Institute of Educational

The aim of the present study was to examine the effect of group training based on schnyder hope theory on level academic engagement and hardiness girl students in first grade. The present study was method of sup-experimental with pre-test - post-test and follow-up design with control group. This study population included all high school girl students in first grade of Khorramabad city the academic 2015-16. Sample size of 50 individuals (25individuals' experimentation and 25 individuals 'control group) using multi-stage random cluster were selected. The only experimental group was group training based on schnyder hope theory, after the training Meetings, from both the experimental and control groups post-test and again two months later, both groups were followed up. In this study measuring tool, questionnaire academic engagement Schafeli et al (2001) and academic hardiness Khobasa et al (1982) . Analysis of the data was done using SPSS-19 and descriptive and inferential tests such as covariance analysis were conducted. The results study showed that training of group training based on schnyder hope theory had a significant effect on academic engagement (P<0/001) and academic hardiness (P<0/01). Findings were also preserved in the follow up Phase.

The present study aimed to Investigating the Relationship between Attitude to School and School Bonding with the Mediating Role of Academic. The method of research was descriptive correlation with structural equation method (SEM). The statistical population of this study included all included all male high school students in the city of Thalas Babajani who according to Morgan table and using multi-stage cluster sampling method, 200 students were selected as samples. To collect data, McCoach, Siegle Attitude to School questionnaire (2003), khormaei and kamari (2017) academic hope questionnaire and rezaeisharif (2010) school bonding questionnaire was used. The results of data analysis showed that Attitude to School has a direct effect on school bonding (β=0/44), Academic hope has a direct direct effect on school bonding (β=0/49), Attitude to School has a direct direct effect on Academic hope (β=0/59). And Attitude to School through Academic hope on school bonding has an indirect effect (β=0/28).