محمد حسن صیف

The aim of this study was to present a model of relationships between mindfulness, dark personality and academic competence on mental rumination with the mediating role of students' academic self-efficacy. The statistical population of this study included high school students in Shiraz, of which 382 Samples were selected. The instruments used in this study include standard questionnaires of teacher interaction with students Murray and Zovich (2010), Ginger and Morgan (1999) academic self-efficacy, Johnson and Webster's Dark Personality Triangle (2010), Huxma and Murrow (1991), rumination, Freiburg mindfulness was the short form of Ghasemi Jobneh et al. (2015), Deperna and Elliott (1999) academic competence. The collected data were analyzed by path analysis method. The results showed that the most direct effect of dark personality on rumination (0.25) and the least direct effect of mindfulness on self-efficacy (0.17) and mindfulness on rumination (-0.17), academic competence on Academic self-efficacy (0.17) and teacher-student interaction on academic self-efficacy (0.17). In addition, the most indirect effect is related to the effect of dark personality on rumination (0.04), academic competence on self-efficacy (0.04). And academic competence on rumination (-0.04) and the least indirect effect is related to the effect of mindfulness on rumination (-0.03) and teacher interaction with students on rumination (-0.03). Finally, the most The total effect is related to the effect of dark personality on rumination (0.29) and the lowest total effect is related to the effect of teacher interaction with students on rumination (-0.03).

The expansion of the use of the Internet and virtual networks among teenagers has provided a platform for exposure to some cyber violence. The present study was conducted with the aim of determining the mediating role of internet addiction, internet roaming and social exclusion in the relationship between social support and cyberbullying among second year high school students in Shiraz using path analysis method.

Research, application and the method of collecting and analyzing its data is descriptive of the correlation type. The research population is the students of the second year of high school in Shiraz city in the academic year of 2001-2011. 381 people were selected by multi-stage cluster sampling and answered a self-report questionnaire consisting of internet victimization and internet harassment subscales, perceived social support questionnaire, internet addiction scale, internet roaming scale and social exclusion questionnaire. . The data were analyzed using path analysis method and Imus software.
 

According to the findings, internet addiction, internet roaming and social deprivation play a mediating role in relation to cyber immorality.

If students have social support from family, friends, and important others, they will be less likely to be cyber-bullied in the face of cyberspace harm.

Virtual space generates a wide array of information and semantic expressions, creating a sense of abundance. Individuals become suspended in the construction of their identity when confronted with the vastness of this space and its plethora of resources. The present study aims to determine the mediating role of life orientation, self-expression, and psychological well-being in the relationship between moral intelligence and the prevention of virtual identity.

The research method was descriptive-correlational. The statistical population consisted of all female students in the second year of high school in Shiraz who were studying during the academic year 2022-2023. Among the statistical population, 382 people were selected using a multi-stage cluster sampling method with the Morgan and Karjesi formula. For data collection, self-expression was assessed using the Gambrill and Reiji (1975) questionnaire, psychological well-being with Rief's (1989) measure, moral intelligence using Link and Keel's (2008) instrument, and life orientation through Shier and Carver's (1985) scale. Data were analyzed using path analysis.

The findings revealed a significant positive correlation between moral intelligence, life orientation, self-expression, and psychological well-being with the prevention of virtual identity (P < 0.01). Moreover, moral intelligence was positively and significantly related to life orientation, self-expression, and psychological well-being (P < 0.01). The results further demonstrated that life orientation, self-expression, and psychological well-being acted as significant mediators in the relationship between moral intelligence and the prevention of virtual identity (P < 0.01).

The findings indicate that moral intelligence influences the prevention of virtual identity through self-expression, life orientation, and psychological well-being as mediators. Based on the obtained indices and coefficients, it can be concluded that the proposed model of the causal relationships between moral intelligence and prevention of virtual identity, with the mediation of self-expression, life orientation, and psychological well-being, adequately explains the data.

