The main aim of the research is survey of relationship between personality characteristics with academic staffs' job satisfaction and mental health in the University of Guilan. The statistic population was all these academic staffs in the year of 2014 (500). 196 individuals have selected by Kerjecy & Morgan (1970) and random sampling method. The research instruments were personality characteristics (NEO), General Health Questionnaire (GHQ) and self-made questionnaires. Pearson's Correlation, Multiple Regression and Multiple Variant (Manova) have used for analyzing data. Results showed that there was a relationship among neurotic and settlement's personality characteristics with job satisfaction and neurotic, openness, extroversion personality characteristics and settlement with mental health. Some of personality characteristics had been anticipators of mental health and job satisfaction and personality characteristics with mental health and job satisfaction had differenced depend on sociologic variances relationships.

The main goal of this research was the scrutiny of relationship between students' personality characteristics and mental health at the University of Guilan. The population was the students of the Faculty of Humanities in 2009 with 3000 which 196 were selected using Kerjeci & Morgan table and stratified sampling method. They answered to the NEO and GHQ questionnaires. Results showed that there was relationship between personality characteristic of neurotic, openness, extraversion and being conscionable with mental health. Meanwhile, openness had the highest and extraversion with the lowest correlation scale and most of students (65%) had low mental health. Also, there were no significant differences among students with respect to different courses but significant difference with respect to gender and age.

The purpose of this research was to investigate the relationship between positive self-concept and success academic staffs at University of Guilan where 281 out of 500 contractual, official-experimental and official academic staffs were selected by simple random sampling in 2014-2015 academic year. The amount of effectiveness of factors such as academic staffs' responsibilities, risk taking, strong self-concept (feeling of merit and evaluation) on their position has been measured in this research. Research questions have also measured manager's personal traits (gender, age, and education level, field of study, work experience and teaching experience). For collecting information of this research which is correlation type, two questionnaires with 51 questions have been used in Likert spectrum. The results showed that there is a significant relationship between positive self-concept and success of academic staffs' variables and personal traits which are female and male academic staffs' education degree, work experience, professional experience and faculty. Also, behavioral sciences academic staffs (psychology, counseling and social sciences) generally had higher positive self-concept.

The main goal of the research was to investigate the role of university students' self-confidence and from about 3000 students, 341 persons were selected by using Kerjecie and Morgan table and classical sampling method. 153 persons filled the inventories which its validity was confirmed through behavioral sciences academic staffs' viewpoints at university and its reliability was obtained through Cronbach Alpha Coefficient (0.83). The research results indicated that gender, age, being native and non-native, didn't make any significant differences in their discretion to prioritize effective factors on academic self-confidence, while students' academic level was considered as an effective factor. BA students believe that moral and material incentives are the most important factors of their academic self-confidence to participate in research activities while MA students believe that they will acquire academic self-confidence if conducting research activities results in their selection as the top students. Also, Ph.D. students looked for this self-confidence through specific academic activities like edition of scientific papers and participation in joint research projects with community. Therefore, it can be concluded that notice and implement of the right and appropriate policies by the two institutions of university and research are necessary for building academic self-confidence in students.