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This research aimed to Curriculum development of self-efficancy for higher education. we used a qualitative method based on content analysis of a comparative category system. In this research, we analyzed data based on three procedures of open coding, axial coding and selective coding. All available printed and un-printed material related to psychological resources constituted our general concepts by using open coding and then, the obtained concepts were classified. The results showed that the identified targets for self-efficiency included 5. Self-confidence, Daring, Individual management, Commitment to goals, Self-regulatory. The obtained content in curriculum of included 5 components: Paying attention to the content of cognitive distortion concepts, learn how to manage emotion, Self-esteem skills training, Teaching a set of reciprocal responses in stressful situations, Acquisition of the ability to objectively analyze existing information. The results also identified 4 components for teaching methods of self-efficiency: Role play, active method, stable documents, observational learning, Brainstorming, and modeling. For evaluation of self-efficiency, we obtained 7 components: Assessment of individual growth, self assessment, Evaluation of performance and reactions, Evaluation of individual judgment, Evaluation of intellectual strategies, Evaluation of appropriate performance metrics, acceptance of measurement by others. According to the obtained results and the importance of self-efficiency in educational, occupational, and social life, focusing on "self-efficiency" is necessary in order to promote and develop the psychological resources in higher education's learners

The purpose of this research was to investigate the effectiveness of the integrated educational program of content production based on story line and chemistry on the level of learning and self-efficacy of the trainees of the technical and vocational training center of Naein city in the second half of 1400. Among the female trainees of Naein Technical and Vocational Center, 28 female trainees in button mushroom production and breeding were selected based on targeted and accessible sampling and were placed in two experimental and control groups by lottery. The experimental group was exposed to the integrated content production training program. At the end of the training course, a written test (to measure the level of learning) was conducted and all trainees were simultaneously tested by the self-efficacy questionnaire of Sherer et al. (1982). The collected data were analyzed by the t-Dohtling statistical test with the help of SPSS 22 statistical software. the results showed that; There is a significant difference between the two experimental and control groups in terms of average scores of learning variables and self-efficacy. In other words, the integrated training program of content production based on story line and camtasia has had a significant effect on the level of learning and self-efficacy of female trainees in the field of mushroom production and breeding. Therefore, it is suggested that the technical and professional organization of the country, based on the results of this research, change the method of teaching technical and professional skills and use interactive content production software as much as possible in all its skill fields to transfer learning and skills and durability and sustainability of training. to do.

The present study was conducted with the aim of investigating the relationship between digital literacy and transformational leadership with the professional development of teachers with the mediating role of self-efficacy.

This study is practical in terms of purpose and and descriptive-correlational in terms of method and based on structural equations. The statistical population included all the Public School teachers of Silvana city in the academic year of 2022-2023, using stratified random sampling method, 256 people were selected as a statistical sample for the study based on Morgan's table. To collect data from four standard questionnaires of transformational leadership Bass & Avolio (2000), self-efficacy Schannen & Moran (2002), professional development Godali (2016) and digital literacy (Open University 2012), which was provided by the Open University under the title of Digital Literacy Assessment Checklist was used. The collected data were analyzed using Pearson's correlation coefficient and structural equation model by SPSS 24 and LISREL 8.8 software.

The findings showed that the direct effect of digital literacy on professional development (0.56) and on self-efficacy (0.49) is positive and significant. The direct effect of transformational leadership on professional development (0.63) and on self-efficacy (0.31) is positive and significant. Also, the research results showed the indirect and significant effect of transformational leadership (0.11) and digital literacy (0.18) on teachers' professional development through self-efficacy.

The results showed that School principals can play a decisive role in increasing the self-efficacy and professional development of teachers by taking advantage of the transformational leadership style and providing the necessary background for acquiring digital knowledge.

The present descriptive correlational study aims to determine the effectiveness of nonviolent communication (NVC) in education on the academic progress, self-efficacy, and academic optimism of late learners with the mediating role of teaching methodology. The study population consists of students in senior high school in Landeh town. Using Morgan's table, 242 participants were selected by stratified sampling. The nonviolent communication in education questionnaire by Marshall B. Rosenberg, Pham and Taylor’s Academic Performance Scale, Morgan-Jinks’ Student Efficacy Scale (MJSES), Tschannen-Moran’s Student Academic Optimism Questionnaire, and Rajabi’s teaching methods were used for data collection. Data were analyzed by simple linear regression and structural equations modeling (SEM) in SPSS-22 and AMOS-2020. The findings showed that with the mediating role of teaching methodology, NVC in education significantly affected the academic progress, self-efficacy, and academic optimism of late learners in Landeh both directly and indirectly. The model fit indices and RMSEA of 0.21 indicate the high model adequacy. The findings reveal that NVC in education enhances the quality of the learning process in late learners, leading to the mitigation of many behavioral, emotional, psychological, and social challenges. Nevertheless, the role of the mediating factors, such as teaching methodologies, should not be neglected, as they increase the effectiveness of NVC in education and facilitate the progress of these students.