The purpose of the present study is to investigate the relationship between the presentation of the causal model of perception of the electronic (virtual) learning environment and reflective thinking with regard to the mediating role of cognitive flexibility among the students of Payam Noor University in Shiraz. This research is descriptive and correlational. For this purpose, using simple random sampling, 400 students were selected as a statistical sample from all the students of Payam Noor University, Shiraz center, and questionnaires of perceptions from the educational environment of Sweeney et al. (1994), reflective thinking by Kamber et al. Cognitive flexibility questionnaire (CFI) was completed by Dennis and Vanderwaal (2010). All questionnaires are standard and have validity and reliability (alpha higher than 0.70). The collected data were analyzed with the help of Lisrel software. The results of the research showed that the direct and positive effect of engagement in academic assignments, learning authenticity and feeling of membership on the components of cognitive flexibility (perception of controllability, perception of behavior justification and perception of different options) is significant. Also, the direct and positive effect of the feeling of support on the components of the perception of controllability and the perception of different options is significant. In addition, the direct and positive effect of the sense of ownership on the component of the perception of the justification of behavior is significant. The direct and positive effect of flexibility components on reflective thinking is also significant. Also, the results showed that, in general, the mediating role of cognitive flexibility components is significant in the relationship between the perception of the educational environment and students' reflective thinking.

 The aim of the current research is providing a causal model of factors affecting the psychological outcome of environmental protection training course in the simulation form, among the students of secondary school in Shiraz. For this purpose, a random multi-stage cluster sampling and Cochran's selection formula are used and 620 students are selected. After using Environmental simulation game, and an amalgamated questionnaire of Keller's game motivation questionnaires (2010), social presence Arba et al. (2008), Need for Cognition Cacciopo and Petty (1982), Mahat Self-Efficacy Scale, Mahd Ayoub and Wang (2012) and environmental engagement questionnaire , 605 questionnaires were completed and returned to the researcher. The results showed that the variables of social presence, the need for recognition and directly and indirectly through mediation Self-efficacy and motivation variables have a significant effect on environmental involvement among students. Also investigating the fitting indicators showed that the proposed research model has a good fit with the data collected from the students of the secondary school. In total, 25 percent of the total changes in the environmental engagement variable as the most important outcome of educational simulation is caused by the variables of social presence, need for recognition, self-efficacy and motivation.

The mental vitality of students as one of the important components of positive psychology has positive and desirable consequences such as improving mental health, academic achievement, and improving quality of academic life. Therefore, the current study was conducted to present a causal model of the relationship between perceptions of university well-being and students' subjective vitality with regard to the mediating role of achievement goals among the students of Payam Noor Jahrom University. This research is descriptive in terms of correlation type and terms of practical purpose. For this purpose, 324 students (214 females, 110 males) of Payam Noor students were selected by relative stratified sampling method and a self-report questionnaire consisting of university welfare subscales (Kanyo, Ellen, Lintonen, Rimpla, 2002), subjective vitality (Ryan and Frederick 1997), and progress goals (Middleton and Migley 1997). In addition, the reliability of the scales was checked and confirmed based on Cronbach's alpha coefficient. To analyze the data, Pearson's correlation coefficient and path analysis method were used by LISREL software.Discussion & The finding showed that the components of university well-being (university conditions, social relations, self-fulfillment methods, health status) indirectly and negatively affect the students' mental vitality through the mediation of the components of avoidance-performance goals, and performance approach goals. On the other hand, based on the results, the university welfare variable indirectly and positively affects mental vitality through the mediation of mastery goals. According to the findings, the most direct effect on students' mental vitality is related to the variable of avoidance-performance goals, and the most indirect effect on students' subjective vitality is related to self-actualization methods. The study of fitness indicators showed that the proposed research model is relatively good. Based on these findings, paying attention to the components of the university's well-being can provide the background for students' tendency towards consistent patterns of academic goal selection, and as a result, the basis for improving the mental vitality of students is provided.

