behaviors, one should pay attention to moral climate of school and promoting the components of positive youth development.

he present study aimed to compare the effectiveness of teaching metacognitive skills and positive adolescent development on academic resilience and well-being of female students with behavioral problems. The research method was quasi-experimental with pretest- posttest design and quarterly follow-up. The statistical population consisted of all students with behavioral disorder at ninth grade in the academic year 2017-2018 at schools in Yazd, which were screened according to Achenbach’s Child’s Behavioral Checklist. Multi-stage random sampling method was used to select the sample and 54 students with behavioral problems were selected and randomly placed in two experimental groups and one control group. The research tools included Achenbach’s Child’s Behavioral Checklist (1991), Academic Resilience Questionnaire (Samuels, 2004) and Academic Well-Being Questionnaire (Pitrinen, Soini & Pyhalto (2014). The two experimental groups were trained with an adolescent positive development training package and metacognitive skills. Analysis of variance with repeated measures was used to analyze the data. The results showed that the adolescent positive development training package and teaching metacognitive skills have positive effect on academic resilience and well-being. The results also showed that there is no significant difference between the effectiveness of the adolescent positive development training package and Teaching Metacognitive Skills. The results of this research showed that the use of metacognitive training helps a person to go through a better thinking process when facing problems based on information processing, by decentralizing the problem and its consequences towards self-attention, and also teaching the positive development of adolescence with regard to Involving students increases the capacity and ability of students in facing problems as well as efforts towards success and academic progress.

The aim of this study was to determine the Effectiveness of Positive Youth Development Education on adolescents' psychological capital and anxiety. The study population was the first grade high school students in Tehran Region 1 and the study sample was 30 girls aged 12 to 17 years (15 in the experimental group and 15 in the control group) in the year 1999-99. The experimental group participated in a positive adolescent transformation training program during 12 two-hour sessions. Data collection tools were Spielberger Anxiety Questionnaire(1970) and Lutans Psychological Capital(2007). Data were analyzed using SPSS 24 software and analysis of covariance. The results showed that between the experimental and control groups in anxiety scores; Anxiety status, anxiety traits and psychological capital scores; There is a significant difference between optimism and self-efficacy (P> 0.05). The mean post-test scores of the experimental group increased significantly in the components of optimism and self-efficacy and decreased significantly in the components of anxiety, which indicates the effectiveness of adolescent positive development education on anxiety and psychological capital of adolescents. Emphasis on the components of positive transformation can be an appropriate practical program for the treatment of anxiety and the promotion of psychological capital with an emphasis on self-efficacy and optimism in adolescents.

The aim of this study was to determine the effectiveness of positive development youth education to parents on the quality of the perceived parent-adolescent relationship and was done by quasi-experimental method with pre-test and post-test and control group. The study population was the first grade high school students in Tehran's District 1 and the sample consisted of 30 girls aged 12 to 17 years (15 in the experimental group and 15 in the control group) in 2020-2021. The mothers of the experimental group participated in a positive adolescent transformation training program during 12 two-hour sessions. The data collection tool was the Alabama (2001) Parent-Child Relationship Quality Questionnaire. Data were analyzed using SPSS 24 software and analysis of covariance. The results showed that there was a significant difference between the experimental and control groups in positive parenting scores, punishment and father participation (P> 0.05). The mean post-test scores of the experimental group increased significantly in the components of positive parenting and father participation and decreased significantly in the component of punishment, which indicates the effectiveness of teaching positive youth development to parents on the quality of the parent-adolescent relationship. Emphasis on the components of positive development can be a good practical program to improve and enhance the quality of the perceived parent-adolescent relationship.

The widespread negative impact of anxiety in adolescence, together with the findings that most anxiety disorders first occur in childhood or adolescence, highlights the need for adolescent-centered intervention in this area. This study aimed to evaluate the effectiveness of mindfulness exercises on the components of positive adolescent development in adolescents with anxiety disorder.

The present study was a semi-experimental research method with a pre-test design, post-test, and control group. The statistical population of the study consists of adolescents aged 9-11 years with an anxiety disorder who have been evaluated by a psychiatrist and referred to a psychologist. Among them, 30 people were selected by the purposive sampling method. They were then randomly divided into experimental and control groups (15 people from each group). , the positive adolescent development questionnaire of Goldoff et al. (2014) and the Spence Children's Anxiety Scale (2007) was used to collect information. The experimental group was trained in mindfulness exercises, and the control group was included in the training waiting list. Data were analyzed using multivariate analysis of covariance.

The results showed that the F-ratio of univariate analysis of covariance for the positive transformation components showed that in all components, there was a significant difference between the training and control groups in the post-test. Therefore, mindfulness exercises have a significant effect on all components of positive change.

Due to the effectiveness of mindfulness exercises in the components of positive change, it is suggested that such an educational program be part of the codified treatments of child and adolescent counseling centers and that therapists have sufficient knowledge in this field by holding training workshops.

The aim of this study was to model adolescent positive development based on self-regulation, social competence and parental bonding. The research method is correlation based on structural equations. The statistical population included all female students of the second year of high school in Tehran, who are studying in 1998-99. Using cluster random sampling method, 400 students were selected. Instruments included: Goldoff Adolescent Positive Transformation Questionnaire (2014), Self-Regulation Questionnaire (2007), Flanner's Social Competence Questionnaire (1990), Parker Parental Transplant Questionnaire (1979). Data were analyzed using structural equation method. Perceptions of social competence can motivate students to engage in transformational tasks and life challenges and desirable conditions, and adolescents with high competence perceptions have appropriate adaptive functions. Therefore, motivational factors such as students' confidence in their abilities can be considered as predictors of positive adolescent development. One of the components of the external dimension and important in the process of positive development of adolescence, which is based on research results, is the parental bond, the family is the first context and context that the student experiences. Overall, the results of this study show that to model the positive development of adolescence, self-regulation, social competence and parental bonding can be emphasized and the obtained model can be used in teaching positive adolescent development. Also, the results of the study showed that the research has a good fit and the positive development of adolescence can be predicted based on the variables of self-regulation, social competence and parental bond and the research hypotheses were confirmed.