Determining the effectiveness of parent-child relationship training based on acceptance and commitment on children's self-efficacy using a compiled educational package was the aim of this study, and was conducted in a semi-experimental way with a pre-test and post-test along with a control group. 42 male students of the first year of high school and their mothers were selected according to the purpose of the study by available sampling and were randomly assigned to the experimental group and the control group. Mothers in the experimental group received educational intervention based on the compiled educational package during 10 sessions of 90 minutes in 10 weeks. Before starting the study process and after the end of the training sessions, students' self-efficacy was measured using Bandura's self-efficacy questionnaire. The educational package was compiled using library-document studies using the research synthesis method and its validity was determined by the content validity method, Lawshe model (1975), and the collective opinion of an expert group. The calculated CVI was between 0.9 and 1, which indicates the validity of the training package. The results demonstrated that the educational interventions of parent-child relationships based on acceptance and commitment using the compiled educational package were significantly effective on students' self-efficacy ( ). As a result, parent-child relationship education interventions with the help of techniques based on acceptance and commitment can be used to increase and promote students' self-efficacy.

Motivation is considered a general factor that generates behavior, while academic motivation is a student's perception of himself, his talents and abilities, and his efficiency. It is also effective in determining their goals and the extent of their success and failure. The present study aimed to model the causal relationship between self-efficacy and academic motivation with the mediating role of teacher-student interaction in female first-year high school students in Ahvaz city in Iran during 2023.

The present research method followed a fundamental, descriptive, correlational, and structural equation model in terms of its purpose. The research population was all 500 female sixth-grade elementary school students in District 2 of Ahvaz; among them, 220 were selected as samples according to the Krejcie & Morgan table and multi-stage randomization sampling. The research tools were the questionnaires related to Harter's Educational Motivation Scale (HEMS, 1980), Sherer General Self-Efficacy Scale (GSE, 1972), as well as the Teacher Interaction Questionnaire designed and validated by Lardasmi and Kenny (2001). In addition, the data were analyzed using SPSS (version 26) and AMOS.

The results indicated that the standard coefficients of the path between self-efficacy and academic motivation, between positive teacher-student interaction and academic motivation, and between negative teacher-student interaction and academic motivation are significant. Moreover, the self-efficacy variable has a significant indirect relationship with the academic motivation variable through positive teacher-student interaction, and the self-efficacy variable has a significant indirect relationship with the academic motivation variable through negative teacher-student interaction. With acceptable values of the fit indices, it was determined that the proposed model has an acceptable and appropriate fit with the data. As a result, academic motivation can be predicted based on self-efficacy through the mediation of teacher-student interaction in first-year female high school students in Ahvaz.

Overall, it was indicated that there is indeed a significant relationship between self-efficacy and academic motivation with the mediating role of teacher-student interaction, which supports the need for further research to bridge the gap between student motivation and identifying variables that influence their academic motivation.

Comparing the effectiveness of critical thinking training and self-regulation strategies on academic motivation and self-efficacy The purpose of this research was to compare the effectiveness of critical thinking training and self-regulation strategies on academic motivation and self-efficacy of female students in the second year of high school in Tabriz. This research was a semi-experimental type and was conducted in the form of pre-test-post-test-follow-up with a control group. All the subjects were evaluated using Waller and Blaise's educational motivation scale and Scherer's self-efficacy questionnaire. The sampling method was purposeful; In this way, among the students whose grades in the questionnaires were one standard deviation lower than the average, 30 people were randomly replaced in the experimental groups and 15 people in the control group. The first experimental group received ten ninety-minute sessions of critical thinking training. The second experimental group received eight 90-minute sessions of self-regulation strategies, but the control group did not receive any training. The results of repeated measurement variance analysis indicated that providing critical thinking training and self-regulation learning strategies has significantly increased academic motivation and self-efficacy in students. Also, there was no significant difference between the scores of academic motivation and self-efficacy in the two groups of critical thinking training and self-regulation strategies. The results of this research showed that teaching critical thinking and self-regulation strategies can be used as an efficient method to increase students' academic motivation and self-efficacy.