The purpose of this research is to present a casual model of servant leadership and entrepreneurial passion regarding the mediating role of organizational atmosphere Among the technical and professional teachers In District (No.1) Of Shiraz City. The statistical population consists of 678 teachers, that is consisting of 334 male teachers and 344 female teachers. Based on Morgan's table and Cochran's formula, 248 individuals were selected as the sample using a stratified sampling method. The questioneries were used in this research are servant leadership questionarie of Gholipur et.al (2009), Cardon’s Entrepreneurial passion questionarie (2013), and Torkzadeh and Moharer’s organizational questionarie (2012). It is worth mentioning that the present research is applied due to its application for motivating and enthusiastic entrepreneurship among technical highschools’ teachers of Shiraz. From the perspective of the implementation method, it is also descriptive and correlation due to the study of the relationships between variables in the path analysis model. Findings of the research show that the evaluated model has good fitness indicators. In general, the results show that the components of servant leadership (service, humility, trustworthiness and kindness) either directly or indirectly through the mediating role of the components of the organizational atmosphere variable (internal, developmental, group and logical atmosphere) affect the variable of entrepreneurial passion in the investigated sample.

The present study has been performed with the aim of presenting a causal model of organizational intelligence relationship on classroom management with the mediating role of teachers' philosophical mindset and self-efficacy. The methodology of this study is descriptive and correlational. The statistical population included all elementary school teachers of Firozabad city in the academic year 1401-1400 (283 people), that 150 people were selected using relative stratified sampling and regarding Morgan's table.To collect data, the organizational intelligence questionnaire of Karal Albrecht (2003), the classroom management styles of Amin Yazdi and Aali (2018), the philosophical mindset of Iraj Soltani (1997) and the teacher self-efficacy scale of Aschanen, Moran and Woolfolk (2001) were used. To conduct statistical analysis, Path analysis and Amos software were used. The results showed that organizational intelligence has a direct and significant effect on self-efficacy, philosophical mindset and classroom management. On the other hand, self-efficacy and philosophical mindset have a direct and significant effect on classroom management, and also organizational intelligence through self-efficacy and philosophical mindset has an indirect and significant effect on classroom management. Therefore, it can be concluded that philosophical mindset and self-efficacy of teachers are among the variables that impact classroom management.

In the recent years, the attention to the environmental issues has increased in our country. Greenconsumption desire increases awareness and sensitivity to the environmental conservation and consumption inproducts, and the results of this matter are optimally utilize of energy resources, reduce waste and wastegeneration, reuse reusable equipment and recycle. The goal of this research is to presenting a casual model ofthe Green consumption desire based on need for uniqueness and self- expressive benefi, considering the role ofconsumer innovativness and psychological factors among employees of South Pars National Gas Company.Forthis purpose, 291 students were selected by a random sampling method and anserwd to the self-reportquestionnaire including scales of need for uniqueness (Jia and Janshah, 2018), self- expressive benefit (Jia andJanshah, 2018), consumer innovativness ( Rainey and Irma, 2018), green consumption attitude (Chen and Deng,2016), perceived behavioral control (Chang, 2019), subjective norm (Chang, 2019) and willingness to greenconsumption (Kafulao, 2014). The research method is a descriptive of the correlation type. The results of thepath analysis showed that the indirect effect of the need for uniqueness and self- expressive benefit on thewillingness to green consumption through consumer innovativness, green attitude, subjective norm andperceived behavioral control is positive and significant. Also consumer innovativness has an indirect andpositive effect on willingness green consumption through the mediation of green attitude, perceived behavioralcontrol, and subjective norm

The present study aimed to investigate the factors influencing applying continuous electronic on-the-job training in the leasing employees of Bank Mellat, Iran. This correlational study was conducted on a sample population consisting of all the leasing employees of Bank Mellat. Given the limited sample population, census sampling was used, and all the leasing employees of Bank Mellat (n=155) were selected. Various instruments were used to measure the research variables, including the electronic job training questionnaire by Fagan et al. (2004), the quantum management skills questionnaire by Altafi (2011), the facilitating conditions questionnaire by Raleting and Nel (2011), the knowledge sharing questionnaire by van den Hof and van Vinen (2004), the computer self-efficacy questionnaire by Wolters and Daugherty (2007), the organizational intelligence profile by Albrecht (2003), the questionnaire of perceived usefulness by Teo et al. (2007), the survey of technology use experience by Fagan et al. (2004), and the organizational culture questionnaire by Gaffy and Jones (1996). The findings indicated that among the direct effects, the most significant direct effect was exerted by the conditions of technology use on perceived usefulness (0.32), whereas the least significant direct effect was exerted by quantum skills on knowledge sharing (0.15), as well as the effect of knowledge sharing on applying continuous electronic on-the-job training (0.15). Further, the most significant indirect effect was exerted by facilitating conditions on applying continuous electronic on-the-job training (0.09), and the least significant indirect effect was exerted by organizational intelligence on applying continuous electronic on-the-job training (0.03), as well as the effect of experience in using technology on perceived usefulness (0.03). Finally, the least significant total effect was exerted by experience in using technology on perceived usefulness (0.03), and the most significant total effect was exerted by the conditions of using technology on perceived usefulness (0.32).

