درخت حوزه‌های تخصصی

Purpose: The aim of present research was determine the modeling of self-regulation based on cognitive flexibility with mediated role of psychological hardiness in students. Methodology: The present study was descriptive, correlational type. The research population was all secondary high school students of Tehran city in academic years of 2019-20, which from them 499 students were selected by step cluster sampling method. Data were collected by self-regulation questionnaire (Bouffard & et al, 1995), cognitive flexibility inventory (Dennis & Vander Wal, 2010) and psychological hardiness scale (Lang & Goulet, 2003) and analyzed by structural equation modeling method in SPSS-22 and Amos-21 software. Findings: The findings showed that the model of self-regulation based on cognitive flexibility with mediated role of psychological hardiness in students had a good fit. Also, cognitive flexibility on psychological hardiness and psychological hardiness on self-regulation had significant direct effect (P<0.001), while cognitive flexibility on self-regulation had not significant direct effect (P>0.05). In Addition, cognitive flexibility with mediated of psychological hardiness on self-regulation had significant indirect effect (P=0.009). Conclusion: Regarded to the results, school counselors and psychologists can via increasing cognitive flexibility and psychological hardiness directly and indirectly led to improve self-regulation of students.

Purpose: The aim of tis research was presenting model of rotation from centralization to reducing of focus on the field of formality and power in decision-making of staff levels in education of Tehran. Methodology: Present research in terms of purpose was applied and in terms of implementation was quantitative. The study population was the principals and employees of the staff level of education ministry and the principals and teachers of secondary high schools of Tehran city in the academic years of 2018-19, which based on Cochran's formula from them, were selected 440 people by simple random and multi-stage cluster sampling methods. To collect data was used from 37-items researcher-made questionnaire that its content validity was confirmed by experts and the structure validity of instrument was confirmed by factor analysis and its reliability was calculated 0.94 by Cronbach's alpha method. Data were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS and AMOS software. Findings: The findings showed that the model of rotation from centralization to reducing of focus on the field of formality and power in decision-making had six components of formality, power in decision-making, horizontal communication, delegation of authority, information technology and school-based. Also, the mentioned model had a good fit and all six components of formality, power in decision-making, horizontal communication, delegation of authority, information technology and school-based had a significant direct effect on the rotation from centralization to reducing of focus (P<0.05). Conclusion: Regarded to the results of the present study through improving the components of formality, power in decision-making, horizontal communication, delegation of authority, information technology and school-based can be achieved from centralization to reducing of focus on the field of formality and power in decision-making.