Journal of A Review of Theorizing of Behavioral Sciences
Volume:1 Issue: 1, Winter 2024

Career anchors are distinct patterns of an individual's talents, capacities, purposes, attitudes, and values. After years of experience and feedback from the real world, these patterns guide the person’s path to personal development and eventually confirm it. The challenge currently faced by HR managers in most companies and organizations is the reluctance of employees to perform their duties. In such a situation, achieving success involves examining the development of human resources and how career anchors affect it. This research, in turn, aims to investigate the impact of career anchors on Human Resource Development (HRD). Two questionnaires by Schein (2006) and Faghihipour and Haghgou (2016) were employed to evaluate career anchors, and HRD, respectively. The research population included all 200 physical education teachers Department of Ardabil Province. The sample size was determined, using Krejcie and Morgan table, as 127, selected through a non-random sampling method. Data analysis was done on LISREL, and structural equation modeling was used to analyze the hypotheses. The results showed that different aspects of career anchors such as managerial competence, security, entrepreneurial creativity, autonomy and independence, service and dedication, pure challenge, and lifestyle significantly positively affected HRD.

The present study was conducted with the aim of testing the causal model of organizational deviance of education administrative staff based on job conflict with the mediation of organizational pessimism. This research was quantitative and descriptive-correlation type. The statistical population of this research was the employees of the four districts of education departments of Karaj in the academic year of 2020-2021. The sampling method was random (available). The sample size was determined according to the Kregci-Morgan model, 125 person. To collect data from the organizational deviance questionnaires of Bennett and Robinson (2000) (α = 0.89), Dobrin's job conflict (1985) (α = 0.86) and organizational pessimism of Callaghan (2009) (α = 0.72) was used. The validity of the instruments was confirmed by the opinion of professors of educational sciences and psychology. Data with two software Spss vs. 22 and lisrel. 8.50 and was analyzed by structural equation model method. The results showed that the presented model has a suitable and favorable fit (df/x2=2.80, GFI=0.92, AGFI=0.91, CFI=0.91, NFI=0.93, 0.082 RMSEA = 0) and the job conflict component directly and indirectly through the organizational pessimism component has a significant effect on the increase in organizational deviance of employees (p<0.05). Resolving the job conflict of employees can be an effective step in helping the organizational department of education departments to adapt as much as possible to the expectations of employees, planning for their productivity and preventing and reducing organizational deviance of employees. It will improve the level of education departments to achieve their goals.

The purpose of this research is to investigate the role of cognitive self-regulation, metacognition and social support in predicting test anxiety. The research method is descriptive of the correlation type, in terms of purpose it belongs to applied research and in terms of nature it belongs to quantitative research. The statistical population includes 1200 students of Mohaghegh Ardabili University in 1402, of which 291 were selected by multi-stage random sampling. To collect data, questionnaires of social support, test anxiety of Friedman and Jacob, and self-regulation questionnaire of Boufard were used. For data analysis, Pearson's correlation coefficient tests and multiple regression analysis were used using Spss software. The findings showed that test anxiety with cognitive self-regulation component (r=-0.690, p<0.01) and metacognitive self-regulation component (r=-0.190, p<0.01) of self-regulation, negative correlation and meaning There is a significant negative correlation with social support with the components of family support (r=-0.390, p<0.01) and friends' support (r=-0.720, p<0.01). The regression results showed that cognitive and metacognitive self-regulation cannot significantly predict students' test anxiety, but social support could significantly predict students' test anxiety. According to the results, it is suggested that universities, educational centers pay special attention to cognitive and metacognitive self-regulation in people in order to control and reduce anxiety, as well as families and friends as a very effective factor in Students' lives should provide the social support they need in order to reduce exam anxiety.

This research aimed to design a self-care model for the personnel of the Law Enforcement Command of the Islamic Republic of Iran. The research is applied in terms of its objective, qualitative in terms of data nature, and descriptive in terms of its execution method. To collect information, semi-structured interviews and grounded theory were utilized. The study population consisted of law enforcement commanders from various provinces, with 15 participants selected through purposeful theoretical sampling based on the principle of data saturation. The collected data were systematically organized through an ongoing process of open, axial, and selective coding, resulting in 122 open codes, 105 concepts, 15 categories, and 6 classes.The findings of the study indicate that the self-care model for the personnel of the Law Enforcement Command of the Islamic Republic of Iran is categorized under the themes of self-confidence and organizational trust, self-awareness, personal and professional goals, adaptive intelligence and emotion regulation, independence in decision-making, self-care, reward and incentive systems, organizational support, learning and development opportunities, employability and responsibility, organizational culture, effective leadership, creating a safe space and acceptance of mistakes, attention to health, tranquility and stress management, and constructive communication.Finally, it is recommended that the findings of this research be used as a guide and general framework for self-care among the personnel in the law enforcement command offices of various provinces.

This study aimed to design and validate a model for improving the academic performance of first-grade secondary school students in Ardabil City. The research was applied in terms of its objective and mixed in terms of its nature. The qualitative population consisted of experts, professors, and academic specialists in the field of educational sciences and all its branches in Ardabil. The quantitative population included all secondary school teachers in Ardabil's first-grade secondary schools. In the qualitative section, the sample size was determined based on the principle of saturation, totaling 20 individuals. For the quantitative section, proportional stratified random sampling was used to select a sample size appropriate to the population size of approximately 270 individuals. Data collection tools included interviews and a researcher-made questionnaire. According to the results, the reliability of all categories was greater than 0.7, indicating that the questionnaire's reliability was ideal and satisfactory. The composite reliability of all categories was also higher than 0.7 and greater than the average variance extracted (AVE), indicating convergent validity. Discriminant validity was also confirmed by the HTMT criterion. The research findings indicated that the improvement of the academic performance of students in Ardabil was categorized and validated under seven components: student commitment and willpower, effective communication with teachers, individual factors, planning and organizing, use of effective teaching techniques, family support, and an appropriate educational environment and facilities (sig<0.05). Ultimately, it is suggested that the Ministry of Education should develop educational programs, employ differentiated teaching, provide facilities and equipment, create positive learning environments, present parents and officials as supporters, and use extracurricular activities to improve students' academic performance.

All the different theories of social sciences and humanities claim to present a new perspective on the actualized and the desirable human being and strategies to bring the actualized human being closer to the desirable human being. All theorists have their own epistemological foundations and theorize accordingly. Rogers's client centered theory is the same. According to Rogers, who is influenced by Kant and the philosophy of phenomenology, knowledge of external and objective reality is a relative and personal matter in such a way that everyone has their own knowledge. Reality is what each person perceives, and the only means of cognition is the human mind or the subject. The result of Rogers' view about the possibility of cognition is relativism. The criterion of cognition is also the usefulness of propositions in practice (Pragmatism), while from the point of view of Muslim thinkers who are in favor of epistemological realism, the external reality can be known with certainty. Also the tools of cognition are sense, fancy, imagination, heart and Intellect. Rogers' criterion of cognition, that is, pragmatism, is also self-contradictory and endless chaining and therefore unacceptable.