The main purpose of this study was to provide a causal model of cognitive flexibility on addiction to social network with the mediating role of self-efficacy, psychological well-being and cognitive empathy.

descriptive correlational method was used in this study. The statistical population were all second year high school students of Shiraz city in the academic year of 1399-1400, they were included 68,152. The sample size was 382 which selected according to Cochran's formula. The sampling method used was a multi-stage cluster sampling. Data collection instruments included cognitive flexibility questionnaires by Dennis and Vanderwaal (2010), cognitive empathy by Jolliffe and Farrington (2006), psychological well-being by Rief (1989), general self-efficacy by Sherer et al. (1982) and addiction to social networks by Ahmadi et al (1395).

The path analysis method was used to analyze the data. Research findings indicated that cognitive flexibility has a direct effect on self-efficacy, psychological well-being, and cognitive empathy. Also, self-efficacy, psychological well-being and cognitive empathy have a direct effect on addiction to social networks. Generally, it can be said that self-efficacy, psychological well-being, and cognitive empathy has a mediating role in the relationship between cognitive flexibility and addiction to social networks.

All the variables mentioned in this study explained only 0.07 of the variables in addiction to social network and the research model has a relatively goodness of fit regarding the data.Keywords: cognitive flexibility, addiction to social networks, self-efficacy, psychological well-being, cognitive empathy

In recent years, the transfer of learning to the workplace has been proposed as an important measure of success in training courses. The aim of this study was to design a causal model of factors affecting the transmission of perceived e-learning among employees of power distribution companies in the south and southwest of the country.

This research was applied in terms of the purpose of research and descriptive-survey in terms of research method and correlational with emphasis on structural equations. The statistical population of the study included all employees of power distribution companies in the south and southwest of the country was 1400 people, of which 384 people were considered as a sample size using multi-stage cluster random sampling method. Based on Organizational Learning Culture Questionnaires (Marsik and Watkins, 2003), Learning Transfer System (Halton and Bates, 2000), Perceived Transfer Ease (Hasvolo, 2004), Ajan and Hartshorn (2008), Intention to Transfer (Sami Neto), 2009), cognitive absorption (Agarwal and Karahana, 2000), perceived transfer pleasure (Nasura and Weslow, 2012) and perceived transfer utility (Kim et al., 2007). Data analysis was performed using SPSS and LISREL software.

The results showed that the proposed model has a good fit and can be generalized to the research community and all components of the proposed model are statistically significant. Also, all research hypotheses were confirmed and in the proposed model, 0.49% of the variance of perceived learning transfer is explained by research variables.

The highest amount of variance explained in this model is related to the transfer of perceived learning (50%) and the lowest amount of variance explained in the general model is related to the transfer motivation (13%).

Metacognitive awareness is one of the explaining factors in students᾽ academic achievement. Metacognitive awareness is essential for the learning environment, through which learners can manage their knowledge and learning process. The aim of this study was to provide a causal model of the factors affecting metacognitive awareness in integrated reverse learning among medical students in Shiraz.

In this cross- sectional analytical study, the necessary data were collected through a combined questionnaire completed by a sample including 380 students of  school of health in Shiraz University of Medical Sciences. The sample consist of  all students who were selected  english as  a course in the second half of the year 1999- 99 at Shiraz University of Medical Sciences. Data collection tools included Mokhtari and Richard metacognitive awareness, Freiburg mindfulness, goal orientation of Beaufard et al, Wells metacognitive beliefs, and cognitive- emotional regulation. Data were analyzed by AMOS and lisrel software.

