---

Aim and Background: Justice in the form of justice ideologies and an unjust and just world belief is the important perceptual and cognitive component in various domains of life. This research aimed to study the role of justice ideologies and the just and unjust world beliefs on behavioral and evaluative justice of college students’ distress in Isfahan city. Method and Materials: This was a retrospective correlation study. Statistical population was all the students in Isfahan city universities. From them, 500 students selected using convenience sampling. Research questionnaire included belief in a just world (from Dalbert), belief in an unjust world belief (from Dalbert, Lipkus, Sallay and Goch), justice in evaluation, behavioral justice, distress in universities (three from Dalbert and Stober) and justice ideology and democratic trust (Wegener et al). Data were analyzed using of Pearson’s correlation coefficient and structural equation modeling. Findings: The results of structural equation modeling showed that determinism and democratic trust have direct effect which explained 5.7 percent of variances of belief to the just world; belief to the just world explained 1.8 percent of variances of behavioral justice; egalitarianism explained 19.2 percent of variances of justice in evaluation and justice in evaluation; finally behavioral justice explained 7.9 percent of variances of distress. Conclusions: Reinforcing belief to the just world and diminishing egalitarian can increase behavioral justice and reinforcing belief to the just world can increase evaluative justice. Finally with increase of behavioral justice and evaluative justice, the levels of college students’ distress could decrease.

---

Background and Aims: The current study was conducted in order to determine the prevalence rate of exposure to traumatic events and some of their related factors in male high school students in Urmia, Iran. Methods and Materials: This descriptive cross-sectional study included 946 male freshmen, junior and senior high school students in Urmia during 2010-2011 school year. The subjects were selected through multistage cluster random sampling. The participants responded to a demographic questionnaire and the Traumatic Events Screening Inventory for Children in their schools and in group. Collected data was analyzed in SPSS 18 by descriptive statistic, t-test, chi-square and Kolmogorov-Smirnov tests.  Results: The results showed that 72.2% of participants had been exposed to at least one traumatic event. Watching violence on television, death of a close person, and severe illness of a close individual were the most prevalent events. The results of t-test showed that the prevalence of some events was increased with aging. The Kolmogorov-Smirnov test revealed that some events were more prevalent in the low socioeconomic status. The chi-square test showed that there were correlations between educational field and the prevalence of some events. Conclusion: According to the susceptibility of adolescents, the high prevalence of traumatic events can be accounted as one of major health problems among this group of people. 

---

Aim and Background: The purpose of this study was to investigate the efficacy of life skills training to reduce depressive symptoms in students of Piranshahr, Iran. Methods and Materials: A total number of 64 male high school students who scored 96-140 on children's depression scale were selected randomly from Piranshahr. The participants were randomly allocated into two groups of experimental and control. The experimental group attended 12 sessions of group life skills training. However, the control group received no intervention. Both groups completed children's depression scale before and after the intervention. Findings: The results of analysis of covariance showed that life skills training was effective in reducing depressive symptoms and significantly reduced social problems, and preoccupation with death and diseases. The treatment was however found to be ineffective in reducing affective responses and sense of guilt and improving self esteem and pleasure. Conclusions: According to our results, it appears that a complete treatment of depressive symptoms requires a more extensive training.

---

Aim and Background: The present study tried to evaluate the relations between emotional intelligence, motivational beliefs and self-regulatory learning strategies among the students of Isfahan University of Medical Sciences (Isfahan, Iran). Methods and Materials: In a descriptive, correlational study during the academic year of 2010-11, 1300 undergraduate students of Isfahan University of Medical Sciences were selected by stratified random sampling. The measurement tools were Bar-On Emotional Quotient Inventory and Motivational Strategies for Learning Questionnaire. Data was analyzed by fitness indexes of structural equation modeling, correlation analysis, and chi-square test. Findings: Path coefficients of empathy and interpersonal relationship were not significant. Similarly, path coefficients of realism, responsibility, and exhilaration with motivational beliefs were not significant. All paths in the effects of motivational beliefs and self-regulatory learning strategies on academic performance were significant. The components of emotional intelligence, motivational beliefs and self-regulatory learning strategies were all significantly effective on academic performance. Conclusions: The findings of the present study can be beneficial to educational researchers and policy makers in designing interventions to promote emotional intelligence, academic performance, and motivational strategies.

---

Aim and Background: Adequate attention to the lifestyle of students and its promotion in building the future of the country is a necessity; therefore, the present study was conducted with the aim of developing and validating an educational package to improve students' lifestyles based on positive psychology and its effectiveness on character capabilities.
Methods and Materials: The present study was a combination and based on a sequential exploratory design - the classification compilation model. To compile the educational package, the word / symbol and theme unit was used in content analysis. The statistical population in the qualitative section included university faculty members, twelve of whom were purposefully selected as a sample size based on the expertise indicators. In order to evaluate the educational package on character capabilities, 34 students were selected by voluntary sampling method in the academic year 2020-2021 and were divided into two experimental and control groups. The experimental group was trained in nine sessions of 60 minutes. Data obtained from Patterson and Seligman (2004) character competency test were analyzed using multivariate analysis of covariance.
Findings: Based on the findings, 54 factors were identified and classified into three categories of mental, individual and social abilities and were presented as an educational package through a network framework. Also, the educational, package has been able to significantly improve the character capabilities of students (including wisdom, knowledge, excellence, humanity, justice, self-control, and courage).
Conclusions: In general, the findings of this study confirmed the effectiveness of the educational package of lifestyle promotion on students' character capabilities.

