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Regional trends strongly influence and are influenced by global power flows. For decades, international politics have been shaped and reshaped by a bipolar and, after the break down of the USSR, a unipolar world order. Both orders played a significant role in shaping and directing Middle Eastern politics. Yet the unipolar order is no longer at play. And since the global flow of power is ongoing, a new world order is being shaped in what seems to be a lengthy transitional period. This article focuses on the effects of the global transition of power in the Middle East and the region’s efforts and mechanisms to cope with it. I argue that the spill-over of international volatility into the Middle East creates a less stable regional politics, and that efforts for balancing are pursued by regional powers to increase their maneuverability as well as their coping capabilities in a volatile era by distancing their policies from global actors’ priorities and standoffs. The article is structured such that after an introduction, I delve into the meaning and nature of the global transition of power, which serves as the paper’s the conceptual framework. In the ensuing four sections, I discuss the imbalanced nature of regional politics as well as the way in which the region is interpreting and thereupon coping with the global change.

Purpose: The primary objective of this study is to design a socio-economic model of book publishing with an emphasis on the cultural economy. Methods and Materials: This study employs a grounded theory approach with an inductive movement trajectory. The research process begins with data from the field and literature, leading to conceptualization and determination of relationships between concepts. The statistical population includes all available documents and in-depth interviews with experts in the field of book publishing. The sample size is determined based on theoretical saturation and purposive sampling. Data collection methods include in-depth unstructured and semi-structured interviews, and document studies aimed at discovering and extracting concepts and their interrelationships. Qualitative and conceptual content analysis methods were used through open, axial, and selective coding. Findings: The study identifies several critical factors influencing the book publishing industry in Iran. Key factors include liquidity (5.71%), content production (16.32%), economic conditions (12.06%), social trends (15.19%), cultural trends (4.34%), media (4.34%), legal frameworks (1.93%), and support and infrastructure. Content production emerged as the most significant factor, highlighting the importance of aligning publishing strategies with audience preferences and socio-cultural trends. Economic conditions and social trends also play crucial roles, indicating the need for adaptive strategies in managing financial and social dynamics. Conclusion: This study provides a comprehensive socio-economic model of book publishing, emphasizing the cultural economy. The findings underscore the importance of financial management, content alignment with audienc

Purpose: The purpose of this research was to compare the effectiveness of emotional intelligence training and self-compassion practices on mental well-being, academic vitality, and academic self-concept among female high school students in Hamedan. Methodology: The research method was a semi-experimental three-group design (two experimental groups and one control group) with pre-tests and post-tests. The sample was selected using multi-stage cluster sampling from the population of female high school students in Hamedan in the academic year 2023-2024, with 60 individuals randomly chosen (20 in the first experimental group, 20 in the second experimental group, and 20 in the control group). Measurement tools included the Keyes and Magyar-Moe (2003) Mental Well-being Scale and the Liu and Wang (2005) Academic Self-concept Questionnaire. MANCOVA test and its assumptions were used to test the research hypotheses. ANOVA (one-way analysis of variance) with box plot and post-hoc tests like Tukey and Scheffé were employed for multiple comparisons in the post-test using SPSS version 23. Findings: The results showed that both emotional intelligence training and self-compassion practices are effective in improving the mental well-being and academic self-concept of female high school students in Hamedan. Additionally, it was found that self-compassion training is more effective than emotional intelligence training in enhancing academic self-concept, but there is no significant difference in the effectiveness of emotional intelligence training and self-compassion practices on mental well-being. Conclusion: Psychologists can help students gain more awareness of their emotions and learn how to deal with them, set meaningful and achievable goals, increase academic vitality and motivation through realistic goals aligned with personal interests, and strengthen their academic self-confidence. Students should be taught how to cope with educational stress and anxiety, find creative solutions, and learn to utilize available resources and supports.

Purpose: The interaction styles of teachers play a significant role in improving both academic and non-academic outcomes for students. Thus, this study aimed to determine the structural relationship of teachers' interaction styles based on social adaptability, psychological hardiness, and academic achievement motivation with mental health mediation in eighth grade female students. Methodology: This study was applied in its objective and cross-sectional in its execution, utilizing a correlational type. The population of this study comprised all eighth-grade female students in the city of Kangavar in the academic year 1401-1402, totaling 2417 students. Based on the Krejcie and Morgan table, 379 of them were selected as the sample through multi-stage cluster random sampling. Data collection tools included questionnaires on teachers' interaction styles, social adaptability, psychological hardiness, academic achievement motivation, and mental health, which were analyzed using the Structural Equation Modeling (SEM) method in Amos software. Findings: The findings of this study indicated that the variables of social adaptability, psychological hardiness, and academic achievement motivation had a direct and significant effect on mental health, and the variables of social adaptability, psychological hardiness, academic achievement motivation, and mental health had a direct and significant effect on teachers' interaction styles. Moreover, the variables of social adaptability, psychological hardiness, and academic achievement motivation had an indirect and significant effect on teachers' interaction styles through the mediation of mental health (P<0.05). Conclusion: Based on the results of this study, to improve interaction styles, it is possible to create conditions for improving the variables of social adaptability, psychological hardiness, academic achievement motivation, and the mental health of students.