درخت حوزه‌های تخصصی

The present research aimed to examine how emotional quotient mediates the link between work gratification and career life quality for employees at Sistan and Baluchestan University in Zahedan, Iran. The statistical population for this study comprised all staff at Sistan and Baluchestan University, and a sample of 155 employees was selected using convenience sampling. Participants completed the Work Gratification Questionnaire created by Brayfield & Rothe (1951), the Emotional Quotient Questionnaire by Chadha (2001), and the Career Quality of Life Scale established by Van Laar, Edwards, & Easton (2007). The results showed that work gratification significantly and positively influenced all dimensions of quality of work life. Emotional quotient did not notably affect the components of career quality of life. Work gratification did not exert an indirect influence through emotional intelligence on the career quality of life. Emotional quotient did not significantly influence the relationship between work gratification and career quality of life for staff in the University of Sistan and Baluchestan.

The purpose of this study was to assess how socio-demographic factors affect quality of life, emotional intelligence, and organizational commitment among employees of transmittal companies in Sistan and Baluchestan Province, Iran. The sample included 268 employees from the Sistan and Baluchestan Transmittal Company who were selected through a convenience sampling method. The Quality of Life Scale created by Dueby et al. (1988), Singh's Emotional Intelligence Scale (2004), and the Organizational Commitment Scale by Khan and Mishra (2002) were employed for gathering data. The results from one way ANOVA indicated that individuals aged 31-40 years and those aged 41 years and older exhibited notably higher average mean scores for quality of life in comparison to the 22-30 years age group. However, people between 22 and 30 demonstrated notably higher average scores in emotional intelligence compared to those in the 31-40 age group and individuals aged 41 and older. The results of the independent t-test revealed that male employees achieved significantly greater average scores on quality of life compared to their female counterparts. The results from the one-way ANOVA indicated a notable difference in quality of life scores; employees with 11-20 years and those with 21 or more years of experience showed significantly higher average mean scores in quality of life compared to employees with less than 10 years of experience.

The aim of this study was to examine job stress and job burnout in native and non-native teachers. This study employed a causal-comparative design. The research focused on all native and non-native teachers of Chabahar city in the academic year 2024-2025. Out of the group, 104 individuals were chosen (52 native teachers and 52 non-native teachers) through convenience sampling. Data were gathered using the Osipow's (1987) Job Stress Questionnaire and Maslach’s (1981) Job Burnout scale. Data were examined through both descriptive statistics and multivariate analysis of variance. Based on the results, native and non-native teachers showed varying levels of job stress (p < .05). In simpler terms, non-native teachers scored higher on scales of overload, role ambiguity, role-related tasks, responsibility, and stress related to the physical environment compared to native teachers. Also, non-native teachers scored higher on burnout subscales including emotional exhaustion and depersonalization compared to native teachers (p < .01). From the findings, it can be concluded that teachers' native and non-native backgrounds can lead to a significant difference in their job stress and burnout.

The present study sought to examine the effects of hope therapy and compassion therapy on rumination, depression, and erroneous beliefs within employees of organizations in Shiraz city. The statistical population included workers from Shiraz city during 2023 and 2025. The research methodology was experimental, including a design that contained both pre-test and post-test components, as well as experimental and control groups. In this pilot study, among the employees who scored one standard deviation below the mean on rumination, depression, and false beliefs questionnaires, 45 individuals were randomly selected and divided into two experimental groups and one control group. The overall count of people in each of the three groups was 15 people. The members of the initial experimental group participated in hope therapy training together over the course of 8 sessions. The second experimental group participated in compassion therapy for a total of eight sessions. In contrast, the control group did not receive any training. Ultimately, a post-test was given to all three groups. A follow-up examination was carried out after two months too. Covariance analysis was employed for data evaluation. The results showed that both hope therapy and compassion therapy helped with rumination, depression, and inaccurate beliefs among employees, with no significant difference in their effectiveness on rumination. However, compassion therapy was found to be more effective than hope therapy in addressing beliefs. Additionally, hope therapy had a greater effect on employees' depression compared to compassion therapy. It can be inferred that training in hope therapy and compassion therapy has led to decreased rumination, depression, and misguided beliefs among staff, with this enhancement remaining consistent throughout the three-month follow-up duration.

Personality as an individual factor is one way of describing human characteristics, usually referred to as a number of relatively stable behavioral traits or characteristics. This systematic review reviewed all related Iranian studies in international databases, including Google Scholar, PubMed, PsycINFO, Web of Science (ISI), Scopus, and national databases, including the Scientific Information Database (SID) and Magiran which was published between 2002 and 2024. The following keywords and combinations of them were used to search the databases: “personality characteristics” “life expectancy,” “quality of work life,” and “work-life balance”. Personality characteristics significantly influence various aspects of life, including life expectancy, quality of work life, and work-life balance. Research indicates that traits such as conscientiousness, neuroticism, and overall personality profiles can contribute to both individual and organizational outcomes. Personality traits, such as conscientiousness and emotional stability, significantly impact life expectancy, job satisfaction, and work-life balance by promoting healthier lifestyles and well-being. Understanding these influences can inform interventions to improve health outcomes and workplace dynamics.

