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This research was conducted with the aim of examining the role of emotional intelligence, resilience, and perceived social support in predicting academic adjustment of students. The research method was descriptive-correlational. The statistical population included 555 students from the Faculty of Educational Sciences and Psychology at Birjand University in the academic year 2022-2023, of which 237 were selected using stratified random sampling method. The research instruments included the Academic Adjustment Questionnaire by Baker and Siryk (1984), Emotional Intelligence Questionnaire by Schutte (1995), Resilience Questionnaire by Connor and Davidson (2003), and Perceived Social Support Questionnaire by Zimet et al. (1988). Data were analyzed using Pearson correlation coefficient and stepwise multiple regression. Pearson correlation results showed that the strongest relationship existed between resilience and academic adjustment (r=0.63). Additionally, significant relationships were found between emotional intelligence (r=0.49) and social support (r=0.31) with academic adjustment. Regression analysis showed that the three variables together explained 75% of the variance in academic adjustment. Resilience alone predicted 39%, together with emotional intelligence 62%, and with the addition of social support 75% of the changes in academic adjustment. The findings highlight the importance of developing these skills in improving students' academic adjustment.

mathematical resilience and academic achievement in mathematics among students in the humanities. The study employed a descriptive correlational design. A total of 282 eleventh and twelfth-grade students in the humanities (138 girls and 144 boys) from Tehran were selected using convenience sampling. Participants completed the Asher and Pajares Mathematical Self-Efficacy Scale, the Kooken et al. Mathematical Resilience Scale, and their mathematics academic achievement was assessed based on the average of their previous final grades. Structural equation modeling was used for data analysis. The results revealed that mathematical resilience and mathematical self-efficacy have a direct impact on the academic achievement in mathematics among students in the humanities. Furthermore, data analysis results indicated a significant relationship between mathematical resilience and academic achievement in mathematics among students in the humanities, mediated by mathematical self-efficacy. Therefore, mathematical resilience and mathematical self-efficacy play crucial roles in the academic advancement of students in the humanities, and incorporating these components into mathematics education can be effective in enhancing the academic achievement in mathematics among students in the humanities.

This study aimed to explore the key components of identity development in adolescents with sensory impairments. This qualitative study employed a phenomenological approach to examine the lived experiences of adolescents with sensory impairments. Data were collected through semi-structured interviews with 31 participants recruited via online platforms. Theoretical saturation was reached, ensuring a comprehensive understanding of identity development in this population. Interviews were transcribed and analyzed using thematic analysis, with NVivo software facilitating the identification of core themes and subthemes. The results highlighted four primary themes shaping identity development in adolescents with sensory impairments. Personal identity formation was influenced by self-perception, emotional regulation, autonomy, and future aspirations. Social identity was shaped by peer relationships, family dynamics, social stigma, and the presence of mentors. Cultural and community belonging emerged as a significant factor, with participants emphasizing the role of cultural engagement, media representation, and community participation in shaping their identity. Coping strategies, including the use of assistive technologies, psychological resilience, and adaptive social skills, were found to play a crucial role in navigating identity-related challenges. These findings align with existing literature emphasizing the intersection of self-perception, social interactions, and cultural narratives in identity formation. The study underscores the complexity of identity development in adolescents with sensory impairments, highlighting the interplay between personal, social, cultural, and adaptive factors. The findings suggest that fostering inclusive educational environments, providing mentorship opportunities, and improving media representation can positively impact identity formation in this population. Further research is needed to explore identity development across diverse cultural and socioeconomic backgrounds to develop targeted interventions.