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Purpose: One of the inherent duties of the Cultural and Social Affairs Department of Farhangian University is to extend the governance of cultural and social spheres across all dimensions of the university. In this regard, numerous and diverse plans and activities have been implemented in recent years. The aim of this article is to analyze the cultural and social activities conducted at the university level and to provide an optimal model in this context. Methodology: The Three-Branch Model was used as a theoretical framework. The method employed was mixed, comprising both qualitative and quantitative sections. The qualitative sample population included 30 cultural experts selected through purposive sampling. The quantitative sample population consisted of 194 active members of student organizations, chosen through stratified random sampling. Data collection techniques included in-depth interviews and questionnaires. Findings: The findings indicate that structural factors (0.195), behavioral factors (0.368), and contextual factors (0.312) play significant roles in the formation of issues and problems in cultural and social programs and activities. Additionally, the regression results show that 63% of the variance in the dependent variable is explained by these three variables: structural factors, contextual factors, and behavioral factors. Conclusion: The findings of this study indicate that the structural, behavioral, and contextual factors play significant roles in shaping the outcomes of cultural programs and activities at Farhangian University. This section discusses the implications of these results, drawing on relevant literature to highlight the broader context and potential strategies for enhancing the effectiveness of cultural programs in higher education. [ABSTRACT FROM AUTHOR]

The internal consistency, test-retest reliability, and construct validity of the Farsi version of the Depression Anxiety Stress Scales were examined, with a sample of 306 undergraduate students (123 men, 183 women) ranging from 18 to 51 years of age (M age = 25.4, SD = 6.1). Participants completed the Satisfaction with Life Scale, Rosenberg Self-esteem Scale, and the Depression Anxiety Stress Scales. The findings confirmed the preliminary reliabilities and preliminary construct validity of the Farsi translation of the Depression Anxiety Stress Scales. DOI 10.2466/08.13.PMS.111.4.107-114

This study examined the internal consistency, test-retest reliability, and construct validity of a Farsi version of the Trait Meta-Mood Scale, with a sample of 306 undergraduate students (123 men, 183 women) ages 18 to 51 years. Participants completed Farsi versions of the Trait Meta-Mood Scale, the Satisfaction with Life Scale, and the Depression Anxiety Stress Scale. Analysis confirmed the preliminary reliabilities and construct validity of the Trait Meta-Mood Scale.

This study examined the reliability and preliminary evidence for validity of a Farsi (Persian) version of the Oxford Happiness Inventory with 309 undergraduate students (161 women and 148 men). Participants completed the Farsi versions of four subscales of the Oxford Happiness Inventory, the Satisfaction with Life Scale, the Beck Depression Inventory, and the Depression-Happiness Scale. Analyses indicated that the Farsi version of the Oxford Happiness Scale has reliability as a measure of well-being and provided some preliminary evidence of construct validity.

Introduction: Academic burnout results from mental fatigue and students uninterested to education is affected by various factors. Hope to work and educational interest are effective factors on academic burnout among students. The aim of this research is investigating the relationship between hope to work and education interest with student's academic exhaustion at Shahroud university of medical science Methods: By using Kristi-Morgan table, 291 students are randomly selected. Three standard questionnaires were used including, sandier and worland academic motivation (AMS-HS28) and questionnaire of berso academic burnout. Data were statistically analyzed, using T-independent and regression. Results: There was found a significant inverse relationship between hope to work and academic burnout and also between academic motivation and academic burnout. Conclusion: It seems that The balance between student admission and labor market is an essential factor to increase the hope to work and academic motivation and could increase educational achievement and reduce academic burnout among students. [ABSTRACT FROM AUTHOR]

Background and objective: Teachers play an important role in promoting mental health of students. The present study aimed at analyzing the effect of job stress on mental health of elementary teachers through the moderating role of job burnout. Methods: This study was a non-experimental design (correlation) one using a structural model investigated the relationship between the variables. A sample of 186 elementary teachers of Azadshahr in Golestan province, Iran was asked to respond to three scales (demographic questionnaire, the General Health Questionnaire, and The Maslach Burnout Inventory). The results were analyzed by SPSS 21 and Amos 21. To determine the association between variables Pearson correlation coefficient was applied. Path analysis was used for verification and determination of model fit. Results: Job stress, emotional exhaustion and depersonalization positively, and personal accomplishment negatively can predict mental health. Emotional exhaustion, depersonalization and personal accomplishment play a mediating role in the relationship between job stress and mental health. Conclusion: Job stress and job burnout in teachers endangers their mental health. The model obtained is appropriate for explaining mental health of teachers. [ABSTRACT FROM AUTHOR]

This study examined the relationship between religion and happiness as espoused by 358 undergraduate Iranian Muslim students (165 men, 193 women). Participants completed Farsi versions of the Oxford Happiness Inventory, the Depression-Happiness Scale and the Religious Orientation Scale. Analysis confirmed a significant positive association between religion and happiness among the sample of Iranian Muslim students. Scores on the Religious Orientation Scale were significantly related to those on the Oxford Happiness Inventory (r = 0.34, P < .001), as were scores with the Religious Orientation Scale and the Depression-Happiness Scale (r = 0.29, P < .001). [ABSTRACT FROM AUTHOR]

Background: The main objective of this study was predicting student's mental health using social problem solving- ability. Methods: In this correlational- descriptive study, 369 (208 female and 161 male) from, Mazandaran University of Medical Science were selected through stratified random sampling method. In order to collect the data, the social problem solving inventory-revised and general health questionnaire were used. Data were analyzed through SPSS-19, Pearson's correlation, t test, and stepwise regression analysis. Results: Data analysis showed significant relationship between social problem solving ability and mental health (P < 0.01). Social problem solving ability was significantly associated with the somatic symptoms, anxiety and insomnia, social dysfunction and severe depression (P < 0.01). Conclusions: The results of our study demonstrated that there is a significant correlation between social problem solving ability and mental health. [ABSTRACT FROM AUTHOR]

Background and purpose: Depression and social phobia are common psychiatric disorders. The main objective of this study was to study of relationship between social problem-solving and depression and social phobia among students. Materials and methods: In this correlational- descriptive study, 403 (245female and 158 male) from Islamic Azad university, Azadshahr branch were selected through stratified random sampling method. In order to collect the data, were used The Social Problem-Solving Inventory-Revised (Short Form), Beck Depression Inventory, and Social Phobia Inventory. Data were analyzed through SPSS-13, Pearson's correlation, t test and analysis of Variance (AN0VA). Results: Data analysis showed significant relationship between social problem solving ability and Social Phobia and depression (P<0.001). There was a significant difference among the students with low, medium and high social problem- solving ability. The students who had high ability in solving social problems had less depression and social phobia (P<0.001). Conclusion: Social problem solving ability can decrease the depression and social phobia among university students. Teaching this skill will lead to promoting the level of mental health of university students. [ABSTRACT FROM AUTHOR]