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The purpose of this study was to investigate the relationship between lifestyle and locus of control in secondary high school students. The population if the study consisted of all secondary high school students in in Bukan. In a descriptive-correlational study, 100 students were selected through cluster sampling and examined as the sample. To measure the locus of control, Rater's (1966) internal and external control scale was used and Lifestyle Questionnaire (LSQ) was adopted to collect data. The reliability of the questionnaires in this study was obtained equal to 0.69 and 0.75, respectively, using Cronbach's Alpha method. The data were analyzed using Pearson correlation coefficient. The results showed that there is a statistically significant difference between the lifestyle and the locus of control among the students. The internal locus of control is significantly related to the lifestyle (P < 0.05). The results of this study are in line with other research. According to the findings of this research and the results of previous studies, it is suggested that in relation to the internal locus of control, the students are trained some skills in order to enhance themselves from the external locus of control to the internal one.

Background and Purpose: Academic conscientiousness is the best predictor of personality for professional, educational, and academic performance. Therefore, the purpose of this study is to provide a model of academic conscientiousness based on social adequacy through the mediation of academic engagement in female high school students. Method: The method of this research was descriptive-correlational modeling of structural equations. The statistical population includes all-female high school students in Bukan County (N = 1400) who were studying in the 2019-2020 academic year. The sampling method was multi-stage cluster. The sample size was 300 participants. For data collection, McIlroy and Banting's Academic Conscientiousness Questionnaire (2002), Academic Adequacy Questionnaire (Felner et a, 1990), and Fredricks, Blumenfeld, and Pari's School Engagement Questionnaire (2004) were used as assessment tools. Data analysis was performed by Pearson's correlation method and structural equation modeling by using the SPSS 23 software and LISREL 8.8. Results: Findings showed that the direct path of social adequacy to academic conscientiousness (β = 0.45, p <0.001), academic engagement to academic conscientiousness (β = 0.60, p <0.001), academic engagement to social adequacy (β = 0.63, p <0.001) and the indirect path of social adequacy to academic conscientiousness mediated by academic engagement (β = 0.42, p <0.001) were positive and significant. Fit indices equal to CFI = 0.97, NFI = 0.95, FIFI = 0.93, AGFI = 0.90, RMSEA = 0.074, p = 0.001, which shows that the assumed model had a relatively good fit with the data. Conclusion: Based on the results obtained, social adequacy was directly and indirectly related to academic conscientiousness through academic engagement, and social adequacy and academic engagement can be a good predictor of academic conscientiousness. The results of this study contain important practical implications for improving students' academic conscientiousness.