Students' self-efficacy plays a decisive role in their academic and career success. Lack of attention to this important factor in universities, especially Farhangian University, whose main mission is teacher training, can challenge the education system. Therefore, it is necessary to study the factors affecting students' self-efficacy in various dimensions, including academic, emotional, and social. The present study aimed to investigate the role of university human resource development (HRD) functions in the self-efficacy of students at Farhangian University, Shahid Chamran Campus, Tehran.

The research method was descriptive-correlational and based on structural equation modeling. The statistical population included all male students at Shahid Chamran Campus of Farhangian University in the academic year 1401-1402, with 1243 students in the fields of elementary education, counseling, and physical education at the undergraduate level. Data were collected from a sample of 284 students of Farhangian University, Shahid Chamran, Tehran, using simple random sampling. Structural equation modeling (SEM) was used to investigate the role of human resource development functions in self-efficacy.

The findings showed that the obtained model has a good fit and that HRD functions play an important role in students' self-efficacy in academic, emotional, and social dimensions. In other words, there is a linear and positive relationship between HRD functions and students' self-efficacy.

By understanding and effectively implementing HRD functions, Farhangian University can significantly affect the self-efficacy of its students and improve their performance in academic, emotional, and social dimensions. This research can help policymakers and educators to improve the quality of education, create an environment in which students feel capable of achieving their goals. Future studies should examine the long-term effects of HRD functions on self-efficacy and help them achieve career success after graduation.

Transformational educational management plays an important role in creating a dynamic and active vision. As a result, the aim of this research was to investigate the relationship between transformational educational managers with self-efficacy and job satisfaction. This study is applied in terms of its purpose and in terms of the method of implementation, it is a correlation type; The research community consisted of 92 female primary school principals and teachers in the 4th district of Tehran in the academic year of 2022-2023. The sample size was extracted based on the Morgan table, and these numbers were selected by simple random sampling according to the size of the population. The research tools are standard questionnaires (transformational educational management by Bass and Avalio, 20 items, teacher self-efficacy, Schaanen, Moran, and Woolfolk, 2001, and job satisfaction, Smith et al. (1969), 24 items each) whose psychometric indicators were evaluated as appropriate. The findings indicate that the transformational educational management and its dimensions have a significant and positive relationship on the increase of teachers' self-efficacy and satisfaction. Transformational educational management explains 48% of changes in self-efficacy and job satisfaction and its dimensions such as inspirational motivation 43%, mental motivation 46%, individual consideration 41% and ideal influence 38% in self-efficacy and job satisfaction of teachers. Slow leads to increased variables. Finally, according to this study, it is necessary to plan for the implementation of transformational educational management style in elementary school principals to increase teachers' self-efficacy beliefs and increase their job satisfaction.

The purpose of the present study was to investigate the mediating role of computer anxiety in the relationship between self-efficacy and academic performance of 7-12-year-old students in virtual education.

The current research was applied in terms of objective, in terms of descriptive-correlation method and in terms of data collection quantitatively with standard tools. The statistical population of the research was the parents of 7-12-year-old students (first to sixth grade) of non-profit schools in Isfahan city in the academic year of 2022-23. In order to collect data, Iraola-Real et al.'s Virtual Academic Performance Questionnaire (2023), Murphy et al.'s Computer Self-Efficacy Questionnaire (1989), and Haynes' Computer Anxiety Questionnaire (1987) were used. To analyze the data, Pearson's correlation coefficient, regression and path analysis were used in SPSS and AMOS software.

What emerged from the findings was that there was a positive correlation between the studied variables (P<0.05) and the ability to predict academic performance for both groups of students regarding computer self-efficacy was higher than computer anxiety (0.66 vs. -0.30 for boys and 0.76 vs. -0.29 for girls) and if we assume computer anxiety as a mediating variable, this variable can play a mediating role in the relationship between computer self-efficacy and academic performance by 31% (P <0.05).

Given that in today's conditions, digital technology has become ubiquitous and has occupied most aspects of life and education; The use of technological resources is fixed; Therefore, the ability to use them is essential. Therefore, it is suggested to pay attention to this category in the future in the case of possible virtualization of classrooms in the academic counseling provided in schools

The aim of this study was to investigate the effectiveness of positive parenting to mothers on self-efficacy and resilience of children with specific learning disorders.

This research was an experimental study, including pretest- posttest with control group. The statistical population of the present study included all children aged 7 to 12 years with learning disabilities in Ardabil in 2024. Among them, 40 children were selected using purposeful sampling method and placed randomly in experimental (n=20) and control group (n=20). Data were collected by using Morris Children and Adolescents Self-efficacy Questionnaire Morris (2001) and children and adolescents resilience scale (Engar & Libenberg, 2009). The experimental group participated in 10 sessions (45 minutes) of positive parenting and the control group didn’t receive any intervention. Data were analyzed using multivariate analysis of variance (MANOVA).