Three factors of metacognitive beliefs(t=2.21), goal orientation(t=2.1) and mindfulness(t=2.55) have a significant effect on metacognitive awareness in students of Shiraz University of Medical Sciences(p<0.001) .Among the endogenous variables, mindfulness had the most effect (0.256) and metacognitive beliefs had the least effect (0.172) on the metacognitive consciousness variable.

According to the good fit indicators and also the study of the model as a whole in the study group, the model had a good fit in terms of indicators and can be used in decisions and policies.

The present study was conducted to identify the indicators of a successful educational leader in school and in the framework of a qualitative approach and using a phenomenological strategy. The statistical population of the study includes professors of educational management in the faculties of educational sciences of public universities and also the principals of Shiraz high schools in the academic year 1399-1400. From the statistical population, 30 people were selected through purposive sampling to achieve theoretical saturation. Data were collected using semi-structured interviews. In order to analyze the data obtained from the interview, coding was used. Findings showed that a successful educational leader for high schools in Shiraz has 36 indicators in 5 categories: direction, organizational culture and management, educational monitoring and evaluation, management of the teaching-learning process in school, and professional growth and development. .

The present study was conducted to identify the indicators of a successful educational leader in school and in the framework of a qualitative approach and using a phenomenological strategy. The statistical population of the study includes professors of educational management in the faculties of educational sciences of public universities and also the principals of high schools in Shiraz in the academic year 1399-1400. From the statistical population, 30 people were selected through purposive sampling to achieve theoretical saturation. Data were collected using semi-structured interviews. In order to analyze the data obtained from the interview, coding was used. Findings showed that a successful educational leader for high schools in Shiraz has 36 indicators in 5 categories: direction, organizational culture and management, educational monitoring and evaluation, management of the teaching-learning process in school, and professional growth and development. .

The main purpose of this study was presenting the casual model of cognitive absorption, need for cognition and perceived enjoyment of learning via Augmented Reality (AR) (mediating role of mobile self-efficacy and academic engagement) with a descriptive and correlation method. For this purpose 3 western provinces (Hamedan, Kermanshah and Chaharmahal-o Bakhtiari) were randomly selected and 600 undergraduate students were selected through randomized multistage cluster sampling on the basis of Cochran's formula and after using AR application , the students completed a 52 item questionnaire that was an integration of following questionnaires: perceived usefulness (Davis, 1989), need for cognition (Cacioppo & Petty, 1982) cognitive engagement (Aloka & Odongo, 2018), mobile self- efficacy (Mahat, Mohd Ayub & Wong, 2012) and cognitive absorption (Agarwal, R., & Karahanna, 2000). After completing the questionnaire, 556 questionnaires were returned to the researcher and data were analyzed through confirmatory factor analysis, Cronbach's alpha coefficients and path analysis using Amos 22, Lisrel 8.50 and Spss 22. The findings showed that cognitive absorption and need for cognition had a direct and indirect effect on perceived usefulness with mediating role of mobile self- efficacy and cognitive engagement. Also, the obtained results for the fit indices of the proposed model showed that it had a good fit with the data collected from the respondents. Therefore, this model can provide educators and education leaders with critical information for improving learning outcomes.

The purpose of this study was to investigate the factors affecting university brand loyalty among graduate students in Shiraz. This research was applied in terms of purpose and in terms of nature and method of correlation. The statistical population of the study consisted of 9300 graduated students from Shiraz University who were randomly selected using random cluster sampling method, 191 people were selected. The sample was surveyed through brand image questionnaire, fascination with the brand, commitment to brand, brand loyalty, trust the brand, brand satisfaction and brand performance. . The validity of these questionnaires was confirmed by experts and the reliability was calculated through Cronbachchr('39')s alpha coefficient, respectively (0.92), (0.80), (0.80), (0.93), (0.81), (0.85) and (0.93). The collected data were analyzed by path analysis method using LISREL 8.8 and SPSS 16 software. At the level of descriptive statistics, mean and standard deviation, and inferential statistics, correlation coefficient and path analysis were used. The results indicate that the brand image of brand loyalty through indirect brand enthusiasm and commitment to the brand have indirect effect. Brand trust has an indirect effect on brand loyalty through the mediation of brand enthusiasm and brand commitment. Brand satisfaction has a direct impact on brand loyalty through the intermediation of brand enthusiasm and commitment to the brand. The brandchr('39')s fascination for brand loyalty through indirect commitment to the brand has an indirect effect.

