Background: Academic stress is the most common emotional or mental state that students experience during their education. In this context, What role can personality dimensions and spiritual intelligence play in level of the students' academic stress? Aims: Given the importance of recognizing the determinant and influencing variables on students 'academic stress, the present study aimed to investigate the moderating role of spiritual intelligence in the relationship between hexaco personality dimensions and students' academic stress. Method: This research was an exploratory research of correlation type. The statistical population of this study consisted of all third year high school students of Ardebil city in the academic year 2018-2019. From this community, 240 people were selected through multistage cluster random sampling. Research tools included Academic Stress Inventory (Ang & Huan, 2006), Hexaco Personality Inventory (Lee & Ashton, 2004), and Spiritual Intelligence Scale (King, 2008). Data were analyzed using Pearson correlation test and adjusted multivariate regression analysis. Results: The results of adjusted regression analysis showed that spiritual intelligence had a moderating role on the relationship between all hexaco personality dimensions, except for honesty-humility and extraversion, with students' academic stress (p<0/001). In other words, with the increase in spiritual intelligence, the relationship between hexaco personality dimensions and students' academic stress becomes weaker. Conclusions: According to the results of this study, spiritual intelligence by moderating the relationship between hexaco personality dimensions and students' academic stress can reduce the occurrence of these types of stresses due to personality dimensions.

Background: Studies have shown that the experience of emotions in educational environments affects academic stress, social adjustment and psychological distress. The basic experiential processing method under the title of emotion-oriented processes leads to the activation and reorganization of emotional schemas. The review of related research literature shows that limited studies have investigated the teaching of emotional processing strategies on academic stress, social adjustment and psychological distress of students.
Aims: This research was conducted with the aim of determining the effectiveness of emotional processing strategies training on academic stress, social adjustment and psychological distress in male second year high school students.
Methods: The design of the current research was experimental, of pre-test-post-test type with a control group. The statistical population of the research included all male students of the second year of high school in Khorram Abad who were studying in the academic year of 2001-2001. Using multi-stage random sampling method, 60 students were selected and randomly placed in two experimental and control groups. The experimental group underwent an 8-session educational intervention of emotion-oriented processing strategies (Gross, 2007). In this research, the scales of academic stress of Zajakova et al. (2005), Sinha and Singh (1993) social adjustment and Kessler (2003) psychological distress were used and analysis of covariance was used to analyze the data.
Results: The findings of the research showed that teaching emotion-oriented processing strategies reduces academic stress, increases social adaptation, and reduces psychological distress in second year high school male students at a significance level of p< 0.01.
Conclusion: According to the findings, it is concluded that emotion-oriented processing training can help reduce academic stress and psychological distress, and increase the level of social adjustment of second year male students. Therefore, paying attention to teaching emotion-oriented processing strategies can play an important role in improving the academic, psychological and social status of students in school.