نشریه مطالعات آموزش و یادگیری
سال دوم شماره 2 (پیاپی 59، پاییز و زمستان 1389)

B>IntroductionAttention-deficit hyperactivity disorder (ADHD) is a heterogeneous disorder with unknown etiology. ADHD often overlaps with other conditions such as anxiety and mood disorders. The core features of ADHD are poor attention, excessive impulsivity and hyperactivity. The aim of this research is to investigate the therapeutic effects of cognitive behavioral skills group training focused on children and focused on mother + children on manifest anxiety in children with ADHD.Research Quessions 1- Does cognitive-behavioral skills group training focused on children and focused on mother + children significantly decrease the degree of physiological signs of anxiety in children with ADHD?2- Does cognitive-behavioral skills group training focused on children and focused on mother + children significantly decrease the degree of the worry and oversensitivity in the children with ADHD?3- Does cognitive behavioral skills group training focused on children and focused on mother + children significantly decrease the degree of the manifest anxiety in the children with ADHD?MethodsThe resaerch was conducted among the male students of the grade five in the primary school in Shiraz, Iran. The participants were diagnosed as ADHD, according to a diagnostic interview by researchers. The children were selected using CSI-4 that was completed by teachers. A sample of 57 students were selected from the population randomly. The sample was assigned into 3 groups of equal sizes that were composed of 2 treatment groups, and one control group. Subjects responded simultaneously in pretest and posttest situations to the manifest anxiety scale respectively and their teachers responded to CSI- 4 questionnaire too. ResultsThree main results were concluded: 1) Cognitive-behavioral skills group training focused on children and focused on mother + children significantly decreased the degree of physiological signs of anxiety in children with ADHD. 2) Cognitive-behavioral skills group training focused on children and focused on mother + children significantly decreased the degree of the worry and oversensitivity in the children with ADHD. 3) Cognitive behavioral skills group training focued on children and focused on mother + children significantly decreased the degree of the manifest anxiety in the children with ADHD.Discussion and conclusionAs a result, Cognitive-behavioral skills group training had a significant effect on the manifest anxiety in the children with ADHD. The series of studies confirmed curative effects of cognitive–behavioral skills group training on ADHD (Rohde; Clarke; Mace; Jorgensen & Seeley, 2004). Based on the results, it could be said cognitive –behavioral skills can improve parents’ attitudes toward children’s problems such as cognitive error and communication deficit. The final conclusion is that parenting and family interventions as well as intervention focused on children significantly decreased the degree of the manifest anxiety in the children with ADHD.

IntroductionCritical thinking is very different from criticism; it is basically a positive activity in all adult activities, including the interpersonal relationships and working activities. Critical thinking is considered a fundamental cognitive process for knowledge development and utilization; and it is applicable to problem solving and decision making in any context whether it is social, clinical, ethical, managerial, or political. Critical thinking is an important outcome criterion of higher education in any discipline. The ability to think critically is one of the most crucial survival skills in the society today. The lack of these skills can keep people from participating effectively in a democratic society.Considering the importance of thinking in educational system and the necessity of equipping learners with critical thinking skills to deal with social complications and scientific affairs of today’s world demands more serious programming and planning by education professionals. In collegial education, teaching and learning based on this idea is of special importance but a question has been raised as to what degree the selected individuals to the universities have been trained based on this method and whether their scientific potentials correlate with this thought? Therefore, the present study was designed with the objective of the relationship between National College Entrance Examination Rank (NCEER) and the Critical Thinking Skills Test Score (CTSTS) in Isfahan University (IU). Questions1) Is there a correlation between National College Entrance Examination Rank (NCEER) and the Critical Thinking Skills Test Score (CTSTS) in Isfahan University (IU)? 2) Are there significant differences in Critical Thinking Skills Test Score among girl and boy students?3) Are there significant differences in Critical Thinking Skills Test Score among faculties? MethodsThe present study is of descriptive- correlation type. The statistical society of the present study was 199 students who entered the University in academic year of 2006 - 2007 and in Isfahan University and in all colleges of that University. Proportional stratified sampling was used in this study. Information was gathered by giving a standard test of critical thinking skills California (B form) a 34-item multiple-choice test with five subscales analysis (0-9), evaluation (0-14), inference (0-11), inductive reasoning (0-14), and deductive reasoning (0-16) measuring critical thinking skills. The established mean was 15.89. A score of <15.89 refers to a weakness in critical thinking skills, and a score of >15.89 refers to a strength in critical thinking skills. Moreover, the standard test of critical thinking skills has been used effectively with graduate and professional school students. The length of time necessary to administer the standard test of critical thinking skills is 45 minutes. The validity of test was determined to be. 68 to. 70. The methods of analysis included descriptive statistics and inferential statistics of t- tests, analysis of variance, and Pearson Product Moment correlations also, for differences among groups using post-hoc (LSD) analysis, with a level of significance set at (0.05). Descriptive and inference statistics with the help of SPSS15 software was used to analyze the data.ResultsThe results showed that the mean of scores from the test of critical thinking skills was (11.46 ± 3.30) for the students from Isfahan University (IU). In IU, the college