بهزیستی روان شناختی

Due to the significant importance of the mental health of women and mothers in society, as well as the absence of a native tool for evaluating their mental health, this study aimed to develop an electronic version of the two-dimensional instrument (psychological well-being and psychological problems). A sample of 1222 mothers with at least one student in Tehran city were selected by convenience sampling. Analysis of missing data, exploratory factor analysis, item analysis, confirmatory factor analysis, and calculation of reliability coefficients were performed.The item analysis showed that twelve items from the psychological well-being dimension and one item from the psychological problems dimension did not have the sufficient statistical and conceptual adequacy and were excluded from the analysis. The exploratory factor analysis revealed that three structures for the psychological well-being dimension and five structures for the psychological problems dimension had a simple structure. The exploratory structures, along with the initial theoretical structure and the one-factor structure, were entered as competing structures into the confirmatory factor analysis. The confirmatory factor analysis showed that a four-factor structure for the psychological well-being dimension and an eight-factor structure for the psychological problems dimension had the best fit. In the psychological well-being dimension, the four subscales of grit, happiness, optimism, and relationships, and in the psychological problems dimension, the eight subscales of depression, anxiety, obsession, social anxiety, sleep problems, harassment behaviors, substance addiction, and addiction to virtual space were identified. The Cronbach's alpha coefficients for the subscales were acceptable and high, ranging from 0.63 to 0.87 for the psychological well-being dimension and from 0.65 to 0.87 for the psychological problems dimension. However, the McDonald's omega coefficients for these coefficients ranged from good to excellent, from 0.71 to 0.91 for the psychological well-being dimension and from 0.74 to 0.91 for the psychological problems dimension.

The present study aimed to investigate the effect of life skills training on cognitive emotion regulation strategies, psychological well-being and social adjustment among female junior high school students. . In terms of purpose, the present research was practical and was carried out in the framework of a semi-experimental study including a pre-test-post-test design with a control group.. The research statistical population included all female junior high-school students in Gachsaran city in the academic year of 2022-2023. By cluster sampling method, 36 students were selected as study sample and randomly assigned to two equal groups of experimental and control. The research instruments included the cognitive emotion regulation questionnaire (Garnefski & Kraaij, 2006), psychological well-being scale (Ryff, 2002) and social adjustment questionnaire (Sinha & Singh, 1993). In implementing the treatment, the experimental group received instruction on the skills of life in 10 sessions while the control group received no instruction. For analysis of data, inferential statistical methods were used such as univariate and multivariate analysis of covariance (MANCOVA) and SPSS statistical software (version 22). The results indicated that training of life skills can be employed as a useful intervention method to increase in psychological well-being and social adjustment and reduction in negative strategies of cognitive emotion regulation in female junior high school students (P< 0/05). Based on the findings, it can help adolescents to improve their psychological and emotional capabilities through designing effective intervention programs.

The purpose of present study was to prediction of psychological well-being based on resilience and perceived social support in mothers of children with intellectual disability (Slow paced). This research was of correlational type and the statistical population included all mothers of children with intellectual disability in Isfahan city, of which 70 people were selected by a simple random sampling method. The research instruments included the Psychologıcal Well-beıng scale (PWBS), Resilience Scale (RS) and Perceived Social Support Scale (PSSS). Data were analyzed by stepwise regression analysis method. The findings showed that resilience, perceived social support, support from family and important people in life have a positive and significant relationship with psychological well-being. Resilience, support from family, perceived social support and support from important people in life could predict 43% of the variance of psychological well-being and resilience had the most roles in predicting psychological well-being. The results are due to the importance of resilience and perceived social support variables in predicting psychological well-being in mothers of children with intellectual disability (Slow paced). Therefore paying attention to the variables such as resilience and perceived social support have effective role in predicting psychological well-being.

The main goal of the current research is to determine the fit of the causal model of psychological well-being based on resilience and self-expression with the mediation of interpersonal skills and mindfulness. The statistical population of the research included the students of different levels of psychology in North Tehran and East Tehran units of Tehran Azad University in the academic year 1401-1402, and a sample of 495 students was selected by random sampling method. 18-question psychological well-being standard questionnaires of Riff (1989), 25-questions of Connor and Davidson's resilience (2005) (CD-RIS) and 15-questions of Mattson's interpersonal communication skills (1983) were used. The results of the research showed that resilience has a significant and direct effect on psychological well-being with an impact coefficient (0.497). Also, resilience has an indirect effect on psychological well-being through the mediation of interpersonal skills (P<05). It can be concluded that the increase of individual skills and resilience leads to the promotion of psychological well-being of students, so universities should work more on the development of resilience and interpersonal skills.

