فرهاد جمهری

This study was conducted in order to provide a structural model of social-emotional competence based on psychological capital with the mediation of career motivation among primary teachers. The correlation method was applied in this cross-sectional research. The statistical population of the present study was consisted of all teachers who were teaching in the elementary schools of Tehran in 2021-2022 and among them 350 people were selected by multi-stages cluster-sampling method. Psychological capital (Luthans, 2007), career motivation (Robinson, 2004) and social-emotional competence (Boyatzis, 2007) methods were applied which had acceptable validity and reliability. SPSS-V23 and Lisrel-V7.8 software were applied in order to analyze the data. Structural equation modeling was used to respond to the research hypotheses. The research findings suggested that psychological capital has a direct effect on social-emotional competencies of elementary teachers (p<0.05). Psychological capital has an indirect effect on social-emotional competencies of primary teachers (p<0.05). Also, the results showed that the indirect effect of psychological capital along with social-emotional competencies mediated by career motivation was confirmed by 95% confidence. Therefore, social-emotional competencies can play a better role in increasing their career motivation through making psychological capital among teachers.

Introduction: Disaster preparedness is one of the most important components of reducing vulnerability, which is poorly considered in Tehran, Iran. Several factors and personality traits are involved in this negligence. This study aimed to investigate the procrastination trait and its relationship with disaster preparedness levels in Tehran, Iran. Method: This descriptive-correlational study was conducted between 2018 and 2021 using structural equation modeling. The statistical population of this study was citizens in Tehran, Iran. A sample size of 419 cases was included in this study. Standard tests have also been utilized to investigate the variables. Findings: Based on the obtained results, according to the coefficients reported in the model, it can be observed that procrastination has no significant effect on disaster preparedness Conclusion: Procrastination and experiences gained affect people's preparedness for disaster. According to the results, the preparedness of the people of Tehran for accidents is very low.

Purpose: The aim of this research was predicting social skills in single child adolescents based on attachment styles and creativity with mediating role of moral intelligence. Methodology: This was a cross-sectional study from type of correlation. The research population was 3957 single child adolescent students in areas one to three of Tehran city in 2019-2020 academic years. Based on Cochran's formula, the sample size was estimated 350 people who were selected by multi-stage cluster sampling method. To collect data used from the questionnaires of social skills (Inderbitzen & Foster, 1992), attachment styles (Hazan & Shaver, 1987), creativity (Torrance, 1992) and moral intelligence (Lennick & Kiel, 2005). Data were analyzed by structural equation modeling method from type of path analysis in LISREL software version 8.8. Findings: The findings showed that secure attachment and creativity had a direct and significant effect on moral intelligence and social skills, avoidant and ambivalent insecure attachments had a direct and significant effect on moral intelligence and social skills and moral intelligence had a direct and significant effect on social skills. Also, secure, insecure avoidant and insecure ambivalent attachments, avoidant and ambivalent insecure attachments and creativity with mediating role of moral intelligence had an indirect and significant effect on social skills (P<0.05). The model had a good fit and moral intelligence was a good mediator between attachment styles and creativity with social skills. Conclusion: According to the results, to improve social skills can be increased the rate of secure attachment style, creativity and moral intelligence and decreased the rate of avoidant and ambivalent insecure attachment styles.

The current study aimed at predicting the need for achievement and responsibility among students based on their perceived competence and novelty-seeking. The population consisted of all the 987 students of Islamic Azad University in Gachsaran, Iran, and, based on Cochrane’s formula, a sample of 350 students was assessed using random cluster sampling. The study was practical and used a correlational design. The measures comprised the Herman’s Achievement Motivation Test, the Responsibility Questionnaire, the Perceived Competence Scale, the Conner-Davidson Resilience Scale, and the Cloninger’s Temperament and Character Inventory. Data from Pearson’s correlation coefficients and multivariable regression analyses showed that perceived competence and novelty-seeking could both meaningfully predict the need for achievement. Novelty-seeking was also a meaningful predictor of responsibility. However, perceived competence did not predict responsibility. The independent variables also, directly and indirectly, predicted the level of responsibility through the need for achievement, novelty-seeking, and perceived competence. Keywords: Need for achievement; Novelty-seeking; Perceived competence; Responsibility.