mohammadhasan seyf

The aim of this study was to present a model of relationships between mindfulness, dark personality and academic competence on mental rumination with the mediating role of students' academic self-efficacy. The statistical population of this study included high school students in Shiraz, of which 382 Samples were selected. The instruments used in this study include standard questionnaires of teacher interaction with students Murray and Zovich (2010), Ginger and Morgan (1999) academic self-efficacy, Johnson and Webster's Dark Personality Triangle (2010), Huxma and Murrow (1991), rumination, Freiburg mindfulness was the short form of Ghasemi Jobneh et al. (2015), Deperna and Elliott (1999) academic competence. The collected data were analyzed by path analysis method. The results showed that the most direct effect of dark personality on rumination (0.25) and the least direct effect of mindfulness on self-efficacy (0.17) and mindfulness on rumination (-0.17), academic competence on Academic self-efficacy (0.17) and teacher-student interaction on academic self-efficacy (0.17). In addition, the most indirect effect is related to the effect of dark personality on rumination (0.04), academic competence on self-efficacy (0.04). And academic competence on rumination (-0.04) and the least indirect effect is related to the effect of mindfulness on rumination (-0.03) and teacher interaction with students on rumination (-0.03). Finally, the most The total effect is related to the effect of dark personality on rumination (0.29) and the lowest total effect is related to the effect of teacher interaction with students on rumination (-0.03).

Virtual space generates a wide array of information and semantic expressions, creating a sense of abundance. Individuals become suspended in the construction of their identity when confronted with the vastness of this space and its plethora of resources. The present study aims to determine the mediating role of life orientation, self-expression, and psychological well-being in the relationship between moral intelligence and the prevention of virtual identity.

The research method was descriptive-correlational. The statistical population consisted of all female students in the second year of high school in Shiraz who were studying during the academic year 2022-2023. Among the statistical population, 382 people were selected using a multi-stage cluster sampling method with the Morgan and Karjesi formula. For data collection, self-expression was assessed using the Gambrill and Reiji (1975) questionnaire, psychological well-being with Rief's (1989) measure, moral intelligence using Link and Keel's (2008) instrument, and life orientation through Shier and Carver's (1985) scale. Data were analyzed using path analysis.

The findings revealed a significant positive correlation between moral intelligence, life orientation, self-expression, and psychological well-being with the prevention of virtual identity (P < 0.01). Moreover, moral intelligence was positively and significantly related to life orientation, self-expression, and psychological well-being (P < 0.01). The results further demonstrated that life orientation, self-expression, and psychological well-being acted as significant mediators in the relationship between moral intelligence and the prevention of virtual identity (P < 0.01).

The findings indicate that moral intelligence influences the prevention of virtual identity through self-expression, life orientation, and psychological well-being as mediators. Based on the obtained indices and coefficients, it can be concluded that the proposed model of the causal relationships between moral intelligence and prevention of virtual identity, with the mediation of self-expression, life orientation, and psychological well-being, adequately explains the data.

The purpose of the present study is to investigate the relationship between the presentation of the causal model of perception of the electronic (virtual) learning environment and reflective thinking with regard to the mediating role of cognitive flexibility among the students of Payam Noor University in Shiraz. This research is descriptive and correlational. For this purpose, using simple random sampling, 400 students were selected as a statistical sample from all the students of Payam Noor University, Shiraz center, and questionnaires of perceptions from the educational environment of Sweeney et al. (1994), reflective thinking by Kamber et al. Cognitive flexibility questionnaire (CFI) was completed by Dennis and Vanderwaal (2010). All questionnaires are standard and have validity and reliability (alpha higher than 0.70). The collected data were analyzed with the help of Lisrel software. The results of the research showed that the direct and positive effect of engagement in academic assignments, learning authenticity and feeling of membership on the components of cognitive flexibility (perception of controllability, perception of behavior justification and perception of different options) is significant. Also, the direct and positive effect of the feeling of support on the components of the perception of controllability and the perception of different options is significant. In addition, the direct and positive effect of the sense of ownership on the component of the perception of the justification of behavior is significant. The direct and positive effect of flexibility components on reflective thinking is also significant. Also, the results showed that, in general, the mediating role of cognitive flexibility components is significant in the relationship between the perception of the educational environment and students' reflective thinking.