of engineering and the college of humanities had the higher and the lower means (CTSTS) respectively. In College of Humanities there was a significant correlation between National College Entrance Examination Rank and the score from critical thinking skills in evaluation domain and in total score of the test, as well as between students’ ranks and the score from analysis over all. In comparing the mean scores of students (girl and boy) from the whole of Isfahan University, boys’ mean scores from deductive reasoning domain was higher than girls’, and it shows a significant difference (p<0.05). But there was not any significant difference between boys and girls in other domains (analysis, evaluation, inference, and inductive reasoning).ConclusionStudy findings indicate that in national college entrance examination, no attention is given to critical thinking skills. Therefore, the individuals who have the better critical thinking skills did not gain a better rank from entry test. Mean value in (IU) is lower than medium so it seems necessary to consider educational planning to upgrade student's critical thinking and with regard to the reported scores, administrators and teachers should pay more attention to their educational planning in developing cultivating critical thinking skills.

IntroductionThroughout human life learning has been are of the important excepts. Since there are a wide number of factors effective in learning, their identification is important in solving problems and shortcomings in an educational system. In addition to such predetermined factors as personality, intelligence quotient, family status, and age, acquired factors are effective in learning. Student's learning styles are among the acquired factors (Snelgroves, et al, 2003). Based on their individual differences, different students use different learning styles for their learning. One of the most effective approaches in studying the student's learning is Kolb's theory of learning styles. According to this theory, learning is a process consisting of four stages of concrete experience, reflective observation, abstract conceptualization, and active experimentation. A learner with the learning style of concrete experience learns from specific experiences, communicates with others, and is sensitive to him / herself and others. A learner with abstract conceptualization who emphasizes on logical analysis of thoughts, has a systematic plan for his/her affairs and acts based on his/her intellectual understanding of situations. The active experimentation learning style includes the ability of accomplishing the affairs and the act of risking and of impressing others through action; finally, those with the learning style of reflective observation act based on exact observation before any judgment, and consider different aspects of an affair to find its meanings. Psychologists believe that in the case of any disharmony between one's learning style and his/her educational field or profession, he/she either drops out of his or her major or feels dissatisfied with his/her educational major (Salehi, et al, 1379). Based on what has been mentioned, the purpose of this research was to study the learning styles as predictors to educational performance. Research hypothesesConsidering the aim of the study, the following hypotheses were considered: 1. There is a link between learning styles and educational performance.2. There are multiple links between learning styles and educational performance.MethodologyThe type of methodology used in this descriptive study is correlation. The population was grade one high school students in Eastern Bandpei, Babol. Based on Morgan's table and through multiple-steps sampling, 210 students were selected as the sample. For identifying student's learning styles, the predictor variable, Kolb's learning styles questionnaire was used. Also, the student's grade point averages were used to determine their educational performance, the criterion variable. For data analysis, the statistical methods of Pearson's correlation coefficient and multiple regression were used.ResultsThe results showed that there was a significant positive link between learning styles of abstract conceptualization and active experimentation and educational performance; and there was a significant negative link between concrete experience and educational performance. Moreover, the results showed that there was no significant link between reflective observation and educational performance. The results obtained from multiple regression analysis showed that the multiple-correlation coefficient between learning styles and educational performance (MR) was 0/24. It indicates that learning styles identify 24% of the variance of the educational performance. Also, the results obtained from multiple regression with step-by-step method showed that the learning styles of abstract conceptualization and active experimentation were predictors of the educational performance.Discussion and conclusionThe link between learning styles and educational performance causes the learners to learn the materials better and have better educational performance in different educational periods. Based on their individual differences, different students use different learning styles; for example, those students who learn through the learning style of reflective observation comprehend the thoughts and situations from different viewpoints; and in learning situations they always rely on their own tolerance, concreteness and exact judgment; and for the purpose of belief construction they refer to thoughts and theories. In contrast, those who learn with the concrete experience style have a personal encounter with the situations, and a personal and intuitive viewpoint toward the issues; or learners with the learning style of abstract conceptualization have the highest scores in their educational progress. Psychologists believe that if there is disharmony between one's learning style and his/her educational major or profession, s/he either drops out of his or her major or feels dissatisfied with his/her educational field (Salehi, et al, 1379). Specifically, this viewpoint may be true more for adult learners. Due to their ages and high experiences, adult learners in comparison to any other groups have more varieties and various viewpoints in learning (Tennant, 2004). When there is a correspondence between learner's learning and their preferred learning styles, the degree of their learning is much more than when their learning styles are ignored.