The present study aims to examine the mediating role of narcissism in the relationship between organizational commitment and job burnout among secondary school teachers in Zahedan. This research utilized a descriptive-correlational design. The study sample consisted of 213 teachers from elementary and secondary schools in Zahedan during the academic year 2024-2025, selected through multi-stage cluster sampling. Participants completed the Maslach and Jackson Burnout Inventory (1981), the Allen and Meyer Organizational Commitment Scale (1990), and the Ames Narcissistic Personality Inventory (NPI-16). The data were analysed using Pearson’s correlation coefficient and structural equation modelling. The results indicated that there was a significant positive relationship between organizational commitment and job burnout among secondary school teachers in Zahedan, with narcissism acting as a mediating variable. Narcissism serves as a mediator between organizational commitment and job burnout among teachers; therefore, increasing narcissism and enhancing organizational commitment are recommended as preventive measures against teacher burnout.

This study examined the influence of time management practices and workplace bullying on organizational commitment amongst employees at Zahedan University of Medical Sciences. This study employed a descriptive-correlational research design. A convenience sample of 195 participants (93 women and 102 men) was recruited. Data collection utilized questionnaires that measured time management, workplace bullying, and organizational commitment. Pearson correlation coefficients and stepwise multiple regression analyses were conducted using SPSS software version 26. Analysis revealed significant positive correlations between organizational commitment and short-range planning skills and total time management scores. Conversely, negative correlations emerged between organizational commitment and victimization experiences, instances of fighting, and overall workplace bullying. Stepwise multiple regressions indicated that workplace bullying scores entered the model first, explaining 12.4% of the variance in organizational commitment. Short-range planning scores entered the second step, explaining an additional 2.3% of the variance. Interestingly, however, both bullying and short-range planning emerged as negative predictors of organizational commitment. These findings suggest that fostering short-range planning skills and addressing workplace bullying could be beneficial in enhancing employee organizational commitment. Future research could investigate potential interventions to improve time management and mitigate bullying behaviors within similar organizational contexts.

Given the severe psychological stress of teachers in educational settings, it is of particular value to pay attention to improving their psychological well-being and to identify the factors that contribute to the decrease or increase in teachers' psychological well-being. For this reason, the aim of the present study was to investigate the role of predictor variables of psychological resilience, happiness, and mindfulness in the criterion variable of teachers' psychological well-being. For this reason, 113 people were selected from the statistical population of elementary school teachers in Rasht in the academic year (2023-2024) using the convenience sampling method and responded to the questionnaires of psychological well-being (Reif and Keyes, 1995), psychological resilience (Connor and Davidson, 2003), Oxford Happiness (Hills and Argyle, 2002), and Freiburg Mindfulness (Wallach et al., 2006). The results were analyzed in SPSS22 software using Pearson's correlation coefficient and stepwise regression, and the results showed that the relationship between psychological resilience and psychological well-being (r=0.61), the relationship between happiness and psychological well-being (r=0.49), and the relationship between mindfulness and psychological well-being (r=0.41) was positive and significant (p<0.01), and the three variables explained 50% of the variance in the changes in teachers' psychological well-being. Therefore, the psychological well-being of elementary school teachers can be predicted based on psychological resilience, mindfulness, and happiness.

AbstractThis study aimed to predict the quality of working life from organizational citizenship behavior and psychological empowerment in elementary school teachers in Rasht city, Iran. The research's statistical population consisted of all government and non-government primary school teachers employed during the academic year 2024-2025, from which a sample of 150 individuals was chosen, and they were requested to complete questionnaires regarding Organizational Citizenship Behavior, Psychological Empowerment, and Quality of Work Life. The results were evaluated using SPSS-24. The Pearson correlation coefficient and regression analysis were utilized to interpret the data. The findings indicated that organizational citizenship behavior and psychological empowerment positively and significantly correlated with the quality of work life among primary school teachers. The two predictors accounted for 41% of the variance in quality of work life, leading to the conclusion that organizational citizenship behavior and psychological empowerment were strong predictors of the quality of work life for elementary school teachers in the city of Rasht in Iran.

The present research was conducted with the aim of comparing the effectiveness of reality therapy and schema therapy on the perfectionism of working women. The materials and methods of this research are Quasi-experiment with a pre-test and post-test design. The statistical population consists of working women based in Shiraz. First, a number of 150 working women completed Hill et al.'s perfectionism inventory (2004), then 45 individuals who had the higher scores compared to the rest, were selected and randomly placed in three groups of 15, including two experimental groups and one control group; and then the first experimental group was exposed to 8 sessions of reality therapy and the second experimental group was exposed to 8 sessions of schema therapy and the control group did not receive any intervention. The information obtained from covariance analysis was analyzed with the SPSS software. The findings obtained from the covariance analysis showed that both methods led to a significant reduction in the perfectionism of the participants of the experimental groups. Among the two types of therapy, schema therapy had a greater effect in reducing perfectionism; but there was no significant difference between the two methods in reducing perfectionism. Based on the results, both reality therapy and schema therapy can be used to reduce the perfectionism of working women.