The present study aimed to investigate the structural effects of attachment styles on students' academic procrastination, mediated by psychological well-being. This research was performed by the descriptive correlation method. Using multi-stage, random, cluster sampling, 329 students (227 girls and 102 boys) were selected from all the high school students in Shahrekord during the academic year 2021-2022, and the Collins and Read Attachment Styles Questionnaire, Ryff's Psychological Well-Being Scale, and Solomon and Rothblum's Academic Procrastination Scale were completed. Based on the structural equation modeling, psychological well-being acts as a mediator of the influence of attachment styles on academic procrastination. Secure attachment leads to a reduction in academic procrastination by rising well-being, and contrarily, avoidant and anxious insecure attachment increases academic procrastination by decreasing well-being. These findings demonstrate how emotional connections affect mental health and help regulate teenage students’ behavior.

In their paper, the authors have conducted this research in order to examine the efficacy of positive thinking education with emphasis on religious teachings on students' psychological capital and psychological well-being. The studied project is a semi-experimental pretest-posttest design with control group. The statistical population consisted of all third-grade male students of second course of secondary schools in Khoy city during the academic year 1400-1401. In order to select subjects, using cluster sampling method, forty participants were randomly selected and assigned to the experimental group (twenty participants) and control group (twenty participants). The pre-test was performed for both groups. A positive thinking intervention program based on religious teachings was conducted for the experimental group consisting of ten priods of 90 minute sessions. At the end of the training course, a post-test was conducted. For data collection, a psychological capital questionnaire (Lutatz, Yousef and Oliva, 2007) and a psychological well-being questionnaire (Reif, 1989) were used. The research data was examined using covariance analysis method. The results of data analysis revealed that positive thinking training based on religious teachings helped increase the psychological capital and psychological well-being of students, and the participants in the experimental group had significantly higher psychological capital and psychological well-being scores in the posttest phase (p < 0.05). In general, the findings confirm the usefulness and efficacy of positive thinking education based on religious teachings in enhancing students' psychological capital and psychological well-being.

The aim of this study was to investigate the structural relationships between psychological capital and psychological well-being by mediating perceived social support and differentiation of Islamic Azad University of Tehran province. 

This study was conducted using correlation method and structural equations. The statistical population consisted of all students of Azad University of Tehran in 1400. The sampling method was cluster sampling. The final sample was 426. Research Tools Included Reef Psychological Well-Being Scale (1989), Luthans and Avillo Psychological Capitals (2007), Zimet et al.'s Perceived Social Support (1988) and Scorn and Friedlander's Own Differentiation (1998). Questionnaires were completed online and collected. It was found that the total path coefficient between psychological capital and psychological well-being was positive and was significant at the level of (P<.01, β=0.479).Indirect path coefficient between psychological capitals and psychological well-being (P<0.01, β= 0.274) was positive and was significant at the level of 0.01. 

The results showed that both mediating variables including perceived social support and self-differentiation positively and significantly mediated the relationship between psychological capitals and psychological well-being in students.

It seems that teaching self-efficacy, hope, optimism and resilience plays an important role in students' psychological well-being and ultimately leads to their adaptability and happiness.

Psychological well-being, characterized by positive emotions and overall life satisfaction, encompasses various domains such as family, education, and more. Riff’s model conceptualizes psychological well-being as a comprehensive developmental process that spans an individual’s lifespan. One construct related to consciousness that has been discussed for its impact on well-being is mindfulness. Mindfulness, defined as conscious, deliberate, and continuous attention in the present moment, is a burgeoning field of research in mental health. Empirical evidence suggests that teachers should employ mindfulness training to enhance students’ psychological well-being. Another variable addressed in this research is self-esteem, a crucial construct associated with a broad spectrum of psychological outcomes such as general psychological adjustment, positive emotions, social confidence, personal behavior, and life satisfaction. Research findings indicate a positive correlation between self-esteem and all dimensions of psychological well-being. To the best of the researcher’s knowledge, no study has directly or concurrently examined the relationship between the variables of the present study. The current research aims to compile and test this set of relationships in a model format. Accordingly, this study was conducted to investigate the relationship between mindfulness and psychological well-being, with self-esteem serving as a mediator. Research Hypothesis: The research hypothesis is as follows: Self-esteem mediates the relationship between mindfulness and psychological well-being.