IntroductionAs organizations are experiencing rapid changes, such as competition in the global economy, the need for strategies to cope with these changes is crucial. Training as a systematic approach to learning is one of the most important strategies for organizations to enhance employees’ productivity and to gain new knowledge and skills needed to meet the challenges. In order to conduct effective training, training managers in organizations need to take into account many factors that are related to training outcomes. One of these factors is trainee’s individual characteristics. The main goal of this study was to determine whether trainees’ individual characteristics including motivation to learn, personality characteristics, age and education are able to predict training outcomes including reaction to training and post training self-efficacy.Research questionsTwo research questions guided this study: 1) Which of predictor variables including personality characteristics and motivation to learn do predict post training self-efficacy? 2) Which of predictor variables including personality characteristics, motivation to learn, age and education do predict reaction to training?MethodThe target population of this study was all employees of Isfahan Gas Company, male and female, who attended training programs during a 3-month period. The sample for the study was randomly selected through cluster sampling procedure, and comprised 109 employees of Isfahan Gas Company. The average age of participants was 38.80 years old. In terms of education, 2.80 percent had not completed high school, 20.20 percent had completed high school, 39.40 percent had some college course work, 33 percent had a bachelor’s degree and 4.60 had percent a master degree. The instruments of the research consisted of: 1) NEO Five Factors Inventory (NEO-FFI) which assessed personality characteristics including: neuroticism, extraversion, agreeableness, conscientiousness, and openness to experience.2) Reaction to training scale,3) Motivation to learn scale,4) Post training self-efficacy scale, and5) Demographic questionnaire. The data of the study were collected in two stages: before training and immediately after training. Before each training program, trainees received the first questionnaire which contained scales to measure personality characteristics, motivation to learn and demographic variables. Immediately after each training program, trainees completed the second questionnaire that assessed training outcomes, including reaction to training and post training self-efficacy. Psychometric characteristics including validity coefficients and Cronbach Alpha coefficients were calculated for the instruments. This study was conducted through correlation design. Pierson correlation coefficients and multiple regression analysis through enter method were used, to analyze date.ResultsThe results of calculation of correlation coefficients revealed that there was a meaningful and negative relationship between neuroticism and post training self-efficacy. These results also showed that there were meaningful and positive relationships among extraversion, agreeableness, and conscientiousness, as personality traits, and post training self-efficacy as a training outcome. However, no meaningful correlation between openness to experience and post training self-efficacy was found. Otherwise, there was a strong and positive relationship between motivation to learn and post training self-efficacy. It was also found that conscientiousness was the only personality characteristic that was positively and meaningfully related to reaction to training. There was also a positive and meaningful relationship among motivation to learn and education, and reaction to training. Moreover, these results showed there was a negative and meaningful relationship between age and reaction to training. To answer the research questions, multiple regression analysis revealed that four personality characteristics including, extraversion, neuroticism, conscientiousness, and agreeableness, and motivation to learn accounted 25 percent of the post training self-efficacy variance. However, the examination of the regression coefficients (s) showed that only motivation to learn can predict post training self-efficacy (=0.36, p<0.01). The results of multiple regression analysis also demonstrated that conscientiousness, motivation to learn, age and education accounted 27 percent of the reaction to training variance. In this case, the examination of the regression coefficients also revealed that only motivation to learn can predict reaction to training (=0.40, p<0.01). ConclusionTraining has been and will continue to be, a valuable tool for managing many current and future challenges. To enhance the return on training investment it is crucial to look beyond the classroom in order to understand how and why training works or does not work. This study highlighted the importance of several trainees’ individual characteristics in training process. Indeed, individual characteristics are one of the important factors that are related and predict training outcomes. This study extends our knowledge of the role of personality characteristics, motivation to learn and demographic variables to predict post training self-efficacy and reaction to training as two training outcomes. The most important finding of this research is the positive and meaningful relationship among motivation to learn as a trainee’s variable, and post training self-efficacy and reaction to training as training outcomes. That is the more people are motivated to learn before training, the more they likely experience high self-efficacy and positively react to training immediately after training. Therefore, one of this research’s implications is that motivation to learn is a determinant variable in training process. So motivation to learn deserves to be further investigated and assessed by training researchers and training evaluators in training settings.

