Journal of

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Spiritual intelligence encompasses a set of abilities and capacities that use spiritual resources to increase individual well-being and adaptability. Due to differences in how to express the spiritual intelligence of different cultures, this research seeks to explain spiritual intelligence components based on the Iranian culture in order to provide appropriate instrument for measuring those components. To this end, first principles theoretical study of library research conducted on spiritual intelligence and spiritual intelligence components to describe the culture ofIran, the main religious texts of the dominant culture ofIranwere studied and a total of eight components were extracted. The questionnaire including 108 questions was compiled to measure each of these factors on sample 557 people with cluster sampling method. After removal of 11 questions with load factor of less than 0/4, total reliability of final questionnaire (97 questions) was 0/98. In order to provide factorial structure of the questionnaire, the exploratory factor analysis was used and the result of study indicated that four factors explained 48/39 percent of the total variance of the questionnaire. To explain the factors extracted in the analysis of main components which were above the line gradient, named as transcendent consciouness, spiritual experience, tolerance and forgiveness.

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The present study aimed to examine the effectiveness of life skills training on internalized shame and perceived stress among university students. This research was conducted using a quasi-experimental design with a pretest–posttest control group and a two-month follow-up. The study population consisted of students at the Islamic Azad University, Shiraz Branch, in 2024, from whom 72 participants were selected through convenience sampling and randomly assigned to experimental and control groups (36 in each group). The research instruments included the Internalized Shame Scale (Cook) and the Perceived Stress Scale (Cohen). The experimental group received life skills training based on Kleinke’s protocol in 10 weekly sessions of 45 minutes, while the control group received no intervention. Data were analyzed using repeated measures analysis of variance. The results indicated that life skills training led to a significant reduction in internalized shame and perceived stress in the experimental group compared to the control group (p < 0.05), and these effects were maintained at follow-up. The findings suggest that life skills training is an effective educational and preventive intervention for improving mental health indicators among university students and can be incorporated into student mental health promotion programs.