The current research employs a correlational method to investigate the structural relationships between the research variables using the structural equation modeling. The research population comprised all undergraduate students of Islamic Azad University, Marvdasht branch, enrolled in the 2020-2021 academic year. Upon data collection and entry into the computer, SPSS-25 and AMOS-20 software were utilized. The sample size was determined to be 393 individuals, selected using the cluster sampling method. Initially, four faculties (Humanities, Basic Sciences, Technical Engineering, Educational Sciences, and Psychology) were randomly selected from the faculties of Islamic Azad University of Marvdasht branch. Subsequently, three classes were chosen from each faculty, and all students in these classes completed the questionnaires individually. It is worth noting that Kline’s recommendation (2016) was considered in determining the sample size. Kline (2016) suggests that the appropriate sample size for the structural equation modeling test should be 10 to 20 times the number of parameters of the research model. The inclusion criteria for the study were informed consent of the participants and enrollment in the specified academic year, while the exclusion criteria were a history of specific physical and mental illness (according to the subjects’ self-report) and incomplete questionnaires. The APA ethical code, comprising important principles and ethical standards, was adhered to in this research. The majority of participants in the current research were female, numbering 203 (51.65%), with an average age of 21.44 and a standard deviation of 3.25 years. Male participants numbered 190 (48.35%), with an average age of 21.30 and a standard deviation of 3.39 years.

The findings demonstrated a good fit between the research model and the collected data. Furthermore, the results indicated that the direct effects of mindfulness on self-esteem and psychological well-being, as well as the direct effect of self-esteem on psychological well-being, were significant. Notably, the impact of mindfulness on psychological well-being, mediated by self-esteem, was also significant. These findings suggest that self-esteem serves as a mediator in the relationship between mindfulness and psychological well-being.

This study aimed to explore the mediating role of self-esteem in the relationship between mindfulness and the psychological well-being of a student cohort. The findings related to direct relationships revealed a positive and significant direct effect of mindfulness on students’ psychological well-being. This outcome can be interpreted as mindfulness, through its role in promoting happiness, cheerfulness, and mental clarity, inherently fostering a positive and pleasant state in an individual. Indeed, it can be posited that mindfulness of events and experiences can be beneficial and effective for mental health. The study results also indicated a positive and significant direct effect of mindfulness on self-esteem. Individuals practicing mindfulness exhibit non-judgmental acceptance of their situation, which contributes to maintaining secure self-esteem. Additionally, the results revealed a positive and direct relationship between self-esteem and psychological well-being. In essence, self-esteem is positively correlated with all dimensions of psychological well-being. Individuals with higher self-esteem tend to have better psychological health and exhibit a reduced psychological response to stress. Regarding the primary hypothesis of the study, which postulated that “self-esteem plays a mediating role in the relationship between mindfulness and psychological well-being,” the present research validated this hypothesis. Given the results obtained and considering the role of mindfulness and self-esteem in explaining psychological well-being, it is feasible to enhance students’ psychological well-being by conducting educational workshops on mindfulness and self-esteem. Consequently, it is recommended that similar research be conducted in other universities, taking into account the ethnic, cultural, economic, and social lifestyle of the students to obtain more reliable results. One limitation of the current research is its reliance on causal inference from the relationships included in the proposed model.

The purpose of present study was to examine the causal relationship between Cognitive Emotion Regulation and psychological well-being, considering the mediating role of mindfulness in middle school students in Tehran.

This descriptive correlational study was conducted on a sample of 352 people using a multi-stage cluster sampling method among all the second grade high school students of the district 2, Tehran province, during the academic year, in 2020-21. data were collected using Gratz & Roemer’s difficulties in emotion regulation scale (DERS) (2004), Ryff’s Psychological well-being inventory (2002) and Freiburg Mindfulness Inventory (2006). The data were analyzed by descriptive statistics, Pearson correlation and structural equation modeling, with AMOS and SPSS software version 24 at a significance level of P<0.01.  

