درخت حوزه‌های تخصصی

Purpose : Given the role of different organizational syndromes in the decline of school performance, the present study was conducted aimed to rank and compare organizational syndromes in Iranian schools according to the opinion of principals, deputies and teachers. Methodology : This study was applied in terms of the objective and quantitative in terms of the method. The study population included the principals, deputies and teachers in Isfahan and Yasuj in the academic year 2019-2020. The research sample according to Krejcie and Morgan Table was n = 375 who were selected by multi-stage cluster sampling method and considering the volume ratio of cities. The research tool was a researcher-made questionnaire of organizational syndromes in Iranian schools with 78 items. Its content validity was confirmed by experts, its construct validity was confirmed by exploratory factor analysis and its reliability was calculated by Cronbach's alpha of 0.93. The data were by Friedman and independent t-tests using SPSS-25 software. Findings : The results showed that the organizational syndromes of narcissism, lack of communication, discrimination and politicking, group thinking, structural alienation, tension and distress, structural mastery, caution, pressure, terrorism, neglect, immobility, explosiveness, incompatibility, non-commitment, impulse and silence had a higher rank in Iranian schools. Other results showed no significant difference between organizational syndromes and teachers in Iranian schools according to the opinion of principals, deputies and teachers (P <0.05). Conclusion : According to the results of the present study and the negative role of syndromes in the decline of school performance, it is necessary to design and implement programs to reduce syndromes by improving intra- and extra-organizational relationships and activities in Iranian schools.

People with gender dysphoria experience some mental health problems, such as anxiety and depression. The present study aimed to compare body image and depressive symptoms in people with gender dysphoria and the non-affected. This research was applied in terms of purpose and casual-comparative in terms of methodology. The statistical population of the study included two groups of people with gender dysphoria approved by the Iranian legal medicine organization in 1400 and non-affected people with gender dysphoria. For sampling, 30 people from both groups (15 males and 15 females) were selected by the convenience sampling method. A Multidimensional Body–Self Relations Questionnaire (BSRQ) and The Beck Depression Inventory-II (BDI-II) were employed to gather research data. Data analysis was performed by Independent Sample T-Test using SPSS-20 software. The findings of the study indicated that the mean scores of body image (P˂0.01) and depressive symptoms (P˂0.05) were significantly different in people with gender dysphoria and the non-affected people. People with gender dysphoria had a more negative body image and more depressive symptoms than non-affected people. 

The present study was designed to investigate the effects of positive social-comparative feedback on motor learning and self-efficacy of a throwing motor skill in individuals with ADHD. The subjects were 44 adolescents with ADHD in the age range of 15 to 18 years old and were randomly and equally divided into two groups: positive social-comparative feedback and control group. Motor task consisted of throwing bean bags with the non-dominant arm at a target on the ground. The participants completed the pretest (10 trials), an acquisition phase including 6 blocks of 10 trials, and a retention test consisting of 10 trials. The participants in the positive social comparison feedback group were informed that their throws on the previous block were, on average, better than the throws of the other participants in this group. Prior to pretest, each block, and before the retention test, all participants completed the self-efficacy scale. Dependent measures were throwing accuracy scores and self-efficacy. Independent t-test and analysis of variance (ANOVA) with repeated measures were employed to analyze the data. Positive social comparison feedback group throwed the bean bags significantly better in the acquisition phase and the retention test compared to the control group. In addition, positive social comparison feedback group reported significantly higher self-efficacy scores in the acquisition phase and the retention test in comparison to the control group. Our findings indicated that enhanced expectancies benefited individuals with ADHD to enhance their performance and learn a novel motor skill