افسانه مرضیه

This study examined the effect of moral intelligence training on the academic conscience and academic competence of female students in Zahedan. A quasi-experimental study was conducted using a pretest-posttest design and a control group. The statistical population consisted of all eleventh-grade female students of empirical science in Zahedan during the 2024-2025 academic year. Sixty students were picked via purposive sampling and subsequently assigned to either a control group or an experimental group at random. Data collection tools included the Moral Intelligence Training Program (Borba, 2005), the Academic Conscientiousness Questionnaire (McIlroy & Bunting, 2002), and the Academic Competence Evaluation Scale (DiPerna & Elliott, 1999). This study established content validity and estimated reliability using Cronbach's alpha coefficient, resulting in values of 0.83 for the Academic Conscientiousness Questionnaire and 0.88 for the Academic Competence Evaluation Scale. Statistical analysis of the data was conducted using univariate and multivariate analysis of covariance. The results demonstrated that moral intelligence training significantly improved the academic conscience of eleventh-grade female students in empirical science, explaining 51% of the variance and indicating its potential for enhancement. Moral intelligence training positively and significantly enhanced the academic competence of students. The results demonstrated that moral intelligence training significantly enhanced the academic conscience of the students, explaining 51% of the variance. Lastly, the findings demonstrated that moral intelligence training significantly enhanced academic conscience by 55% and academic competence by 64%.

Social well-being is an important aspect of health that has not been given due attention so far. Especially in the teachers' group, who play an important role in nurturing the country's future leaders, and the need to pay attention to this issue is felt. Accordingly, the aim of the present study is to determine the role of optimism and self-compassion in teachers' social well-being. The method of conducting the research was descriptive correlational research. The statistical population of this study consisted of all teachers (male and female) in the primary school of Nimroz city, of whom 148 people were selected using a random stratified sampling method according to the Cochran formula. The research tools used were three questionnaires: optimism (Scheyer and Carver, 1985), self-compassion (Neff et al., 2012), and social well-being (Keyes, 2011). Linear and stepwise regression, Pearson correlation coefficient, were used to analyze the research hypotheses. The results showed that optimism and self-compassion were able to significantly predict the social well-being of teachers in Nimroz city. Among the components of optimism, the component of intrinsic optimism and among the components of self-compassion, the component of self-kindness played the most important role in the social well-being of teachers. Also, a significant relationship was observed between optimism and self-compassion and its components with the social well-being of teachers.