درخت حوزه‌های تخصصی

Purpose: The interaction styles of teachers play a significant role in improving both academic and non-academic outcomes for students. Thus, this study aimed to determine the structural relationship of teachers' interaction styles based on social adaptability, psychological hardiness, and academic achievement motivation with mental health mediation in eighth grade female students. Methodology: This study was applied in its objective and cross-sectional in its execution, utilizing a correlational type. The population of this study comprised all eighth-grade female students in the city of Kangavar in the academic year 1401-1402, totaling 2417 students. Based on the Krejcie and Morgan table, 379 of them were selected as the sample through multi-stage cluster random sampling. Data collection tools included questionnaires on teachers' interaction styles, social adaptability, psychological hardiness, academic achievement motivation, and mental health, which were analyzed using the Structural Equation Modeling (SEM) method in Amos software. Findings: The findings of this study indicated that the variables of social adaptability, psychological hardiness, and academic achievement motivation had a direct and significant effect on mental health, and the variables of social adaptability, psychological hardiness, academic achievement motivation, and mental health had a direct and significant effect on teachers' interaction styles. Moreover, the variables of social adaptability, psychological hardiness, and academic achievement motivation had an indirect and significant effect on teachers' interaction styles through the mediation of mental health (P<0.05). Conclusion: Based on the results of this study, to improve interaction styles, it is possible to create conditions for improving the variables of social adaptability, psychological hardiness, academic achievement motivation, and the mental health of students.

Purpose: The aim of the present study was to design and elaborate the neuro-coaching model (neuroscience of coaching) at Isfahan Steel Company. Methodology: This research is an applied study and, in terms of methodology, a mixed-methods (qualitative-quantitative) research. The statistical population of the study consisted of 15 experts from Islamic Azad Universities and managers of the Isfahan Steel Company. In the qualitative section, their opinions were used to identify and code the categories. For modeling purposes, the statistical population included a group of officials from the Isfahan Steel Company. Cochran's formula was used for sampling, resulting in a sample size of 384, and the sampling method was randomly accessible. To identify the factors, interviews were conducted initially, and with the help of open coding, selective coding, and axial coding, categories and concepts were extracted. Findings: The results of included 41 axial codes and 251 open codes. Subsequently, in the next stage, using confirmatory factor analysis, the axial, causal, contextual, intervening conditions, strategies, and outcomes were examined. Finally, consensus was reached on 209 open codes and 40 selective codes. For modeling, structural equations and partial least squares (PLS) with Smart PLS software were utilized. The results indicated that the neuro-coaching model (neuroscience of coaching) at Isfahan Steel Company is underpinned by 8 causal conditions, 8 contextual conditions, 6 intervening factors, and 7 strategies, leading to 11 major outcomes for Isfahan Steel Company. These outcomes include: improved neural process performance, personal growth and development, empowerment and psychological improvement, enhanced interactions and satisfaction, improved performance and cost reduction, psychology and personal relationships, interaction and communications, personal and psychological growth, individual and professional development, interactions and exercises, and the quality and effectiveness of neural solutions. Conclusion: In conclusion, the neuro-coaching model holds significant promise for transforming coaching practices and enhancing organizational outcomes. The integration of neuroscience principles provides a robust framework for developing more effective and scientifically grounded coaching interventions.

Purpose: This study aims to develop a comprehensive model for performance improvement management among educational group managers by identifying critical factors and components that influence managerial effectiveness in educational settings. Methodology: The research adopts a descriptive-survey methodology, with a statistical population comprising 400 educational group managers from Islamic Azad University in Tehran. Using the Morgan table, a sample of 196 participants was randomly selected. Data were collected using a researcher-made questionnaire and analyzed using structural equation modeling (SEM) based on an exploratory factor analysis approach with LISREL software. Validity was assessed using composite reliability (CR) and Cronbach's alpha, with additional evaluations through Bartlett's test and KMO measure. Findings: The analysis identified six significant factors affecting performance improvement management: continuous monitoring and evaluation (R = .67, t = 9.56), knowledge management (R = .58, t = 8.27), professional development (R = .61, t = 8.70), empowerment (R = .89, t = 13.12), professional ethics (R = .71, t = 15.81), and managerial role (R = .69, t = 9.85). These factors encompass 25 specific components, such as planning, educational needs assessment, knowledge sharing, self-development skills, cognitive support, and strategic planning ability, all demonstrating significant factor loadings (p < .001). Conclusion: The findings underscore the importance of structured and continuous management practices in educational settings. Emphasizing continuous monitoring, effective knowledge management, professional development, empowerment, ethical standards, and strong managerial roles can significantly enhance the performance of educational group managers. These insights provide a robust framework for educational institutions to improve their management strategies and achieve better organizational outcomes.