درخت حوزه‌های تخصصی

Purpose: This study aimed to compare the effectiveness of academic buoyancy training and psychological capital training on academic procrastination among female students. Methodology: The population of this research included all female high school students in District 7 of Mashhad in the academic year 2020-2021. To collect data, the Academic Procrastination Questionnaire by Solomon and Rothblum (1984) was used. This research was a quasi-experimental study with a pre-test and post-test design with a control group, involving 45 participants who had higher scores on the dependent variable and were willing to participate in training sessions. They were randomly assigned to two experimental groups and one control group (each group consisting of 15 students). One week after the pre-test was conducted for all three groups, one of the experimental groups was exposed to the independent variable of academic buoyancy training, and the second experimental group was exposed to psychological capital training, while the control group did not receive any training. Then, a post-test was administered to all groups. In this study, to examine the differences between groups, multivariate and univariate repeated measures analysis of variance was used, taking into account within-group (test) and between-group (group membership) factors. Findings: The results showed that both academic buoyancy training and psychological capital training led to a reduction in academic procrastination among female students. The results also indicated that there was no significant difference in the effectiveness of academic buoyancy training and psychological capital training on academic procrastination. Conclusion: It can be concluded that both academic buoyancy training and psychological capital training are effective in reducing academic procrastination, and there is no difference in their level of effectiveness.

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: Organizational health within schools significantly influences teacher well-being, professional efficacy, and student outcomes. This study aimed to identify and explain the dimensions and components of organizational health among middle school teachers in Tehran, focusing on how individual, organizational, and environmental factors contribute to the overall health of educational institutions. Methodology: Adopting a qualitative research design, this study engaged 26 middle school teachers from Tehran through semi-structured interviews. The participants were selected purposively to ensure a diverse representation of experiences and viewpoints. Data collection continued until theoretical saturation was reached, and thematic analysis was employed to identify and analyze the emerging themes related to organizational health. Findings: The study revealed that individual factors such as motivation, professional development, and job satisfaction; organizational factors including leadership, communication, and organizational culture; and environmental factors like policy influence and community engagement are critical to the organizational health of schools. These factors together create a comprehensive framework affecting the overall effectiveness and well-being of educational settings. Conclusion: The findings underscore the importance of addressing both the internal and external components of organizational health in schools. A holistic approach that considers individual, organizational, and environmental factors is essential for fostering a positive educational environment, supporting teacher well-being, and enhancing student achievement. The study provides valuable insights for educational leaders, policymakers, and practitioners aiming to improve the organizational health of schools.

Purpose: The present study aimed to design a framework for recruiting non-teaching educational staff in Iran’s Ministry of Education. Method: The present study pursues a qualitative approach. The statistical population of the research included experts and professors in the field of specialization and the senior managers of the General Department of Education of Semnan province in the academic year of 2023-2024, among which 15 were chosen as the samples using theoretical saturation sampling and targeted sampling. The research instruments were a semi-structured interview and a review of the existing documents on this subject. The collected data were validated using member checking. The data validity was evaluated and confirmed using the quality criterion (reliability). The research data analysis method was thematic analysis in three levels: basic themes, organizing themes and Global Themes. Findings: The data analysis led to the identification of 393 basic themes, 33 number-one organizing themes, and 13 number-2 organizing themes in the field of specialization in recruiting non-teaching educational staff in the Ministry of Education. These themes were categorized under 4 global themes including expertise management with two organizing themes (expertise management and performance management), resource management with four organizing themes (human, time, material, and information), change management with three organizing themes (change in organizational structure, change in competitive atmosphere, and change in attitude), and management of organizational development with four organizing themes (managerial capabilities, human resource planning, creation of specialization culture, and organizational interactions). Conclusion: The use of elite and expert employees in the nonteaching sector of the educational system, as a leading institution in providing extensive services to the general public, depends on the presence of a specialization pattern in the recruitment of non-teaching staff. Identification of specialization criteria in the non-teaching sector, which has been done in this research, helps with the formulation of an appropriate specialization model to employ skilled and specialist staff in this sector.

Purpose: The aim of the present study was to design and elaborate the neuro-coaching model (neuroscience of coaching) at Isfahan Steel Company. Methodology: This research is an applied study and, in terms of methodology, a mixed-methods (qualitative-quantitative) research. The statistical population of the study consisted of 15 experts from Islamic Azad Universities and managers of the Isfahan Steel Company. In the qualitative section, their opinions were used to identify and code the categories. For modeling purposes, the statistical population included a group of officials from the Isfahan Steel Company. Cochran's formula was used for sampling, resulting in a sample size of 384, and the sampling method was randomly accessible. To identify the factors, interviews were conducted initially, and with the help of open coding, selective coding, and axial coding, categories and concepts were extracted. Findings: The results of included 41 axial codes and 251 open codes. Subsequently, in the next stage, using confirmatory factor analysis, the axial, causal, contextual, intervening conditions, strategies, and outcomes were examined. Finally, consensus was reached on 209 open codes and 40 selective codes. For modeling, structural equations and partial least squares (PLS) with Smart PLS software were utilized. The results indicated that the neuro-coaching model (neuroscience of coaching) at Isfahan Steel Company is underpinned by 8 causal conditions, 8 contextual conditions, 6 intervening factors, and 7 strategies, leading to 11 major outcomes for Isfahan Steel Company. These outcomes include: improved neural process performance, personal growth and development, empowerment and psychological improvement, enhanced interactions and satisfaction, improved performance and cost reduction, psychology and personal relationships, interaction and communications, personal and psychological growth, individual and professional development, interactions and exercises, and the quality and effectiveness of neural solutions. Conclusion: In conclusion, the neuro-coaching model holds significant promise for transforming coaching practices and enhancing organizational outcomes. The integration of neuroscience principles provides a robust framework for developing more effective and scientifically grounded coaching interventions.