داریوش مهرافزون

INTRODUCTION: The aim of the present study was to investigate the relationship between self-efficacy and resilience with psychological preparation with the mediating role of stress coping styles in RCS Rapid Response Teams in Iran. METHODS: In this descriptive-correlational study, the statistical population was people working in RCS Rapid Response Teams in Iran in 2023. A total of 338 people were selected based on Kleine's model and available sampling method. Data collected with Sherer's General Self-Efficacy Scale (GSES); Connor-Davidson Resilience Scale (CD-RISC) and the Coping Inventory for Stressful Situations (CISS) and analyzed using SPSS-28 and AMOS software. FINDINGS: According to the findings, resilience had a direct and significant effect with both psychological preparation and stress coping styles which were able to play a meaningful mediating role in the relationship between self-efficacy and resilience with psychological preparation. Also, the results of the fit indices look good and acceptable. (RMSEA=0.032 and p<0.05). CONCLUSION: The results show that considering the significant mediating role of stress coping styles, it is possible to improve the level of psychological preparation in RCS Rapid Response Teams by applying effective interventions such as stress coping styles and resilience training.

The current study was conducted to determine the effectiveness of Pygmalion effect-based education of teachers on the students’ self-efficacy and academic engagement. The study is quasi-experimental (pretest-posttest with control group). The statistical population of this study includes all students of first and second grades of high schools in Semnan in 2018-2019Thirty students were selected through multi-level cluster sampling method and after filling the written consent out, they answered General Sherer Self-efficacy questionnaire as well as Academic Engagement Questionnaire of Schaufeli et al. The experimental intervention (education based on Pygmalion effect) was only implemented for the teachers of the experimental group during 10 sessions of 60 minutes. After finishing the educational program, both groups took posttest. The obtained results of data analysis, using covariance analysis, showed that education based on Pygmalion effect for teachers affect students’ self-efficacy as well as their academic engagement. It can be concluded that teaching Pygmalion effect-basedto teachers training session could lead to more self-efficient and academically engaged generation.