درخت حوزه‌های تخصصی

Purpose: The purpose of this study was to design a biorhythm management model for Iranian public school principals with a fuzzy Delphi approach. Methodology: The design of the present study was qualitative with fuzzy Delphi method. Statistical population, professors of organizational behavior management in universities of Mazandaran province and senior managers of education departments in cities of Mazandaran province were selected and four rounds of fuzzy Delphi technique were performed with their cooperation. This selection and interviewing continued until the theoretical saturation was reached. Using the "rich information" sampling method with 15 professors of organizational behavior management in the universities of Mazandaran province and senior managers of education departments in the cities of Mazandaran province, the required information with semi-structured questionnaires Collected in four rounds. SPSS software was used to analyze the data. Findings: The results showed that the biorhythm management model of Iranian public school principals has four cycles and 28 dimensions of physical cycle (physical) (high mobility and energy, high physical strength, physical endurance and stability, physical weakness (negative), decreased physical ability (negative), inactivity and lethargy (negative), doing useful work and extreme fatigue (negative) ), Emotional cycle (interest in work and life, kindness, immorality and temper (negative), irritability (negative), confusion and mental weakness (negative), love of others, the power of creativity in affairs and mobility in Against the behavior of others (negative), intellectual cycle (mental) (rational) (promotion of intelligence, comprehension and memory, forgetfulness (negative), mental laziness (negative), poor decision-making power (negative), thinking power in affairs , Gaining new ideas and not focusing on personal and work affairs (negative) and intuitive cycle (inner inspiration, strong sixth sense, absorbing negative energy (negative) and attracting the spiritual forces of nature). Conclusion: Investigating the effect of biorhythm and different situations of employees on their job performance is an important issue and should be considered to prevent problems and increase performance, so identifying the explanatory dimensions of biorhythm management among managers of educational organizations, according to their critical tasks, is very important. And it seems necessary

Purpose: The aim of this study was to investigate the role of cognitive emotion regulation in predicting high-risk behaviors mediated by the well-being of 14-17 year old girls in Saravan city. Methodology: This research was descriptive and correlational and was conducted by structural equation modeling based on the partial least squares approach. The statistical population included all 14 to 17 year old male students in Saravan in the academic year 2019-20, and 400 of them were selected by random sampling. The collection tools included questionnaires of prevalence of high-risk behaviors Zadeh محمدi (2008), cognitive emotion regulation of Garnefski et al. (2002). The collected data were analyzed using Pearson correlation coefficient in SPSS software and structural equation model by Lisrel software. Findings: Findings from Pearson correlation coefficient showed that there is a significant positive and negative correlation between the total score of high-risk behaviors with emotion regulation and school well-being at 99% confidence level, respectively, and the structural equation model shows the indirect effect of high-risk behaviors with emotion regulation with School welfare mediation was significant with a coefficient of 0.78, so it can be said that high-risk behaviors with emotion regulation have a significant relationship with school welfare mediation. Conclusion: According to the research results, the hypothesis that the level of high-risk behaviors in female adolescent students can be predicted based on emotional behaviors and mediation of school well-being was confirmed

Purpose: Considering the importance of job motivation in educational jobs, the present study was conducted to construct and evaluate the psychometric properties of teachers' job motivation questionnaire. Methodology: The present study was applied in terms of purpose and descriptive-correlational in terms of implementation method. The study population was elementary school teachers in Tehran in 2019-20, which the sample size was estimated 400 people based on Cochran's formula and were selected as a sample by multi-stage cluster random sampling. Data were collected by a researcher-made job motivation questionnaire (49 items) and analyzed by exploratory factor analysis and structural equation modeling in SPSS-22 and AMOS-24 software. Findings: The results showed that teachers' job motivation had 2 factors and 9 components; so that the external factor of job motivation includes four components of school environment, payroll system, leadership style / managerial support and performance appraisal and reward and the internal factor of job motivation includes five components of in-service training, work and cognitive interests, effective communication, perfectionist thoughts and selection and the factor loading of both factors and all nine components were significant at the confidence level of 0.99. Also, the content validity of the instrument was confirmed by experts and the convergent validity of the instrument was confirmed by the correlation coefficient of the score of each factor or component with the total score of the instrument. In addition, Cronbach's alpha reliability for the whole instrument was 0.92, external factor of job motivation 0.85, internal factor of job motivation 0.89 and components of school environment 0.75, payroll system 0.66, leadership style / managerial support 0.91, performance appraisal and reward 0.65, in-service training 0.82, work and cognitive interests 0.90, effective communication style 0.81, perfectionist thoughts 0.83 and selection was 0.71. Conclusion: Teachers' job motivation questionnaire was a valid and reliable instrument. As a result, specialists and planners of the education system can use it to review and evaluate the current situation of teachers' job motivation and provide solutions to strengthen their job motivation.