Porpose: The aim of this study was to predict academic vitality based on life expectancy, happiness and meaning in female high school students.
Method: The research method was descriptive and correlational. The statistical population included all female high school students in Hamedan. The statistical sample of 370 people was selected by multi-stage cluster sampling. To collect data from the scales of academic vitality (Hossein Chari and Dehghani Zadeh, 2012), life expectancy (Hallajian, 2010), meaning of life (Estger et al., 2006) and Oxford happiness (Argyle et al., 1989) used. Pearson correlation and multiple regression in Spss-22 software were used to analyze the data.
Findings: The results showed the effect of life expectancy (β = 0.03, p <0.01), happiness (β = 0.07, p <0.01) and meaning (β = 0.01, p <0.01) on academic vitality. It was positive and meaningful. According to the research findings, life expectancy, meaning and happiness have a positive effect on vitality. Given that these variables are positive constructs of psychology and can create freshness and vitality in the educational environment, so they have the ability to affect academic vitality.
Conclusion: Happiness and vitality are related and close variables, people who are happy and satisfied, work with energy and motivation in various fields of work and study and are less likely to be lazy and lazy, students who have high happiness have, this happiness is largely affected by their academic satisfaction, academic satisfaction also causes more effort and interest in doing academic assignments.
Prediction of academic vitality based on life expectancy, happiness and meaning in students
 Purpose: One of the main tasks of education in any country is to cultivate students' talents and prepare them for active participation in society. Therefore, the education and training of people is necessary in order to take up various jobs, and the issue of success or failure in education is one of the most important concerns of the education system in all societies. The success and academic progress of students shows the success of the educational system in the field of goal setting and attention to individual needs. Therefore, the educational system can be considered efficient and successful when the academic progress of its students is the highest at different levels (Sarah, Paul, Lisa 2013). On the other hand, schools and other educational environments are places where academic challenges, obstacles and pressures are the reality of academic sustainability; And the researches clearly support this. One of the important challenges in the field of improving the quality of education and the success of students in education is creating motivation in them and one of the most important indicators is the academic vitality of students. Therefore, the aim of the current research was to predict academic vitality based on life expectancy, happiness and meaning in secondary school female students.
Materials and methods: The research method was descriptive and correlational. The statistical population included all female students of the second secondary school in Hamedan city, and a statistical sample of 370 people was selected by multi-stage cluster sampling method. To collect data from the scales of academic vitality (Hosseinchari and Dehghanizadeh, 2011), life expectancy (Halajian, 2019), the meaning of life (Steger et al., 2006) and Oxford happiness (Argyle et al., 1989) used. For data analysis, Pearson's correlation and multiple regression were used in Spss-22 software.
Findings: The results showed the effect of life expectancy (β = 0.01, p < 0.33), happiness (β = 0.01, p < 0.27) and meaning (β = 0.01, p < 0.31). It was positive and meaningful on academic vitality. According to research findings, life expectancy, meaning and happiness have a positive effect on vitality. Considering that these variables are positive psychological constructs and can create freshness and vitality in the academic environment, therefore they have the ability to influence academic vitality. life expectancy with a standardized regression coefficient of 0.33 and a significance level of 0.01, meaning in life with a standardized regression coefficient of 0.31 and a significance level of 0.01, and happiness with a standardized regression coefficient of 0.27 and a significance level of 0.1 0/ had a significant role in predicting academic vitality. According to these results, it can be said that predictor variables (hope for life, meaning and happiness) can significantly predict students' academic vitality.
Conclusion: Happiness and vitality are related and close variables, people who are happy and satisfied, work with energy and motivation in various fields of work and study and are less likely to be lazy and lazy, students who have high happiness have, this happiness is largely affected by their academic satisfaction, academic satisfaction also causes more effort and interest in doing academic assignments. It can also be said that happiness is a personal attitude and perception about the pleasantness of life. Also, happiness has a background of positive emotions such as satisfaction, satisfaction and pleasure. The feeling of happiness, on the one hand, avoids fear, hostility, and depression, and on the other hand, it causes human relations, especially with peers, teachers, and family, and success in academic matters. Therefore, people with higher happiness have a more pleasant and pleasant feeling in life and are more successful in their academic life, which increases their academic vitality. In general, according to the findings, it can be said that hope increases the motivation and positive feeling in people, that this motivation and positive mental atmosphere is effective in creating happiness, on the other hand, happiness reduces anxiety, depression and diseases caused by Academic stress, physical health, participation in group activities (Post 2005) have a significant relationship, therefore increasing happiness can improve well-being and vitality. Based on this, happiness can play a mediating role in the relationship between life expectancy and academic vitality.