---

Aim and Background: Coronavirus disease 2019 is a contagious disease caused by a virus, the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). The prevalence of this Virus has had a variety of effects on different people in the community, with some people exhibiting a higher rate of self-care behaviors that can point to a variety of reasons. The aim of this study was to investigate the role of Health Locus of Control and Death Anxiety in predicting self-care behaviors related to the COVID-19 in the student population of Tehran.
Methods and Materials: The present study was descriptive-correlation with predictive method. The statistical population of the present study was all students in Tehran in the academic year 1401-1400. Among them, 478 people were selected for the research sample by available sampling method and evaluated online with the Multiple Health Locus of Control scale (1978) and Death Anxiety scale (1970) through the social networks. Then, the obtained data were analyzed by Pearson correlation and stepwise regression via statistical package for social sciences version 26.
Findings: The results showed that there are positive and significant relationship between internal locus of control, locus of control related to powerful others and death anxiety with self-care behaviors (p<0.01) and there is a negative and significant relationship (p<0.05) between locus of control related to chance and self-care behaviors. Also, the results of stepwise regression analysis showed that research variables can only explain and predict 14% of the variance of the self-care behaviors of students in Tehran.
Conclusions: In general, the findings of this study confirmed the more prominent role of the locus of control related to powerful others in predicting self-care behaviors related to the COVID-19 in students.

---

Aim and Background: Comparing mental health between healthy and disabled students and examining the differences between the two groups can lead to special and appropriate attention to the relevant social and educational needs of them. Therefore, this study was performed to compare interpersonal sensitivity and emotional balance in students with physical disabilities and normal students.
Methods and Materials: This causal-comparative study was conducted in eight elected elementary schools (four normal and four exceptional schools) in 2018. The samples consisted of 80 students (40 students with disabilities and 40 their normally peers), which were selected by simple random sampling. To collect data, Boyce & Parker’s Interpersonal Sensitivity and Brad Burn’s Emotional Balance Questionnaire were used. The data were analyzed by SPSS 21 using descriptive index and multivariate analysis of variance (MANOVA).
Findings: There was a significant difference between students with disabilities and normal ones in interpersonal sensitivity and emotional balance (P >0.01). And the mean scores of interpersonal sensitivity and its components, were significantly higher in students with disabilities than normal students (P <0.01). Findings also indicate that there are problems for students with disabilities in interpersonal communication skills and shortcomings in emotional development compared to normal students.
Conclusions: Special attention should be paid to the social performance and interpersonal and emotional skills of students with disabilities, and appropriate educational interventions are recommended to strengthen the social and emotional skills in order to rehabilitate them.

---

Aim and Background: Shame is one of the human emotions related to many mental disorders. However, there is no reliable tool in Persian that measures both internal and external shame simultaneously. The purpose of the present study was to investigate the factor structure and psychometric properties of the Internal and External Shame Questionnaire in students.
Methods and Materials: The research design was descriptive-correlational, More precisely, it was the validation of the test. The statistical population comprised students of  University of Tabriz in the academic year 2023-2024. Considering the number of variables, 340 individuals were selected using a multi-stage cluster random sampling method. Data collection was conducted using Ferreira et al.'s (2020) Internal and External Shame Questionnaire (EISS). Data analysis included assessments of internal consistency, confirmatory factor validity, construct validity, convergent validity, and the correlation of each item's score with other items. The data were analyzed using SPSS version 26 and Amos version 22 software.
Findings: The results of the confirmatory factor analysis indicated that the scale has a two-factor structure and possesses good confirmatory validity. Cronbach's alpha coefficients were 0.71 for internal shame, 0.78 for external shame, and 0.85 for the total scale. Additionally, the average variance extracted (AVE) for scale factors and the composite reliability index (CR) demonstrated that the questionnaire has acceptable construct validity and convergent validity.
Conclusions: In general, the 8-item questionnaire for internal and external shame shows an acceptable fit with the data, and the goodness-of-fit indicators confirm its validity. Therefore, it can be used as a valid tool to assess internal and external shame in students.

---

Aim and Background: Adolescence is considered as a critical period for early diagnosis and intervention to prevent suicidal behavior, so the etiology of effective factors for suicide is essential. Therefore, the present study was conducted with the aim of investigating the role of impulsivity, dark personality traits, perceived social support and anxiety sensitivity in predicting students' suicidal thoughts.
Methods and Materials: The type of study was descriptive-correlation. The statistical population of the study was all the male students of the second secondary level in the first district of Ardabil city in 2022-2023 (350 people), who were selected as a sample through the Karjesi and Morgan table and by multi-stage cluster random sampling. The research tools included the Impulsivity Scale by Barratt & et al (1995), Johnson and Webster's Dark Personality Traits Scale (2010), Zimet & et al's Perceived Social Support Scale (1988), Reiss and Peterson's Anxiety Sensitivity Questionnaire (1986), and Beck's Suicidal Ideation Scale (1991). Collected data were analyzed using Pearson's correlation coefficient and multiple regression analysis simultaneously in SPSS version 18 software.
Findings: According to the results, there is a relationship between impulsivity 0.69, dark personality traits (Machiavellianism 0.55, narcissism 0.57 and psychopathy 0.50), perceived social support -0.36 and anxiety sensitivity 0.69 with suicidal thoughts in male students. Statistical significance was observed. Also, using 0.64 multiple regression, suicidal thoughts of male students were explained by variables of impulsivity, dark personality traits, perceived social support and anxiety sensitivity.
Conclusions: Considering the impact of impulsivity, dark personality traits, perceived social support, and anxiety sensitivity in students' suicidal thoughts, it is suggested that psychologists and specialists pay more attention to the role of these variables to reduce students' suicidal thoughts