Social health refers to an individual’s assessment and recognition of his/her performance in the community and the quality of his/her relationships with close relatives, social groups, and other people. Among different strata of the society, paying attention to students’ social health, as people who have to build the future of the country, is of significant importance. Moreover, a factor which may be associated with social health is psychological hardiness. This study aimed to evaluate the effectiveness of self-encouragement training in psychological hardiness and social health among students.

This quasi-experimental study followed by a two-group pretest-posttest design. The current study had a statistical population constituting of all male six-grade elementary school students in Zahedan in the academic year 2016-2017. To collect data, a corpus of 30 students was selected using a multistage random sampling method. Data collection tools applied to achieve the objectives of carrying out this study were Kiyameri et al. Psychological Hardiness Scale (1998) and Keyes and Shapiro Social Health Inventory (2004). Data were analyzed using both descriptive statistics, like calculating means and standard deviations, and inferential statistics, including a multivariate analysis of covariance.

Results of the analysis of covariance indicated that self-encouragement training was effective in increasing mean scores of the experimental group on social health (P≤0.001) and psychological hardiness (P≤0.005) compared to the control group.

Self-encouragement techniques can be taught to students. These techniques are effective in maintaining their social health and psychological hardiness.

This study aimed to provide a model of meritocracy components in human resources training at Farhangian University

The research approach was a qualitative one using the phenomenological Method All specialists and experts in the field of meritocracy in Iran were selected as the study population. Thus, we made an unstructured interview with 18 experts and specialists by employing the targeted snowball sampling approach and using the theoretical saturation criterion. The thematic analysis method was qualitative.

Then, we can focus on training competent teachers at the micro-level strategies at Farhangian University. The results also revealed that a qualified and competent teacher has three main dimensions of the individual, group, and organizational competence. Individual competence has two main codes: Knowledge-specialized with 5 sub-codes (self-efficacy, thoughtful action and initiative, media literacy, knowledge management, and being up-to-dated) and value-spiritual with 3 sub-codes (being a role model, professional ethics, and Jihadi culture).Group competence also has two main codes: Characteristic-behavioral with 4 sub-codes (group self-assumption, being the cause of change, order and titivation, self-constructing, and self-discipline) and action-interaction with 3 sub-codes (accountability, mutual communication, and tolerance (open-mindedness). Two main codes were also obtained for organizational competence: skilled-professional with 4 sub-codes (law recognition and being lawful, educational justice, aesthetics, and work experience) and leadership-managerial with 4 sub-codes (role-playing, systemic thinking, learning leadership, and seeking participation).

The findings of this study can be used and helpful in the policy of selecting and training qualified and competent teachers at Farhangian University and programs to improve teachers' professional development. Keywords: Human resources training, Farhangian University, Meritocracy

The main aim of this study was to extract and validate the change components at Universities. The research method was sequential exploratory mixed methods design with tool making type. In the qualitative phase, qualitative case study was used and the targeted phenomenon (change) was deeply investigated based on studying the documents and resources by document mining method. Data gathering was done until the data was theoretically saturated. In order to evaluate the qualitative data, theme analysis as well as Nvivo software were used. The results revealed the existence of five organizing themes with regard to change at the university. Finally, the theme network of knowing change components at universities was designed and it was validated through reliability and credibility using the data triangulation. In the quantitative phase, the research method was descriptive -survey. The participants included all managers of Shiraz University (138 people). Using Morgan table, 103 were chosen by simple random sampling method, among whom 98 people completely answered the questionnaires. The research instrument included the change evaluation scale at universities which was designed based on the theme network of knowing the change components at universities in qualitative part and distributed and gathered after calculating its validity and reliability. The findings revealed that the dominant aspects of the change at the investigated university were environmental, structural, human resources, symbolic, and political, respectively and a significant difference was seen between the mean of the mentioned aspects.

The aim of the present study was to predict academic Buoyancy of students based on perception of competence and cognitive regulation of emotion.

The method of this study was descriptive correlational. The statistical population of the study consisted of second grade of high school students of Isfahan in their first educational semester in 2018. 200 students were selected using Morgan Table and multi-stage cluster sampling method. Chari and Dehghanizadeh questionnaire of academic Buoyancy (2012), Perceived Competency Questionnaire (PCS) and Cognitive Emotion Regulation Questionnaire of Garnefski et al. (2001) were used as instruments of the study. Data were analyzed using Pearson correlation coefficient and multivariate regression and the use of SPSS 23 software.

The results of the study revealed that among the cognitive dimensions of emotion, rumination of thoughts, others blaming, evaluation and acceptance and also perception of competence are able to predict academic Buoyancy (p <0.001).

It can be concluded that if specialists be able to boost perception of competence as well as positive cognitive emotion regulation strategies in individuals, academic Buoyancy will be increased in a significant manner. The results of this research might be useful for prediction of academic Buoyancy in schools.

Past research has shown the relationship between self-esteem and academic motivation. The purpose of this study was to investigate the effectiveness of an educational package to strengthen self-esteem with a cognitive-behavioral approach to the academic motivation of female students. The research method is quasi-experimental with pretest-posttest, control group and follow-up. The sample consisted of 30 female secondary school students who were selected by voluntary and voluntary sampling method and randomly divided into two experimental and control groups. The intervention package of educational package reinforcing self-esteem with a cognitive-behavioral approach (Lim, Salsman and Nathan, 2005) was conducted in 9 sessions of 2 hours in 5 weeks for the experimental group. The Hartree Inventory Questionnaire was used to measure academic motivation. Analysis of data using the covariance analysis showed that the self-esteem of the experimental group after the intervention was significantly increased compared with the control group and this increase was largely maintained. These results suggest that self-esteem training can be used as a tool to increase academic motivation.

The purpose of the present study was to analyze the effectiveness of beliefs and state metacognitive training on students' academic motivation.

The research method was the quasi-experimental accompanied with pretest-posttest design, control group and a follow-up. The statistical population included female students (2202 individuals) of University of Birjand. Through convenience sampling method and by considering criteria such as average of 15 or higher, lack of psychological disease, avoiding the use of antidepressant and anti-anxiety drugs and students’ willingness for participation, 32 students were selected as study sample and were assigned to experimental and control group based on the research criteria. Salarifar metacognition training package (2012) was applied for intervention method and Vallerand academic motivation scale (1992) was also applied for data collecting. To control pretest effect, data were analyzed utilizing multivariate analysis of covariance (MANCOVA).

The results showed that the intervention program has a significant effect on increasing intrinsic (p <0/01, F=7/94) and extrinsic (p <0/01, F=6/72) academic motivation and this improvement was maintained at follow up, however, it had no effects on academic amotivation.

This training package is capable of increasing effective metacognitive and decreasing ineffective ones. Therefore, it can be used for enhancing students’ academic motivation.