IntroductionTheoretical foundations of Self- efficacy can be traced in social cognitive theory (Bandura, 1977, 1997). Bandura (1997) defined self- efficacy as a person beliefs about his/her own capabilities to organize and run courses for action to achieve personal goals. According to Bandura (1997), self- efficacy is both general and domain-specific. In educational settings, academic self- efficacy has been widely investigated. As a domain specific area, teaching self- efficacy is recently in the focus of many researches. Broadly conceptualized, teacher self-efficacy refers to the teacher’s belief of his or her abilities to bring about valued outcomes of engagement and learning among students, including difficult and unmotivated students (see Bandura, 1977; Tschannen- Moran, Woolfolk Hoy, & Hoy, 1998). Teaching efficacy has been defined as the extent to which the teacher believes he/she has the capacity to affect student performance. Studies have linked teacher self efficacy to a number of positive outcomes for students. Some of these consequences include motivation, academic achievement and higher levels of self-efficacy in students (Anderson, Greene & Loewen, 1988, Midgley, Feldlaufer, & Eccles, 1989). Over the years, the construct of teacher self-efficacy has also undergone important changes which are somewhat due to the changing role of teachers with the increasing diversity and complexity of teacher functions and responsibilities. Consequently, researchers have developed general teacher self-efficacy scales to assess more comprehensively teacher self-efficacy beliefs in representative crucial areas of effective teacher functioning (Chan, 2008). Teacher efficacy scale (Gibson & Dembo, 1984) and the scale of responsibility towards the students achievement (Guskey, 1981) are two of these studies. Tschannen-Moran and Woolfolk (2001) have developed a 24-item Teachers’ Sense of Efficacy Scale that includes three subscales to assess the efficacy for instructional strategies, for classroom management, and for student engagement. Teacher Efficacy Scale. (Tschannen-Moran and Woolfolk, 2001) has addressed most of the issues about measuring teacher self -efficacy. This scale includes items that reflect the multidimensional nature of teaching by including specific teaching tasks within several domains of functioning that are important to teachers. Teacher Efficacy Scale is being used more frequently in educational research. Providing a Persian version of the scale was the primary concern of this study. So, the major question of this research includes: Are the psychometric properties of teacher efficacy scale appropriate for use in Iranian culture? As a secondary consideration, these questions have been investigated: Is any significant difference between elementary and high school teachers in terms of their sense of self-efficacy? Is there any significant difference between male and female teacher's self efficacy? MethodThe methodology of the present research descriptive and was used survey method. The population consisted of male and female teachers of elementary and secondary schools in Bandar Abbass. A sample of 252 elementary and high school teachers (128 female and 124 male), who were selected via random cluster sampling procedure, participated in the research. Teacher self efficacy scale (Tschannen-Moran and Woolfolk, 2001) was used for data collection in this study.ResultsIndexes of sample adequacy and variables for factor analysis were relatively satisfactory. Exploratory factor analysis, with Varimax rotation, yielded three factors, namely: efficacy for student engagement, efficacy for instructional strategies, and efficacy for classroom management. These factors explained about 54.17 percent of the total variance in teacher self- efficacy. Also, reliability coefficients for whole scale (α= 0.83) and subscales were satisfactory. Overall results indicated that teacher self-efficacy scale is appropriate to measure teacher's self- efficacy and its dimensions in Iranian culture. Furthermore, findings showed that elementary teacher's self- efficacy was significantly higher than secondary teachers; and there was no significant difference among male and female teachers in terms of their sense of self- efficacy. Discussion and ConclusionFindings of this study showed that Teacher self efficacy scale (Tschannen-Moran and Woolfolk, 2001) has good validity and reliability and can be used for assessing the self efficacy of teachers in Iranian culture (in overall and three dimensions including self- efficacy of involving learners in education, self- efficacy in teaching strategies and self efficacy in the class management). A discussion on theoretical and practical aspects of findings and suggestions for further research end the present article.

