The aim of this study was to predict psychological resilience by psychological well-being and its components. The research sample consisted of 216 girl students who were selected through multistage random sampling. The data were collected by implementing psychological resilience and psychological well-being questionnaire and analyzed by using Pearson correlation coefficient and multiple regressions. A significant correlation coefficient was found between psychological resilience and overall psychological well-being (0.62, p<0.01). Resilience was also found to be positively and significantly related to all six dimensions of psychological well-being. The calculated determination coefficient (0.39) indicated that psychological well-being has the ability to predict psychological resilience. Results confirmed the impact of dimensions of psychological well-being on resilience among college students. It is likely that resilience and the psychological well-being reinforce one another in a cyclic manner. Individuals' psychological well-being maintained higher levels of resilient.

This paper compares the difference between boy and girl high school students of 1st grade to 3rd grade in academic stress and depression. Using a random stratified sampling 120 girl and boy students (60 girls and 60 boys) were selected from 1st grade (n=40), 2nd grade (n=40) and 3rd grade (n=40) high school students. In this study gender and grades have considered as independent variables and academic stress and depression were dependent variables. A scale for assessing academic stress (SAAS, Sinha, Sharma and Mahindra, 2001) and children depression inventory (CDI, Kovacs, 1992) were used for collecting data. To analyze of data statistics such as mean, SD, Pearson's coefficient of correlation and regression homogeneity to test of variance's homogeneity, and multivariate analyze of variance (MANOVA were used). Results showed that the effect of gender on combined dependent variables (academic stress and depression) was statistically significant (Wilk's Lambda=.367; F (12, 103) = 14.81, p=.000; Eta=.63); the effect of grade on combined dependent variables was statistically significant (Wilk's Lambda=. 708; F (24, 206) = 1.98, p=.05; Eta=.16); The mutual interaction of gender and grades on combined dependent variables was not significant (Wilk's Lambda=.774; F 24, 206= 1.71; p=.272; Eta= .12). The effect of gender on academic stress and its subscales (Wilk's Lambd=.648; F 6, 113=10.23; p<0.05; Eta=.35); and depression and its subscales (Wilk's Lambd=.495; F6, 113=19.22; p<0.05; Eta=.51) was statistically significant. Further the effect of grades on academic stress was significant but the effect of grade on depression was not significant. Finally the study concluded that there was a significant difference between boy and girl students in academic stress and depression.

Background: Immature behaviors, including impulsivity and lack of control lead to personal and social pathologies, such as addiction. Methods: This meta-analysis study aimed to evaluate the effect of impulsivity on addition and addictive tendencies. This comprehensive interdisciplinary quantitative meta-analysis integrated the research findings regarding the effect of impulsivity on addiction and addictive tendencies based on secondary data. A checklist was developed for collecting data based on the article title, author specifications, publication year, setting, research type, hypothesis, data collection instrument, statistical population, sample size, significance level, and probability value to avoid bias in the study selection protocol. Results: The results of studies were divided into nine databases to calculate the effect size, and finally, 11 studies were analyzed. The descriptive data analysis and effect size calculation were performed in the Comprehensive Meta-Analysis Software (CMA) version 2.0. Based on the fixed-effects model, 0.153 of the studies contributed significantly to the actual fixed effect sizes. The difference in effect sizes was due to sampling error. The random-effects model (0.202) suggested the independence of the studies (P < 0.001) with moderate robustness. Conclusions: According to the results, the behavioral construct of impulsivity significantly and positively affected addictive behaviors and tendencies. Therefore, the mediating effect of impulsivity, promote resilience, and train protective strategies for individuals prone to addiction should be controlled to improve mental health quality and develop social, communication, and life skills.

This paper investigates the relationship of academic stress with aggression, depression and academic performance of college students. Using a random sampling technique, 60 students consist of boys and girls were selected as students having academic stress. The scale for assessing academic stress (Sinha, Sharma and Mahendra, 2001); the Buss-Perry aggression questionnaire (1992); and Beck depression inventory were used for collecting the data. The Pearson's coefficient of correlation showed that academic stress has a simple significant correlation with aggression (r=.54), depression (r=.49) and academic performance (r=-44) (p<. /..1). Further, the analysis of the study shows that academic stress, aggression and depression are able to explain 68% of the variance of academic performance. Also, results show that boys and girls are different in terms of aggression and depression.