The results indicated that positive parenting significantly improve self-efficacy and resilience of children with specific learning disorders (P<0/05).

The results showed that positive parenting can be considered as an effective way to improve self-efficacy and resilience of children with specific learning disorders. Therefore, child psychologists and specialists can use positive parenting to reduce the psychological problems of these children.

comprehension of learning environments in a competitive way shapes the way students think, feel and behave. the purpose of this research was to investigate the mediating role of self-efficacy in the relationship between fear of failure and academic competitiveness of middle school students in Tabriz. The current research was of a descriptive-correlation type. The statistical population of this research was all secondary school students in Tabriz city in the academic year 1402-1401, and the statistical sample included 320 students from five secondary schools in District 1 and 2 of the first and second term of Tabriz city, which were selected by cluster random sampling method. The measurement tools were including self-efficacy questionnaire, fear of failure questionnaire and academic competitiveness questionnaire. The software used for data analysis was spss version 23 and smart pls.3. The results of the analysis showed that there was relationship between fear of failure and academic competitiveness (β=0.402 and t=7.08) and self-efficacy (β=- 0.319 and t=4.83), in addition there was a relationship between self-efficacy and academic competitiveness (β=0.509 and t=10.54). Also، the mediating role of selfefficacy in the relationship between fear of failure and academic competitiveness (- 0.163) was significant. Therefore, it can be concluded that self-efficacy had a significant mediating role in the relationship between fear of failure and academic competitiveness of students

Blended learning, as a combination of face-to-face learning and technology-based learning, has many advantages; however, there are still gaps in research related to this issue. Therefore, the aim of the current study was to compare the effects of traditional and blended learning on knowledge, self-efficacy, and perception of nursing students about web-based learning environment at the undergraduate level. This research design was quasi-experimental, based on pre-post surveys, in which 20 second-year nursing students from Azad University of Zanjan, who had chosen the health assessment course. The data were analyzed using descriptive and inferential statistics using SPSS 27.0.1. There were no significant differences in the scores of the first to third tests between the blended and traditional teaching groups (p > 0.05); however, the blended learning group achieved better scores in assignments (p < 0.05). No significant differences in self-efficacy scores was observed between the groups in pretest and posttest. The students' perception of the web-based learning environment was also positive. Based on this, blended learning can be employed to create a flexible learning space. The findings of this research emphasize the advantages of blended learning as an instructional strategy in nursing.

This research was conducted with the aim of investigating the effect of self-efficacy on organizational commitment and job performance of managers. The research was a survey type. The statistical population of the research is all principals of primary schools in Varamin city, using Morgan's formula, 113 people were selected as the sample size using Morgan's table. In order to collect data, the self-efficacy questionnaire of Scherer et al. (1982), Patterson's job performance questionnaire (1990) and Allen and Mir's organizational commitment questionnaire (1991) were used, and spss software was used to analyze the data and test the hypotheses. Descriptive statistics section focused on central and dispersion indicators, and in the statistical inference section, correlation coefficient and regression tests were used to test hypotheses. The final results of the hypotheses test showed that self-efficacy affects managers' organizational commitment. Also, selfefficacy affects managers' job performance.

Introduction and goal: 

In order to prevent academic and psycho-emotional problems in students, it is considered vital to identify related factors and educational-therapeutic measures. This research was designed and implemented with the aim of investigating the effectiveness of mindfulness training on self-efficacy and responsibility in primary school students.

The research was semi-experimental with a pre-test and post-test design with two experimental and control groups. The statistical population included all the students studying in the elementary school of Asaluyeh city in the academic year of 2023-2024, and the number of 30 subjects was selected by the available sampling method and randomly assigned to two equal groups (experiment, 15 people and control, 15 people) were assigned. In addition to the demographic information checklist, a self-efficacy questionnaire (Morris, 2001) and a responsibility questionnaire (Lewis, 2001) were used to collect data. The data were analyzed by descriptive statistics and covariance analysis with SPSS version 26 statistical software.

The results showed that the mindfulness training program increased the total score of self-efficacy (F=89.515, P=0.000 and η=0.547) and increased the total score of responsibility (F=77.737, P=0.000 and η=0.479) and each of their components was tested in the group, but no statistically significant change was observed in the average scores of these components in the control group during the different stages of the assessment.