IntroductionLiterature review about the barriers of using new technologies in education indicates that the most important problems in the implementation process are teachers’ attitudes and their interests in adopting new technologies. For adopting an innovation, there are different models that show the important factors in the implementation process and the relationships between them. Concern based adoption model (CBAM) is one of these models that was developed by Hall and Hard in 2001 and was selected as theoretical framework for doing this research. This model is composed of three parts: (i) stages of Concern (ii) levels of Use, and (iii) innovation Configuration. Stages of Concern (SoC), deals with expressed adopter’s concerns and issues related to his or her experience with, or perception of, the innovation, i.e, how teachers perceive an innovation and what feelings teachers have about it. Therefore, the main purpose of this paper was to determine the teachers’ stages of concern toward ICT in accordance with Concern Based Adoption Model (CBAM). The second purpose was to investigate the teachers’ stages of concern according to demographic information. Based on the mentioned objectives, the research questions were as followings:1- In what stages of concerns, are teachers in the Concern Based Adoption Model (CBAM)?2- Are there any differences among teachers’ stages of concern according to their demographic information such as age, gender, school type, academic majors and levels of education?Methodology This study was a descriptive one. For collecting data, standardized questionnaire of Hall and Hard about stage of concern was used. The SoC questionnaire is a self-report survey developed by Hall and Hard to understand the adopters’ feelings and perceptions. The SoC questionnaire has been tested for reliability (alpha-Cronbach’s coefficients range from. 64—.83) (Hall & Hard, 2001). The questionnaire included a series of statements. Participants responded according to the relevance of the statement to them at that time. Participants respond by selecting the degree of relevance on an 8-point scale: O indicates irrelevant, 1 shows— not true for me now, through to 7—7 indicates that the statement is very true for me now. Statements that participants respond vary from I am not concerned about the innovation to / would like to discuss the possibility of using the innovation. In addition to the 35 Likert-scale type items, the SoCQ used for this study included open-ended questions. 110 teachers were randomly selected as a sample of secondary education in Isfahan in 1387-1388. For analyzing data independent t-test and MANOVA variance were used. ResultsThe results indicated that most of the teachers were in the personal stage of Hall and Hard stage of concern (awareness, informative, personal, management, consequence, collaboration, refocusing) with highest frequencies percentage of 22.7. In the personal stage, teachers are skeptical about their capabilities and their self efficacies for using new technologies. In this stage, adopters do not know what the essential needs and professional requirements for implementing the innovation are. Because of the centralized educational system in Iran, teachers are wondering if it is their responsibility to integrate technologies in the curriculum or it should be done by educational ad,omostratprs. If it is their responsibility, what should they do? What sources and requirements should exist for implementing it? Does the structure of society let them think about this subject?Results also indicated that teachers’ stages of concern in using new technologies were different according to the schools’ location. The teachers, who worked in the schools with higher socio-economic status, were in the higher stage of concern. The reason is because the schools which were located in these districts had more access to educational facilities and computer labs. Some of the classes of these schools were connected through local network and had access to Internet facilities. So, teachers and students of these schools had more access to computer hardware and software and were more knowledgeable about computers and were more interested in using them. Findings showed that there were meaningful differences between teachers’ concerns according to their degrees. Teachers with MA and Ph.D. degrees were more interested in using information and communication technology in their lessons. The reason is that graduate students use computer and internet more than undergraduate students in Iranian universities and they have to do a lot of research work so they are more knowledgeable about it. Therefore, more ICT knowledge and skills cause more internet usage. The results also indicated that teachers’ states of concern were different according to the subjects that they were teaching. Math and computer teachers were more knowledgeable about computers and were more interested in using new technologies. There were no meaningful differences among participants’ stages of concern according to the genders. In general, results indicated that most of teachers in this study were in the third stage of concern based adoption model (CBAM). The main reasons are because ICT is not integrated in the schools’ curriculum programs and there is not a special plan for using it in the Iranian schools. Lack of teachers’ knowledge and skills in using computers is the other reason for keeping them in the third stage. The results of this study would be beneficial for curriculum planners, educational policy makers and teachers’ training centers administrators. ICT should be included in the pre-service and in-service teachers’ training programs. Increasing teachers’ knowledge and skills about ICT will cause them to be more interested in using the new technologies. More financial support should be provided for deprived districts to provide more facilities for low socio-economic schools.

