درخت حوزه‌های تخصصی

Objective: The strength of the family institution heavily depends on the quality of couples' relationships, with marital adjustment being a key component. This study aimed to examine the mediating role of psychological hardiness in the relationship between spiritual well-being and marital adjustment. Methods: This applied and correlational research was conducted using structural equation modeling. The participants included 303 married employees from knowledge-based companies in Isfahan Science-Research Town, selected through convenience sampling in 2024. Data were collected using Paloutzian and Ellison's Spiritual well-being Scale (SWBS), Spiner's Revised Dyadic Adjustment Scale (RDAS), and Kobasa's Psychological Hardiness Questionnaire. Analyses were performed using SPSS and AMOS software version 24. Results: Spiritual well-being had a significant direct effect on marital adjustment (β = 0.357, p <0.01) and psychological hardiness (β = 0.606, p < 0.01). Psychological hardiness also showed a direct effect on marital adjustment (β = 0.239, p< 0.01). Furthermore, spiritual well-being indirectly influenced marital adjustment through psychological hardiness (β = 0.145, p < 0.05). Conclusion: Spiritual Well-being can promote compatibility between couples directly and also through psychological hardiness. This finding can be utilized in psychological interventions by counselors and family therapists.

This study examined the role of achievement goal orientation and academic enthusiasm in predicting the academic retention of male high school students in Zabol during the 2025–2026 academic year. The research employed a descriptive–correlational design, and the data were analyzed using multivariate linear regression. The statistical population consisted of all 12th-grade male students in Zabol (N = 1,240), from whom 293 students were selected through a stratified random sampling method. Data were collected using the Achievement Goal Questionnaire–Revised (AGQ‑R) developed by Elliot and McGregor (2001), the Academic Enthusiasm Questionnaire (Fredericks, Blumenfeld, & Paris, 2004), and the Academic Retention Scale (Martin & Marsh, 2008). After collection, the data were coded and analyzed using SPSS version 27. The results indicated that academic enthusiasm had a positive and significant relationship with academic retention (r = 0.456, p < .01). In addition, mastery orientation and performance orientation were positive predictors of academic retention, whereas mastery avoidance and performance avoidance negatively predicted it. Overall, academic enthusiasm—particularly the behavioral enthusiasm component—played the most significant role in explaining students’ academic retention.

Psychoeducational interventions are among the primary strategies for the prevention and treatment of psychological problems, the maintenance and promotion of mental health, the enhancement of social skills, and the improvement of academic performance in educational settings. Nevertheless, challenges such as the gap between research findings and practical application, limited resources, and the complexity of social contexts often constrain the effectiveness of these interventions. The RE-AIM framework—which emphasizes five key dimensions, namely reach, effectiveness, adoption, implementation, and maintenance—has been proposed as a comprehensive tool for the design, implementation, and evaluation of health-based interventions in real-world settings. Proponents of the RE-AIM framework argue that faster and more appropriate pathways are required to translate research evidence into real-life practice and to achieve meaningful social outcomes. The present article aims to examine the theoretical foundations of the RE-AIM framework and to propose practical strategies for its application in psychoeducational interventions, with a particular focus on school-based programs. Evidence from previous studies indicates that applying the RE-AIM framework can strengthen intervention effectiveness and sustainability by reducing implementation barriers, improving the quality of delivery, and increasing acceptance among stakeholders. Moreover, adapting this framework to cultural and social contexts, promoting active stakeholder participation, and leveraging contemporary knowledge and technologies can further facilitate the development and successful implementation of interventions.