Considering the effectiveness of mindfulness training, psychologists and mental health professionals can use this therapeutic approach for psychological empowerment and reducing harm in students.

improving technological infrastructure and teacher training can help increase the impact of educational technology on students' motivation and self-efficacy. The purpose of this research was to investigate the relationship between teachers' attitudes towards educational technology, learning motivation and self-efficacy of sixth grade elementary students in Farashband city in the academic year 1402-1401.

The current research was a fundamental research in terms of its purpose, and a correlational descriptive research in terms of data collection. The statistical population in this research was all the sixth grade elementary teachers and their students in Farashband city, and according to Morgan's table, the number of statistical samples was calculated to be 237 people. However, due to the type of statistical method and limited access to the sample, 100 people were considered. And it was selected using cluster random sampling method. The data collection tool was Yaqovs Educational Technology Questionnaire (2005), Kashif et al.'s motivation to learn (2013) and Sherer et al.'s (1982) general self-efficacy.

The findings showed that there is a significant and direct relationship between teachers' attitude towards educational technology and students' learning motivation with a correlation coefficient of 0.137. There is a significant and direct relationship between teachers' attitude towards educational technology and students' self-efficacy with a correlation coefficient of 0.156. Also, the results of the coefficient of determination test showed that educational technology explains and predicts students' learning motivation by 2%.

This research shows that teachers' attitude towards educational technology can have a positive effect on students' learning motivation and self-efficacy, although these effects are relatively weak. To improve the results and take full advantage of educational technology, it is necessary to pay attention to other factors and try to create a supportive and comprehensive educational environment.

This research was conducted with the aim of investigating the effectiveness of metacognitive strategies on self-efficacy and motivational beliefs in students with learning disabilities.

The method of this research is semi-experimental and pre-test and post-test with control and follow-up groups. The research population includes all students with learning disabilities in the sixth grade in primary schools in Tehran in 1401-1402, and 30 of them were selected by random sampling. According to the sample size, 15 people were randomly assigned to the experimental group and 15 people to the control group. The self-efficacy scale of Duncan and McKeechie (2005) and the motivational beliefs questionnaire of Pintridge and DeGroot (1990) were used to collect data. Metacognitive strategy training was provided for 8 sessions in two months. Analysis of variance with repeated measurements was used to analyze the data.

The results of analysis of variance with repeated measurements showed that teaching metacognitive strategies has created a significant increase in self-efficacy (P<0.01) and motivational beliefs (P<0.01) of students with learning disabilities and these results It remained stable in the two-month follow-up (P<0.05).

According to the results of this research, it can be concluded that metacognitive strategies are a very effective training in increasing self-efficacy and motivational beliefs of students with learning disabilities, and all trainers and teachers can benefit from it. These results have important implications in the field of education and counseling services for such students as an important part of the learning process.

The present study was conducted to investigate the effectiveness of painting therapy on self-efficacy and quality of life of female students with reading disorders.

The research method of this study is a semi-experimental type of pre-test-post-test with the control group. The statistical population of this study consisted of all female fifth- and sixth-grade elementary school students in Khoram Abad city in the academic year of 2021-2022. Then 30 people with reading disorder were selected through random multi-stage cluster sampling and were assigned randomly to two groups (15 people in each group). The experimental groups received painting therapy for eight 60-minute sessions. The instruments used in this study were the self-efficacy questionnaire (Sherer et al, 1982) and the quality of life questionnaires )Ware et al, 1996). The data was done using covariance analysis tests.

The results showed a significant increase in painting therapy on the self-efficacy of the subjects in the experimental group (p<0/001), but no significant effect was observed on the quality of life (p<0/63).

Based on the result we can say that painting therapy is an effective way in improving self-efficacy in students with reading disorders.

The present study aimed to investigate The effect of quantum training method on self-efficacy, communication skills and academic achievement motivation among male first-grade students of senior high school. The research method was quasi-experimental with pretest-posttest and control group. The statistical population included all first-grade male senior high school students in Nurabad-Lorestan (1650 students), a total of 30 students were selected through simple sampling method and randomly divided into experimental group (15 students) and control group (15 students). The data were collected using Sherer's et al General Self-efficacy Scale (1982); Queendom's Communication Skills Questionnaire (2004) and Hermans's achievement Motivation Questionnaire (1970). The reliability coefficients confirmed by Cronbach's alpha method were 0.83, 0.89 and 0.82, respectively. The collected data were analyzed using descriptive statistics (mean, standard deviation) and ANCOVA. Quantum Learning Protocol training program consisted of a 12-session program. The results showed that using the Quantum training method is effective in increasing self-efficacy and academic achievement motivation and also improving communication skills among students. These findings have important implications for educational settings, and could help improve the learning process, educational behaviors,and personality of students by integrating quantum education into the curriculum.