The structural model of predicting psychological well-being based on the Cognitive Emotion Regulation with the mediating role of mindfulness in students had a good fit with the collected data (P<0.01). Therefore, the cognitive emotion regulation through the mediation of mindfulness significantly explain the psychological well-being of middle school students.

Considering the positive significant relationship between psychological well-being and cognitive emotion regulation and confirming the mediating role of mindfulness, school admins can provide life skills workshops at educational environments, so by increasing the students’ level of mindfulness, enhance the possibility of using the positive skills of cognitive emotions regulation

This study examined the mediating role of psychological well-being in the relationship of religious orientation and psychological entitlement with life satisfaction in procrastinating students. The study population was all male and female students of universities in Mazandaran Province. A total of 326 individual (217 girls and 109 boys) were selected by cluster sampling. Research tools were Academic Procrastination Questionnaire, Student Satisfaction Scale, Psychological Well-being Questionnaire, and Religious Orientation Test. Findings showed the mediating role of psychological well-being, accounting for 35% of the variance in life satisfaction for procrastinating students.

The purpose of the present study was to investigating the effectiveness of psychological capital training and metacognitive beliefs on psychological well-being. The research method was quasi-experimental with post-test design with two experimental groups and one control group. Participants in the study were 60 married rural women in Dehaghan who were randomly assigned to the psychological capital training group and 20 to the metacognitive beliefs training group. At the end, all three groups completed the questionnaire psychological well-being (Ryf, 1989). The validity and reliability of research tool for use in Iranian culture have been satisfactory. Data were analyzed by SPSS-23 software. The results of one-variable analysis of variance (ANOVA) showed that both psychological capital training and metacognitive training had a significant effect on the psychological well-being. The results also showed that there was no significant difference between psychological capital training and metacognitive training in terms of psychological well-being. Thus, according to the research findings, it can be concluded that the training of psychological capital and the metacognitive beliefs have had an effect on the psychological well-being.

The aim of this research was to predict psychological wellbeing in elderly, based of emotion regulation strategies, quality of attachment to God, and existential anxiety. Statistical sample included 218 elderlies over 60 years old, attending in the parks of urban districts 2&5 in Tehran, selected in a non-random accessible way, based on Green rule of thumb method. The research was a descriptive correlation research type, using Reef psychological well-being questionnaire (long form), Garnefski& co cognitive emotion regulation strategies questionnaire, GhobaryBonab attachment to God questionnaire, and Good& Good existential anxiety questionnaire for data control. Pearson correlation coefficient test and regression analysis were used for data analyze and research hypotheses control. The results indicated the significance level of the variables of positive and negative emotion regulation strategies, quality of attachment to God and existential anxiety were less than 0.05(P<0.05). As a result, there is a significant relationship between noted variables and psychological well-being. This means that positive emotion regulation strategies and quality of attachment to God are positive significant predictors of psychological wellbeing; while negative emotion regulation strategies and existential anxiety are negative significant predictors of psychological wellbeing.

Divorce is one of the important issues that has increased unprecedentedly in recent years. In the same direction the purpose of this research was the effectiveness of mindfulness training on resilience, psychological well-being and life satisfaction of women about to divorce in Ahvaz.

The research design was a semi-experimental pre-test, post-test with a control group, which was conducted on women who referred to counseling centers. Using the entry and exit criteria, 30 eligible women were selected for the study by available sampling method and randomly replaced in two experimental and control groups. Before starting the training, a pre-test was taken from both groups and they were asked to answer the resilience questionnaire, life satisfaction questionnaire and psychological well-being questionnaire. For implementation, at the beginning, a pre-test was taken from all 2 groups. Then the experimental group underwent 8 90-minute sessions of mindfulness-based training, and after each 2 groups, a post-test was taken. Data analysis was done using multivariate covariance analysis (MANCOVA) using SPSS version 26 software. A p value of less than 0.05 was considered significant.

The results showed that mindfulness training improved the psychological well-being, life satisfaction and resilience of women about to divorce.

In order to increase resilience, psychological well-being and life satisfaction of women about to divorce, it is necessary to pay attention to mindfulness training.