The adolescent's competence in various personal and social dimensions and psychological capital is the basis for life satisfaction. Addressing social and psychological capital at an early stage of life, known as identity formation, can explain life satisfaction in individuals. This study aimed to evaluate positive youth development and psychological capital in predicting life satisfaction in adolescents. The present study was a correlational-descriptive design. The statistical population included all adolescents living in district 5 in Tehran, consisting of three hundred and twenty-five people selected through randomized cluster sampling. To collect data, Geldhof et al.’s Positive Youth Development (PYD) scale,  Diener et al.’s Life Satisfaction Scale, and to assess psychological capital Snyder Hope Scale, Schwartz and Jerusalem’s  General Self-Efficacy Questionnaire, Optimism subtest of the Life Orientation Test, and the Conner-Davidson Resilience Scale were used. Data were analyzed by using SPSS-24 software. The results of regression using the enter method showed that competence, confidence, caring, and connection played significant roles in predicting life satisfaction and explained 46% of the variance of life satisfaction. Psychological capital, including hope, self-efficacy, and resiliency, also significantly predicted life satisfaction and explained 36% of the variance of life satisfaction. In sum, results indicated the importance of psychological capital, emphasizing the components of positive youth development, including competence, confidence, caring, and connection in adolescent life satisfaction.

Many factors are related to students’ academic achievement and many studies have been conducted in this regard, but can the components of positive youth development also be related to students' academic achievement?

The aim of the present study was to investigate the relationship between positive youth development and students' academic achievement.

The present study was descriptive-correlational on high school students in the city of Tehran. To this aim, 400 students (200 girls, 200 boys) were selected by multistage cluster sampling. Measures used in this study were the Arnold et al. (2014) Positive Youth Development Questionnaire and the students' GPA.

The results of Pearson’s correlation analysis showed that there were significant positive associations between the components of competence, confidence, mood, caring, connection, and contribution with academic achievement (p<0.05). Results of analysis of variance indicated significant differences between the two groups of boys and girls. These differences were significant in the components of competence, confidence, mood, caring, connection, and contribution. The female group significantly scored higher than boys in all components of positive of positive youth development (p<0/01).

The positive youth developmental components play an important role in students' academic achievement and can lead to improved academic achievement.

The identification of positive family and personality factors affecting the reduction of negative outcomes in adolescent girls is important. This study aimed to study the family function and positive youth development to predict depression in adolescents. The present study was a correlational-descriptive design. The statistical population consisted of all secondary school female students (second period) in the city of Tehran who were studying in the academic year 2018-2019. So, 293 girl adolescents that were selected from 18th district of education regions by method was multi-stage cluster. According to the sample loss, 293 individuals were included in this study. To collect data, Geldhof et al.’s Positive Youth Development Scale(2014), the  Epstein et al.’s Family Assessment Device(1983), and Kovacs and Beck’s Child Depression Inventory(1977) were used. Data were analyzed by using SPSS24. The results revealed that competence, confidence, and connection respectively played significant roles in predicting depression (p= 0/001), and totally explained 39% of the variance of depression. The components of family function including role, problem solving, and emotional expression respectively had significant roles in predicting depression (p= 0/001), and totally explained 25% of the variance of depression. Overall, the results indicated the importance of family function with emphasis on the components of positive youth development including competence, confidence, and connection in adolescent depression.

As developmental psychologist cease to perceive adolescence as a period of turmoil and adopt the Positive Youth Development (PYD) perspective, pschometrically sound measurement tools will be needed to assess adolescent positive attributes. The present research aimed to study psychometrics characteristics of positive youth development questionnaire in students. The present study was descriptive and correlation studie's type. For this purpose, 400 students (200 boys and 200 girls) were selected by multistage cluster sampling method & answered positive youth development Geldhof et al (2014) and Illinois bullying (2001) scales. For data analysis, was used from factor analysis, Cronbach's alpha coefficient and Pearson correlation methods. Factor analysis result showed that this scale was saturated with five factors. In addition, Pearson correlation results indicated that the positive youth development with discipline (r=0.32) academic achievement (r=0.31) and bullying (r=-0.45) significant relationship p≤0.01 there. Also positive youth development questionnaire reliability using Cronbach's alpha for the total scale was 0.81 and for each of the subscales, including competence 0.50, confidence 0.86, character 0.52, caring 0.63 and connection 0.79. Results indicated that positive youth development in the Persian version of the questionnaire can be used as a valid instrument in psychological research.

The aim of this study was to predict bullying on the basis of positive youth development and life satisfaction in adolescents. For this purpose, a sample comprising of 385 students (198 girls, 187 boys) were selected through multistage cluster sampling. They completed Geldhof et al positive youth development questionnaire, Diener et al life satisfaction scale and Illinois bullying scale. Data were analyzed using Pearson correlation and multiple linear regression analysis. Result indicated that relationship between the components of positive youth development and bullying was negatively significant. In addition, relationship between components of positive youth development and life satisfaction was positively significant. Also relationship between bullying and life satisfaction was negatively significant. Linear regression analysis revealed that the components of positive youth development and life satisfaction are able to predict bullying. Result revealed that assets and resources of positive youth development and life satisfaction are essential in effectuating aggression and bullying