درخت حوزه‌های تخصصی

The present study was conducted with the aim of investigating the role of organizational justice in the job involvement and work performance of secondary school teachers in Chabahar city. The research method was descriptive and correlational. The statistical population includes all secondary school teachers in Chabahar who were teaching in the academic year 2023-2024. Among the target population, 130 people were selected by available sampling method. The collection tools included Niehoff & Morman's organizational justice questionnaires, Lodahl & Kejner's job involvement and Patterson's job performance. Data were analyzed through Pearson correlation test and multiple regression. The results showed that there is a positive and significant relationship between organizational justice and job involvement, and the components of procedural justice and distributive justice were able to explain the variance related to job involvement (p<0.01). Also, the results showed that there is a significant relationship between organizational justice and teachers' job performance, and procedural justice had the largest contribution in explaining job performance variations (p<0.01). Conclusion: The existence of organizational justice in the workplace expresses the importance of the organization to the employees, therefore, increasing the level of organizational justice increases job involvement and the desire of employees to provide high quality performance.

In today's educational world, the importance of academic life skills and self-regulated motivation for students, especially in the senior high school, has been noted repeatedly. Thus, the purpose of this research was to investigate the effectiveness of teaching life skills and self-regulation of motivation on the academic motivation of female students of the senior high schools. This research is a quantitative applied study adopting a quasi-experimental design, with a pre-test/post-test and a control group. The statistical population included 31180 female students of the senior of high schools in Tabriz in the academic year of 2021-2022. From this population, 90 students were selected by multi-stage cluster random sampling method and were randomly divided into three groups with 30 participants. The control group received its traditional instruction while the first and second experimental groups received educational life skills and self-regulated motivation interventions respectively for eight sessions of two hours. The instruments included the academic motivation questionnaire (Vallerand et al., 1992). For data analysis, in addition to descriptive statistics, Shapiro-Wilk test, MANOVA, regression slope homogeneity test, Box's M Test, Leven test, MANCOVA, and Bonferroni post hoc test were used. The findings showed that the educational life skills and self-regulation of motivation training programs had a positive effect on the academic motivation of female students of the senior high schools. Also, motivational self-regulation training has a higher effectiveness in the academic motivation of the participants than teaching life skills. According to the results, it is concluded that the integration of educational self-regulation motivation and academic life skills training programs in the school environment can have positive effects on students. Schools and educational centers should look for ways to incorporate these skills into their curricula, so that students can develop the skills to manage their motivation and behaviors in a supportive and interactive environment. Also, it is important that teachers and trainers receive the necessary training to be able to effectively impart these skills to students.

Objective: Psychological factors play a decisive role in the occurrence and experience of pain disorders. This study aimed to compare the effectiveness of emotion-focused therapy and cognitive behavioral therapy on alexithymia and difficulty in emotion regulation in patients with pain disorder. Method : The method of the present study was quasi-experimental with a pretest-posttest design and control group and a two-month follow-up. The statistical population of the study included all women who were referred to Manoushan and Behsa counseling centers in Tehran with psychosomatic problems and pain. Sixty people from this population were selected and randomly divided into three groups (20 people in each group). Research instruments included the Toronto Emotional Dysfunction Scale (Bugby et al., 1994) and the Difficulty in Emotion Regulation Scale (DERS) (Gertz & Roemer, 2004). One group received 12 one-hour sessions of emotion-focused therapy, and another group received 10 one-hour sessions of cognitive behavioral therapy. However, the control group did not receive any intervention during the study. In addition to descriptive statistics, mixed variance analysis and Ben Foroni post hoc test were used to analyze the research data.   Results : The results for alexithymia showed that the emotionally focused therapy group had a significantly lower mean than the cognitive behavioral group (P= 0.02) and the control group (P 0.001), and the cognitive-behavioral group had a significantly higher mean compared to the control group (P = 0.001). Also, the results for the difficulty in emotion regulation showed that the emotionally focused group and the cognitive-behavioral group have significantly lower means compared to the control group (P = 0.001). Conclusions : The results of the present study, in addition to confirming the effectiveness of cognitive-behavioral therapy, indicated that emotion-focused therapy is a more effective treatment for alexithymia. As a result, emotion-focused therapy can be considered an effective treatment that can be used by health professionals to treat pain disorders.