The present study has been performed with the aim of presenting a causal model of organizational intelligence relationship on classroom management with the mediating role of teachers' philosophical mindset and self-efficacy. The methodology of this study is descriptive and correlational. The statistical population included all elementary school teachers of Firozabad city in the academic year 1401-1400 (283 people), that 150 people were selected using relative stratified sampling and regarding Morgan's table.To collect data, the organizational intelligence questionnaire of Karal Albrecht (2003), the classroom management styles of Amin Yazdi and Aali (2018), the philosophical mindset of Iraj Soltani (1997) and the teacher self-efficacy scale of Aschanen, Moran and Woolfolk (2001) were used. To conduct statistical analysis, Path analysis and Amos software were used. The results showed that organizational intelligence has a direct and significant effect on self-efficacy, philosophical mindset and classroom management. On the other hand, self-efficacy and philosophical mindset have a direct and significant effect on classroom management, and also organizational intelligence through self-efficacy and philosophical mindset has an indirect and significant effect on classroom management. Therefore, it can be concluded that philosophical mindset and self-efficacy of teachers are among the variables that impact classroom management.

In recent years, the transfer of learning to the workplace has been proposed as an important measure of success in training courses. The aim of this study was to design a causal model of factors affecting the transmission of perceived e-learning among employees of power distribution companies in the south and southwest of the country.

This research was applied in terms of the purpose of research and descriptive-survey in terms of research method and correlational with emphasis on structural equations. The statistical population of the study included all employees of power distribution companies in the south and southwest of the country was 1400 people, of which 384 people were considered as a sample size using multi-stage cluster random sampling method. Based on Organizational Learning Culture Questionnaires (Marsik and Watkins, 2003), Learning Transfer System (Halton and Bates, 2000), Perceived Transfer Ease (Hasvolo, 2004), Ajan and Hartshorn (2008), Intention to Transfer (Sami Neto), 2009), cognitive absorption (Agarwal and Karahana, 2000), perceived transfer pleasure (Nasura and Weslow, 2012) and perceived transfer utility (Kim et al., 2007). Data analysis was performed using SPSS and LISREL software.

The results showed that the proposed model has a good fit and can be generalized to the research community and all components of the proposed model are statistically significant. Also, all research hypotheses were confirmed and in the proposed model, 0.49% of the variance of perceived learning transfer is explained by research variables.

The highest amount of variance explained in this model is related to the transfer of perceived learning (50%) and the lowest amount of variance explained in the general model is related to the transfer motivation (13%).

This study aimed to present a causal model of future orientation and self-regulated learning based on the mediating role of academic self-efficacy and task value using a path analysis method.

This descriptive, correlational study was performed on 205 MSc medical students (MSc) in Shahid Beheshti University, who were selected by Cochrane’s formula and multistage stratified sampling. The subjects completed four questionnaires, including Bouffard educational self-regulation questionnaire, Pintrich’s task value questionnaire, Midgley’s standard self-efficacy questionnaire, and Seginer future orientation questionnaire. Data analysis was performed in SPSS and AMOS using path analysis method.

In this study, future orientation factor had a significant, positive effect on academic self-regulation in students. In addition, there was a significant, positive correlation between developmental assessment and students’ use of academic self-efficacy and task value, thereby confirming the research hypotheses.

According to the results, using future orientation increased academic self-regulation in the MSc medical students (virtual) in Shahid Beheshti University and led to a higher use of academic self-regulation in learning considering the mediating role of academic self-efficacy and task value. Evaluation of the fit indexes demonstrated the favorable fit of the proposed model based on the data obtained from the participants.