IntroductionToday, completely changed conditions of org organizagions and increasidy competition which necessitous effetivemess show the need for organizations to generate valuable staff; this generation of staff is called organizational soldiers. Doultless, such staff distinguishes effective organizations from non-effective ones. Staff who are willing to go beyond official obligations of their job represent what in recent years has been called “organizational citizenship behavior” (Morrisan, 1994).Organizational citizenship behavior has many advantage for the organizations. By protecting the interests of the organization, good organization citizens anable organization to allocate organization interests usefully. In organizations in which citizenship behavior is common, there exist more interesting places for working. They can employ the best persons for themselves (Dennis, 2005). Evaluations of preceding studies in the field of organizational citizenship behavior show the focus of attention of investigators into such relationship with several variants in the field of job satisfaction identified important preconditions of organizational citizenship behavior. Investigation questions1- Is there a significant relationship between job satisfaction and organizational citizenship behavior of Tehran University Personnels?2- Is there a significant relationship between job satisfaction with elements of organizational citizenship behavior of Tehran University Personnels?3- Is there a significant relationship between between elements of job satisfaction with organizational citizenship behavior of Tehran University Personnels?4- Are elements of job satisfaction the predictors of organizational citizenship behavior?5- Is there a significant relationship between organizational citizenship behavior of male and female experts of Tehran University? Reasearch In this study, the aim was to evaluate the relationship between job satisfaction with organizational citizenship behavior of Tehran university Personnels th rough descriptive-correlation, in which 136 subject, of Tehran University Personnels were selected by using Cochrane formula and simple sampling. In order to measure the job satisfaction of Personnels of job, description index of (JDI) Smith, Kendall and Halin(1969) was used, that accounted with Cronbach's alpha (0.91) and, is a sign of high validity of this questionnaire. Also, in order to evaluate the rate of organizational citizenship behavior, a 24-question questionnaire that pudsakef et. al (1990) constructed based on five – fold model of organ (1998); Means humanism, job conscience, magnanimity, propriety, and social customs, was used the questionnaire was given to 30 subjects as a sample and accounted Cronbach's alpha (0.94) which is a sign of high validity of this questionnaire in the study. Also in order to analysis the data of investigation descriptive statistical methods and inferential statistical method like Pearson correlation coefficient, and independent t- test and step by step regression ware used. Results of correlation test of Pearson indicates that there is a significant and positive relationship between job satisfaction and organizational citizenship behavior and elements of social customs, courtesy, and job conscience. Also, all elements of job satisfaction (promotion, supervision, salary, job and colleague) with organizational citizenship behavior find a meaningful relationship. Also, results indicate that of 5- folds dimension of job satisfaction only elements of salary and colleague are able to predict organizational citizenship behavior of experts.Results of t-test also indicate that there is a significant relationship between sexual variable and Organizational citizenship behavior.Discussion and Results of Pearson correlation coefficient show that there is a significant relationship between job satisfaction with organizational citizenship behavior of Personnels. This result conforms with findings of Organ and konovoski (1984), Marfio et al (2002), pudscaf et al (2000), Mio and Kim (2009), Jahangir et al (2006). When a person has a high job satisfaction, it means that he loves his job, has good feelings about his job and gives a great value to his job. And this is logical That such an employee has self joint, cooperative and support behavior, has a behavior more than its role and has more activity in order to serve his organization and obtain his goals. Also, Personnels believe that this relationship between job satisfaction and organizational citizenship behavior can be because those who have high job satisfaction in organizations, show reciprocal reaction to organizations that could prepare their job satisfacion. Also, there results indicate a meaningful relationship between job satisfaction with social custom elements, courtesy and job conscience of staff. Other results show that all elements of job satisfaction (promotion, job, supervision, salary and coworkers) have a meaningful relationship with organizational citizenship behavior of staffs. Results of analysis of step by step regression for predicting organizational citizenship behavior based on job satisfaction elements also show that salary and coworkers elements are of the most important predictor elements of organizational citizenship behavior.