---

Aim and Background: The aim of this research was to investigate and compare the effectiveness of resilience training and the combination of positive therapy and resilience training on reduction of academic procrastination and academic stress, and improvement of psychological well-being and effective coping strategies among female students. Methods and Materials: This was a quasi-experimental study with pretest-posttest, and follow-up. The participants consisted of 60 students of 14 to 16 years old. They were selected through multistage cluster sampling and randomly divided into 2 experimental groups and a control group. Resilience training and the combination of positive therapy and resilience training were presented in 9 sessions, each lasting 2 hours, in the 2 experimental groups. Savari's Academic Procrastination Questionnaire, Ang and Huang’s Academic Stress Inventory, Ryff's Scale of Psychological Well-being (RSPWB), and Endler and Parker’s Scale of Coping Strategies were used in the pretest, posttest, and follow-up stages. The data were analyzed using repeated measures ANOVA. Findings: The results showed that resilience training and the combination of positive therapy and resilience training caused a significant decrease in academic procrastination and academic stress, and a significant increase in psychological well-being and effective coping strategies. The combination of positive therapy and resilience training was more successful in psychological well-being promotion and stress reduction than resilience training. In addition, resilience training was more effective in reducing academic procrastination. Conclusions: Educational programs that incorporate multiple approaches and theories in designing educational packages have more significant effects. Therefore, the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements. Keywords: Resilience, Procrastination, Stress, Well-being, Coping behavior

---

Aim and Background: In recent years, the prevalence of psychological distress, especially anxiety and depression has led many researchers to study and determine variables associated with it. These variables can include perfectionism, self-esteem, and coping styles. Therefore, the aim of present study was to investigate the relationship between perfectionism, coping style, and self-esteem with psychological distress in students. Methods and Materials: The research method was descriptive correlational. The sample group included 804 of students in universities of Kerman City, Iran, selected using cluster sampling method. The participants completed the Mental Health Inventory-28 (MHI-28), Coping Inventory for Stressful Situation (CISS), Rosenberg self-esteem Scale (RSES), and Multidimensional Perfectionism Scale (MPS). Data analysis was performed via SPSS software using Pearson correlation coefficient, and simultaneous regression analysis. Findings: The perfectionism and the emotion-oriented coping style positively predicted psychological distress, whereas problem-oriented coping style and self-esteem negatively predicted psychological distress. But, avoiding coping style was not a significant predictor of psychological distress. Conclusions: Perfectionism, the emotion-oriented coping style, and low self-esteem result in psychological distress. By employing positive coping styles, high self-esteem, and decreased perfectionism could prevent psychological distress.