مطالب

INTRODUCTION: Human resource development is defined as the production of thoughts and ideas by the employees of the organization. In this regard, employees should be equipped with qualifications and skills that with compassion allocate their ability, energy, expertise, and thought to fulfill the missions of the organization and create new intellectual and quality values. This study aimed to identify the relationship of organizational participation with organizational maturity and the development of human resources in the Red Crescent Society of Kerman Province, Iran. METHODS: This descriptive-correlational study was conducted on all employees (n=297) of the Red Crescent Society of Kerman Province, 2020. The sample size was determined according to the Morgan table, and 169 individuals were selected using the stratified random sampling method. To collect the required data, three questionnaires were used, including the standard Organizational Participation Questionnaire (Fayol, 1985), Organizational Maturity Questionnaire (Aghamolai, 2013), and human resource productivity development (Harsi et al., 1980). Data were analyzed using SPSS software (version 23). FINDINGS: According to the findings, there was a direct and significant relationship between organizational participation and its components and the development of human resource productivity. It was also revealed that participation in planning and participation in organizing were the best predictors of human resource productivity development. Furthermore, organizational participation and its components had a direct and significant relationship with the organizational maturity of the Red Crescent Society, and participation in planning was the best predictor of organizational maturity. CONCLUSION: The results showed that there was a direct and significant relationship between the three variables of organizational participation, organizational maturity, and development of human resource productivity in the Red Crescent Society of Kerman Province.

Emotions are the primary source of motivation and movement in humanbeings. Positive emotions help maintain and guide responses and behaviors. These emotional experiences, in academic situations, play an important role in shaping students' judgments, decisions, priorities, and behaviors by providing basic information. The aim of this study was to investigate the causal relationship between Hexaco personality traits and English language anxiety with the mediating role of positive academic emotions in students. This study was applied in terms of purpose, and considering how information and data were collected, it was descriptive-correlational.The statistical population included all 525 ninth grade female students of 10 public girl’s junior high schools in Babol, in the academic year 2020-2021. Using Krejcie and Morgan (1970) Table, 225 students were selected as the research sample through simple random sampling method. The instruments of the study included the HEXACO Personality Traits Questionnaire (De Vries & Van Gelder, 2013), Positive Academic Emotions Questionnaire (Pekrun et al., 2005), and English Language Anxiety Inventory (ALI, 2017).To analyze the data, Kaiser-Meyer-Olkin test, Bartlett’s test, correlation coefficient, regression, path analysis and structural equation modeling were used. The research model showed a very good fit.The findings showed that there is a significant relationship between the students’ personality traits, positive academic emotions and English language anxiety. In addition, personality traits and positive academic emotions have a direct effect on students' English language anxiety. Also, personality traits have a significant effect on students' English language anxiety through the mediating role of positive academic emotions.