In recent decades self-regulated learning has been regarded as an effective factor in successful academic performance, This study aimed at presenting a causal relationship model of Self-regulated learning and future orientation based on the mediating role of academic Self-Efficacy and Task Value through path analysis.
 In this descriptive-correlational study, the data were collected through a combined questionnaire which was completed by 320Of Paramedical Students(178 woman& 142 Man). The samples were selected from among - people (statistical population) through a multi-stage sampling method (cluster, stratified and random) in 2018-19 academic year at Payame Noor University of Tehran, and they completed a questionnaire consisting of 4 standard sub-questionnaires. The data were analyzed by Path analysis using Amos24, Lisrel 8.8 and Spss22.
The results showed that the effect of three endogenous factors ) academic Self-Efficacy, task value equal, future orientation)on the academic self-regulation in the students was significant. The values obtained from the comparative fit index, goodness of fit index, adjusted goodness of fit index, and root mean squared error of approximation were 0.98, 0.97, 0.96, and 0.052, respectively.
Among the endogenous variables in students the maximum total effect on academic self-regulation is related to the academic self-efficacy and equal 0.22. The fit indices of the model showed that the proposed model in the study has a relatively good fit with the data gathered from virtual students.

In recent decades, self-regulated learning has been identified as an important factor in academic achievement and performance. The aim of this study was to present a causal model for factors affecting self-regulated learning among MSc students of Paramedical Sciences in Shahid Beheshti University of Medical Sciences.

In this descriptive correlational study, the data were collected through a combined questionnaire which was completed by a number of 310 of Paramedical Students. The participants of the study were selected through a multistage method (cluster, stratified and random sampling) in 2018-19 at Shahid Beheshti University of Medical Sciences. The data were analyzed by path analysis using Amos, Lisrel and SPSS.

The results showed that the three endogenous factors (perfectionism, task value, future orientation) had a significant effect on the academic self-regulation in the students. The highest total effect on self-regulation was related to perfectionism and academic self-efficacy (0.43) among the exogenous variables.

Considering the goodness of fit indices and investigation of the model as a whole in the study group, the model had a good fit for the indices and can be used in decision making and policy making.

In medical education environments using technology is so important. This study investigates the effective factors on the using information and communication technology among the medical science students. This descriptive and solidarity study is at 120 students (male and female) of the College of Management of Shiraz Medical Science University that selected randomly. In order to evaluate the effective factors on using attention of technology we use five questionnaires of using intention as: technology, understand of using a technology facility, and understanding of profitability of using technology, pleasure and enjoyment, and being applying of the technology system. In order to survey analysis, we use the descriptive statistics and the correlation efficient, path analysis and and goodness of fit indices using Iisrel 8.5, Spass 18 softwares. All the effective variables on using intention of the technology by the medical science students in the form of the conceptual model of the research have been evaluated and finally the conceptual model with goodness of fit indices has been confirmed and examined. On the using intention of the technology by the Medical Science students, many variables affect that some of them have been evaluated in this study. Path analysis results indicate that perceived ease and pleasure seeking the most effective way to use the technology are significant.

In today's society, entrepreneurial intentions could be a valuable strategy for creating employment and entrepreneurial thinking in higher education and a parallel improvement in the employment crisis has, the present research aimed at investigating the factors affected on the academic entrepreneurial intention among students of Shiraz Medical Sciences University. This paper is a descriptive-correlational on based applied goal and the method of data collection and analysis. Statistical group present research included all students of faculty management and information of Shiraz Medical Sciences University. The sample size was determined using Cochran formula, 170 students have been using stratified random sampling.Field method and combination of close questionnaire were used to collect data and Likert five-alteration scale was applied to measure all parts of model. Data were analyzed using path analysis, a total of 9 different variables included five predictor variables (subjective norms, social norms, entrepreneurial experience, entrepreneurial self-efficacy tend to be risk-taking) and three intermediate variables (perceived desirability been possible perception, attitude) was proposed and evaluated the impact of each dance entrepreneurial. The results indicated that subjective norms, social norms, entrepreneurial self efficacy, entrepreneurial experience and propensity risk taking have significant effects on entrepreneurial intention indirectly through perceived desirability, perceived feasibility and attitude toward entrepreneurship variables.