فرناز شبان بسیم

Teachers are the most influential factor at schools, and their job performance is essential indicator of success and persistence of the goals of educational organizations, and the ability of teachers and leadership style of headmasters play significant role on it. This study aim to predict job performance of teachers based on psychological empowerment and leadership style of headmasters. Descriptive-correlation method was used and statistical society include all female teachers (413 individuals) of primary schools at 2 and 4 district of Tabriz, 198 individuals were selected as sample by multi-stage random cluster method. Data collected using standard questionnaires of Paterson’s job performance, Spritzer’s psychological empowerment, and leadership style of Hersey-Blanchard. Alpha-Cronbach was calculated for each of the variables as 0.93, 0.91 and 0.62, respectively. For data analysis, Pearson’s correlation coefficient, multiple regression tests and SPSS software (version 16) were used. Results of the Pearson correlation coefficient indicated that job performance of psychological empowerment was positive (0.50) and meaningful (p < 0.01). Results of the multiple regression with step by step approach indicated that meaningful elements of reliability, effectiveness and competency are the best predictors of job performance of teachers (p < 0.05) among psychological empowerment elements, and imperative leadership style was the best predictor of job performance in leadership styles (p < 0.05). Therefore, optimizing psychological ability of teachers and selecting desired leadership style of headmasters lead to positive effect on job performance of teachers.

The sense of self-actualization, which is at the highest level in the range of Maslowchr('39')s needs, implies the flourishing of the talents and potential of human beings. The development of self-actualization has positive effects on individuals, especially students. Students with high self-actualization have a high degree of mental health, academic achievement and high. Life satisfaction; therefore, it is important to recognize the factors affecting self-actualization in students. Perceived Social support is one of the factors that appears to be related to sense of self-actualization on students. Perceived social support is a kind of mental judgment in which one thinks that his family and friends will help him when faced with tensions and accidents. The sources of support make the person feel caring, loving, self-esteeming and worthwhile, and can successfully deal with stress factors by being part of a broad network of communication. But in addition to perceived social support, another factor that may be associated with self-actualization is social capital. This concept refers to the links and connections among the members of a network as a valuable resource, which creates norms and mutual trust that accomplish the goals of the members, and with known sociological variables such as trust, awareness, concern about others and public issues, Participation in public affairs, solidarity and group solidarity, and collaboration. Given the importance of perceived social support and social capital variables, the purpose of this study was to explain Sense of self-actualization among Student by perceived social support and social capital.

In a Descriptive-correlational study, from among all students of various schools of Azerbaijan Shahid Madani University, in 2018-2019, 361 students (211 girls and 150 boys) were selected using multistage cluster sampling method and using the margin of error Cochran. The participants completed the Multidimensional Scale of Perceived Social Support, Ahwaz Self – Actualization Inventory and Social capital Inventory. Data analysis was performed using the Pearson correlation coefficient and multiple regression analysis (stepwise).

The results showed that there is a positive and significant relationship between perceived social support components (friends, family and person) with Sense of self-actualization. Also, there was a positive and significant relationship between the components of social capital (trust, networks and common norms, mutual cooperation and cooperation, empathy of understanding and mutual respect, co-operation and voluntary participation, collective identity) with Sense of self-actualization. The positive relationship between perceived social support and social capital with self-actualization means that with increased perceived social support and social capital, self-actualization increases in students, and vice versa. Also, Stepwise regression results showed that from components of perceived social support, important person and friend were able to predict Sense of self-actualization. These results also indicated that from components of social capital, Social solidarity and collective identity were able to predict Sense of self-actualization.

Considering the positive relationship between perceived social support and social capital with Sense of self-actualization among students and predicting Sense of self-actualization.based on these variables, it can be concluded that perceived social support and social capital variables are important factors in explaining studentschr('39') Sense of self-actualization. In line with the results of previous researches, it can be concluded that families and friends are important sources of social support for students, and the quality and quantity of social relationships, social ties or social capital determines the growth and prosperity of students. So neglecting these factors can cost a lot of money for the higher education system. Therefore, by designing practical policies to increase the perceived social protection level, as well as expanding social capital, establishing interpersonal and group relationships, self-awareness and conflict resolution can be significantly affected by the costs and educational costs of the education system it’s great. Therefore, paying more attention to these variables and raising them among students and other groups is essential.

Religious orientation and spiritual health are important factors in students' mental health. The aim of this study was to explain high-risk behaviors among student by religious orientation and spiritual health.
Instruments & In this descriptive-correlational study, among students of Azerbaijan Shahid Madani University, in 2018-2019, 361 students were selected, using multistage cluster sampling method and the Cochran formula. The data were collected by Allport's Religious Orientation Scale, Spiritual Health Questionnaire, and Iranian Youth Risk-Taking Scale. Data analysis was performed, using the Pearson correlation coefficient and multiple regression analysis (stepwise) by SPSS 16. There was a negative and significant relationship between intrinsic religious orientation and spiritual health with high-risk behaviors (p<0.01). Also, from the components of religious orientation, intrinsic religious orientation could predict components of high-risk behaviors. From the components of spiritual health, existential health could predict components of high-risk behaviors. Intrinsic religious orientation and spiritual health can predict the high-risk behaviors of students.

High-risk behaviors endanger the health and well-being of individuals. Therefore, it is important to recognize its effective factors. Therefore this study aimed to explain student - teachers high-risk behaviors based on academic identity and academic motivation.

The research method was a descriptive-correlation, and the statistical population consists of all male student – teachers (n=500) at Farhangian University of Sabzevar in 2016-2017 and 220 students were selected using available sampling method and using the Cochran formula. Academic identity status questionnaire, academic motivation scale and Iranian youth high-risk behaviors scale were used for data gathering. Data analysis was performed using the multiple regression analysis (stepwise) and software SPSS version 16.
Findings: The results showed that there is a significant negative relationship between academic identity achievement with smoking and sex and followering academic identity with sex (p>0.05). There is a significant negative relatioship between internal motivation with smoking and sex (p>0.01). Stepwise regression analysis showed academic identity achievement and academic identity follower predict Smoking and sex components. Also, intrinsic motivation predict smoking and sex components of high-risk behaviors.

Academic identity and academic motivation are predictors of high-risk behaviors in students.

The problem of learning disabilities is the reason of academic backwardness of students and dyslexia is considered the most common of these disorders.Therefore, the present study aimed to investigate the comparison of the effectiveness of mental rotation and phonological awareness training on reading performance of students with dyslexia.
The design of the study was quasi-experimental in pre-test and post- test with control group. Statistical population composed of all dyslexic students in the city of Tabriz in 2015-2016. The sample of present research consisted of 45 students with dyslexia who were selected via available sampling and then were assigned randomly to experimental) phonological awareness and mental rotation training) and control groups(n=15 in each). To collect data, revised Wechsler intelligence scale for children and reading improvement and dyslexia test were used. Multivariate Covariance (MANCOVA) was used to analyze the data.
Findings indicated that scores of mental rotation and phonological awareness training have a significant effect on reading performance of dyslexic students compared with control group (p0.05).
It can be concluded that mental rotation and phonological awareness training are effective on accuracy, speed and comprehension of reading in students with dyslexia.