The aim of this study was to investigate the effectiveness of Mock-based education on students' psychological well-being and study skills. The method of the present study is quasi-experimental with pre-test and post-test design with two groups of control and experimental. The statistical population of the study included primary school students in Aq Qala city. Cluster sampling method was randomly selected from a school in the second grade of primary school in Aq Qala city. Then, from the educational levels, the sixth grade was purposefully selected and among the sixth grade students, 40 students were selected as the research sample. Research tools included Riff Psychological Well-Being Questionnaire - Riff and Case (1989) and Weinstein (2002) study and learning strategies. The validity of the questionnaires was finally confirmed by experts in the field of education and psychology after minor changes and the reliability of the questionnaire using Cronbach's alpha was 0.72 and 0.74, respectively. Findings showed that Mook-based education has a positive and significant effect on students' psychological well-being and reading skills. Therefore, it can be concluded that Mook-based teaching method has a greater impact on students' psychological well-being and reading skills than the usual teaching method. Therefore, this method can be used along with other methods to improve students' psychological well-being and study skills.

Mentally retarded children are children who differ from normal children in at least one area of mental characteristics, sensory abilities, communication skills, social behavior, and physical characteristics.

The aim of this study was to the effectiveness of Fordyce Happiness Education on resilience and psychological well-being of parents with mentally retarded children.

The present study was a quasi-experimental with a pretest-posttest design with a control group and a one-month follow-up period. The statistical population of the study included all parents with children with mental disabilities in Gonbad Kavous. 30 parents with children with mental disabilities were assigned to the experimental and control groups by voluntary sampling method (15 parents in each group). The experimental group underwent Fordyce Happiness training for 8 sessions of 90 minutes for two months. In this study, Connor and Davison (2003) Resilience Questionnaire and Reef Psychological Welfare Questionnaire (1988) were used. The data were analyzed by repeated measures analysis of variance.

The results showed that Fordyce happiness training has a significant effect on resilience and psychological well-being of parents with mentally retarded children. Thus, Fordyce Happiness Education has been able to increase resilience and improve the psychological well-being of these parents.

According to the results of the present study, Fordyce happiness training by using the technique of expressing emotions, avoiding worrying thoughts, living and getting acquainted with a healthy personality and parenting competency training can be an effective way to increase resilience and well-being. Psychology of parents with mentally retarded children.

