درخت حوزه‌های تخصصی

Purpose: education plays a key role in empowerment of human resources. Thus, the present research was done to present and validate the human resources empowerment model with emphasis on education in the ornamental and building stone industry. Methodology: this descriptive-analytical study was of correlation type. The statistical population consisted of the staff at Iran's stone statistics and information center as many as 425 persons in 50 companies. The sample size was determined 200 according to Cochran formula; this number was chosen through stratified random sampling method based on the occupational unit. The research instruments included demographic information form capturing gender, age, level of education, years of working background, and a researcher-made questionnaire ( 50 items), whose face validity was confirmed based on expert opinion, while its reliability was calculated using Cronbach alpha method on 30 staff as 0.95. The data were analyzed by exploratory factor analysis and structural equations modeling methods in SPSS-25 and Smart PLS-3 software. Findings: the findings indicated that empowerment of human resources has 10 factors of change and innovation, managerial functions, learning, development of human resources, behavioral factors, organizational factors, the strategic factors of organization, environmental factors, cultural and leadership factors as well as knowledge beyond the technical knowledge. The factor load of all of its items was above 0.40; the convergent validity of the factors was found above 0.60 using the average variance extracted method. The reliability of all of the factors using Cronbach alpha and mixed method was above 0.70. Furthermore, the human resources empowerment model with emphasis on education in the ornamental and building stone industry had suitable and acceptable fitting, and the empowerment of human resources with emphasis on education had a direct and significant effect on all of the 10 factors (P<0.001). Conclusion: given the suitable model of human resources empowerment with emphasis on education in the ornamental and building stone industry, experts and planners can take effective steps for empowerment of human resources through the 10 identified factors.

Purpose: The present research was done to determine the effectiveness of training process mental stimulation on academic procrastination and academic stress of gifted students. Methodology: The present quasi-experimental study was done with a pretest posttest design and follow-up along with a control group. The research population consisted of high school gifted students in academic year 2019-2020. The research sample included 30 students, who were chosen through multistage cluster sampling method, and assigned into two equal groups as treatment and control via randomization. The treatment group was trained for nine sessions of 90 min (one session per week) through process mental simulation training method, while the control group did not receive such training during this time. The data were collected through academic procrastination scale (Solomon and Rothblum, 1984) and academic stress (Zajacova and et al., 2005), and then analyzed using repeated measure analysis of variance and Bonferroni post hoc test in SPSS-19 software. Findings: The results revealed that the treatment and control group differed significantly with each other in the posttest and follow-up stages. In other words, the process mental simulation training resulted in diminished academic procrastination and academic stress of gifted students, and the results were also preserved in the follow-up stage (P<0.001). Conclusion: The results indicated the effectiveness of process mental simulation training on academic procrastination and academic stress of gifted students in post-test and follow-up stages. Thus, the education experts can use the mentioned method alongside other effective methods for reducing the academic procrastination and academic stress of students.

Purpose: in the present study, the relationship between cognitive emotion regulation and academic buoyancy with the role of mediating self-disability in students has been studied. Methodology: The present study was descriptive-correlational. The research population included all female secondary school students in Sabzevar City. 323 students were randomly selected as the sample in a multistage cluster sampling method. They completed Jones and Rodwellt Self-Handicapping Scale (1982), Garnfesky, Kareev and Spinhaun (2001) Emotional Cognitive Regulation Questionnaire and Dehghanizadeh and حسینchary (2012) Academic Buoyancy Questionnaire. Findings: The results of the research indicated that the model of the research had excellent fitting and self-handicapping has a mediating role in the relationship between emotional cognitive regulation and students’ academic buoyancy. Also, 79% of the variations in academic buoyancy are explained through the strategies of positive and negative cognitive emotion regulation and academic self-handicapping and 74% of the variations in academic self-handicapping are explained through the strategies of positive and negative emotion cognitive regulation. Discussion: As a result, it should be acknowledged that students who grow up to develop strong emotions could handle social barriers and pressure well, and manage behaviors that can mitigate their academic achievement. Therefore, the emotional stress of students in dealing with stressful situations affects self-handicapping and, consequently, their academic buoyancy.