Students, as the future builders of the country, are considered as one of the most important strata of every society. Therefore, the factors that help them to have better academic performance are of great importance. Academic hope and self-efficacy are among these factors. Self-efficacy is considered as an important and key concept in Bandura's social cognitive theory. Self-efficacy refers to the confidence that a person feels about his abilities to perform a certain activity. This concept has a significant impact on the amount of effort and the level of a person's performance and means a person's judgment about his abilities to perform a specific action. Academic self-efficacy is also considered as a part of general self-efficacy, which is specifically defined as the ability of a person to understand his ability to perform tasks necessary to achieve academic goals, and it means confidence in performing academic tasks such as reading books, answering questions in classroom and preparation for tests and questions raised in classroom. Academic hope is also considered as a kind of educational belief or expectation, a belief through which a person expects to get positive results in his education. According to experts, hope is a dynamic cognitive system that, as one of the constructs proposed in positive psychology, has positive effects in various fields, including education and training, and causes the academic progress of students. Self-esteem and psychological well-being are among the factors affecting hope and academic self-efficacy. The structure of psychological well-being is considered as a combination of positive feelings and positive performance, which has a significant relationship with success and the absence of laxity and weakness. Self-esteem is also defined as "a person's feeling of worth and his approval of himself". Self-esteem is considered as one of the main factors in the optimal development of children and adolescents. Benefiting from self-esteem is considered as a central and essential factor in emotional and social adaptation and one of the components of mental well-being. Therefore, the present study was conducted with the aim of investigating the relationship between psychological well-being, self-efficacy and academic hope with the mediating role of self-esteem among female students of the secondary school (grade 2) in Mahabad.
The present study is considered as a correlational-descriptive research, and applied research are considered in terms of objective. The statistical population of this study included 2289 female students of the secondary school (grade 2) of Mahabad city in the academic year of 2022-2023. In order to select the sample, 329 people were selected according to Cochran's formula, using cluster random sampling method and in several stages. In this way, four schools were selected from the schools of Mahabad city and then twelve classes were randomly selected from the classes of these schools. For more certainty, 345 questionnaires were distributed among the students and finally 320 accurate and reliable questionnaires were returned. In order to collect data, this study used Ryff, the 42-item Psychological Wellbeing (PWB) Scale, Rosenberg self-esteem scale, the Academic Hope Scale (Khormaei, & Kamari), and Morgan-Jinks Student Efficacy Scale.
The process of data collection was such that students were invited to cooperate and questionnaires were provided to them after giving their consent. The inclusion criteria were female students of the secondary school (grade 2) who were studying in one of the 10th, 11th, and 12th grades and the exclusion criteria was the unwillingness of the participants to continue working with the researchers. Finally, the collected data were analyzed using SPSS26 and SMARTPLS4 and the structural equation method based on the three-step approach of partial least squares.
The findings of this study show that there is a positive and significant relationship between psychological well-being and self-esteem (p≤0.0001, β=0.200). Also, there is a positive and significant relationship between self-esteem and academic self-efficacy (p≤0.0001, β=0.668) and academic hope (p≤0.0001, β=0.792). Self-esteem plays a mediating role in the relationship between psychological well-being and academic hope (p≤0.0001, β=0.134) and academic self-efficacy (p≤0.0001, β=0.134). In explaining the relationship between psychological well-being and self-esteem, it can be stated that high self-esteem is one of the positive and effective factors in mental health.
People who feel good about themselves, usually feel good about life and have the ability to face problems and challenges with high confidence and handle it. In explaining the relationship between self-esteem and academic self-efficacy, it can be said that students with high self-esteem have a more positive attitude towards themselves. So it can be concluded that as the person's attitude towards himself/herself becomes more positive, the more likely it is that a person will use his/her maximum abilities to perform assigned duties and responsibilities. Also, in the relationship between self-esteem and academic hope in explaining these findings, it can be stated that people with high self-esteem have more creativity and high self-confidence.
Also, it has been found that people with high self-esteem have an internal source of control and are happier. There is a significant relationship between these factors and having hope in people, and it makes people have more hope in work and academic matters, and finally, to explain the last hypothesis, it can be stated that psychological well-being is an effort to realize one's potential abilities and self-esteem. As a person's evaluation of himself/herself and building a concept about his characteristics and abilities, it can be a basis for creating, maintaining and promoting hope and academic self-efficacy among female students of the secondary school (grade 2).
Experts have also confirmed that self-esteem has a significant impact on academic success and performance, because people with high self-esteem pay more attention to their strengths and have a better evaluation of themselves. Also, the presence of psychological well-being in people leads them to greater success, healthier social communication and ultimately higher physical and social health.
Due to the importance of self-efficacy and academic hope variables, and taking into account the results obtained from the current research, which revealed that there is a significant relationship between psychological well-being and self-esteem with these two variables, it is recommended to counselors, psychologists, school officials and teacher try to design and implement counseling programs with the aim of improving students' psychological well-being and self-esteem. Some of the limitations of this study were that this relationship is found only between female students of the second secondary school, so the results should be cautiously generalized to male students and other grades.
Also, another limitation was that the data collection process was time consuming. Also, the use of self-report instruments may partially distance the main answers of the participants from the real answers. It is recommended to other researchers to examine the factors affecting the self-efficacy and academic hope of students in a qualitative study and in a more in-depth way, this study can also be implemented in male schools and other educational grades.

The aim of the current research was to investigate the role of self-acceptance and mental vitality in relation to psychological needs on optimism and psychological well-being of Tehran students. This research was descriptive and correlational. The statistical population of the research consisted of students of various degrees in universities in Tehran. Considering that the minimum sample size required in structural equation modeling is 200 people, 430 people were selected as a sample. The sampling method was available electronically due to the restrictions of the coronavirus. Data were analyzed in SPSS24 and LISREL software. The research tools include Chamberlain and Haaga's unconditional acceptance questionnaire, Ryan & Frederick's mental vitality questionnaire, Guardia, Deci & Ryan's basic psychological needs questionnaire, and Scheier & Carver's optimism questionnaire. The findings show that there is a relationship between psychological needs with optimism and psychological well-being with the mediating role of self-acceptance and mental vitality, but the relationship between basic psychological needs and psychological well-being with the mediation of mental vitality was not confirmed. Based on this, if these needs are met, the feeling of self-confidence and self-worth is formed in people, and it causes mental vitality and optimism in people.

The objective of the current study was to conduct a comparative analysis of behavioral problems and psychological well-being among adolescents from restructured, dysfunctional, and normal families.

This research employed a descriptive and causal-comparative design. The target population comprised male and female adolescents attending secondary education in Tehran during the academic years 2021-2022.With the research objective in mind, a total of 70 adolescents were selected from each of the three family types using convenience sampling.The Ryff Psychological Well-Being Scale (1989) and the Achenbach Youth Self-Report of Behavioral Problems (2001) were employed to gather data. The collected data were analyzed using one-way and two-way analysis of variance (ANOVA), as well as multivariate analysis of variance (MANOVA), conducted through the SPSS 27 software.

The data analysis revealed significant differences (p < 0.05) in the mean scores of psychological well-being and behavioral problems among the groups. Adolescents from restructured families demonstrated lower levels of psychological well-being compared to both dysfunctional and normal families (p < 0.05), while the average behavioral problems in adolescents from restructured and dysfunctional families were significantly higher than those in normal families(p < 0.05).

The findings suggest that changes in family structure significantly impact the psychological well-being of adolescents, particularly boys. Furthermore, adolescents from dysfunctional and restructured families exhibit higher levels of behavioral problems, especially delinquent behavior, compared to those from normal families.Therefore, it is crucial for schools to identify adolescents from non-traditional family backgrounds and take necessary steps to address their psychological well-being.

This paper aims to study the effectiveness of character strengths-based educational program on psychological well-being and resilience in a group of male students. The study is quasi-experimental study with pre-test and post-test design with nonequivalent control group. 12 years old boy students (30 samples) in private school in district 3 of Tehran & in the academic year of (1399-1400) were selected using convenience sampling method and were randomly assigned to experimental and control groups. They answered the short version of psychological well-being scale (Reef, 1980) and 28-question version of child and adolescent resilience Liebenberg & Ungar (2009) before and after the training. Character strengths-based educational program implemented in 10 one-hour sessions in a group manner for the experimental group. The results of applying the statistical method of multivariate analysis of covariance showed that the character strengths-based educational program had a significant effect on increasing self-acceptance, positive relationships with others, purposeful life and personal growth and resilience among experimental group students. Overall, the findings of this study showed that the character strengths-based educational program is empirically effective on learners’ well-being and psychological immunity through the strengthening of virtues such as wisdom, courage, humanity, justice, temperance, and transcendence, also cognitive and behavioral abilities such as creativity, curiosity, authenticity, courage, honesty, zest, kindness, social intelligence, teamwork, justice, self-regulation, appreciation of beauty, gratitude, hope & religiousness. Accordingly, it is recommended to hold training courses and workshops on improving and reinforcing the character strengths in order to increase the psychological well-being and resilience among adolescents.

The main purpose of this article is to specify the effect of psycho-social immunization training on the psychological well-being of secondary school students in Mahabad city based on the Masnavi e Manavi's principals. The current research is done with a semi-experimental research method and a pre-test-post-test scheme in cooperation with a control group. The statistical population have been all students of secondary schools of Mahabad city. Among the students, 30 students were chosen by prepared sampling method.From this chosen number of students, two groups of experimental and control in equal numbers were separated by random sampling method.The topics to be instructed are (training package of 6 skills :emotional self-awareness, bravery, participation, accountability, self-respect and social relations), which were conducted by 12 live sessions through the Shad virtual education system and sending files to the experimental group'students.In this paper , the psychological well-being scale of Rief and colleagues PWB has been used to collect the demanded information.Shapiro-Wilk test and univariate covariance analysis were used to test the research hypotheses based on the obtained results from the hypothesis testing. The results have shown that the adjusted average scores of psychological well-being in ​​the intervention group are higher than the psychological well-being in the control group after the implementation of psychosocial immunization training based on the the Masnavi e Manavi's teachings.In other words, the psychosocial immunization training based on the teachings of the Masnavi e Manavi had an effect on increasing the psychological well-being of students.By Considering the square of eta, it could be said that about 64% of these alternations are result of the effect of the intervention or psychosocial immunization training based on the teachings of Masnawi e Manavi.