The main purpose of this current study is Presenting Causal Model of Goals Orientation Dimensions Relations and Academic help seeking with the role of academic engagement and self-efficacy occur in analysis method. The research  method was correlation. The population includes all high school students (second level) in Shiraz city (N=43700). According to the Cochran formula, the sample size was 265 people who were selected by multi-stage cluster sampling method. For data collection used academic help seeking questionnaire (Ryan & pintrich), academic engagement (Brink Lynn & pintrich), goal orientation (Elliot & Mc Greger) and self-efficiency (Morris). It used LISREL Software in order to data analyze. It used fit indicators for studying model fitting. It reported fitting indicators as x/df=2/44, RMSEA=0/073, CFI=0/97, GFI=0/94, AGFI=0/93, p-value=0/048 in this research. According to the results, education goal orientation and its component through academic of the indirect effects to students' academic help seeking. All variables in this study of current changes explain 0/37 of help seeking variable.  Paying attention to fit features is in a suitable level.

This study aimed to present a causal model of future orientation and self-regulated learning based on the mediating role of academic self-efficacy and task value using a path analysis method.

This descriptive, correlational study was performed on 205 MSc medical students (MSc) in Shahid Beheshti University, who were selected by Cochrane’s formula and multistage stratified sampling. The subjects completed four questionnaires, including Bouffard educational self-regulation questionnaire, Pintrich’s task value questionnaire, Midgley’s standard self-efficacy questionnaire, and Seginer future orientation questionnaire. Data analysis was performed in SPSS and AMOS using path analysis method.

In this study, future orientation factor had a significant, positive effect on academic self-regulation in students. In addition, there was a significant, positive correlation between developmental assessment and students’ use of academic self-efficacy and task value, thereby confirming the research hypotheses.

According to the results, using future orientation increased academic self-regulation in the MSc medical students (virtual) in Shahid Beheshti University and led to a higher use of academic self-regulation in learning considering the mediating role of academic self-efficacy and task value. Evaluation of the fit indexes demonstrated the favorable fit of the proposed model based on the data obtained from the participants.

Systematic evaluation of the quality of professors and students as key elements in higher education system, largely guarantee the quality and effectiveness of teaching and learning. Therefore the present study was conducted with aim of evaluating the quality of professors and students of Basic Sciences Educational Groups of Shiraz School of Medicine in input and process section.

The study sample consisted of 110 professors and 266 students. Census was used to select sample in sub-communities of professors and stratified ratio sampling was utilized to select sample in sub-communities of students. Then, separate questionnaire was prepared for professors and students and after the questionnaires were completed, the gathered data were analyzed using the criteria proposed by experts and professors and judgment spectrum.

The results showed that in input section, the quality of the students as an agent was relatively appropriate and the quality of professors as another agent was appropriate. Moreover in the process section, the quality of both students’ academic activities and professors’ educational activities were evaluated as appropriate.

According to the findings, responsible people and planners of medical school should pay more attention to the quality of professors and students and enhance their educational activities based on continuous and systematic evaluation so that achieving the objectives of courses and fields of study become possible.

The purpose of this study was to present a causal model of the need for cognition and immersion in digital games among high school students in the academic year of 2017-18 in Shiraz by using path analysis method.

The statistical sample of this study consisted of 600 students of Shiraz city who were selected through multistage cluster sampling method. The research instruments were Cacioppo and Petty' Need for Cognition (NFC) (1982), Williams and Deci' Learning Climate Questionnaire (LCQ) (1996), VandeWalle et al.'s Goal Orientation (2001), Pekrun et al.' Academic Emotions (2005), Jackson Wicklewood’s Intrinsic Flow of Learning (2008) (Second Edition), and Brown and Forer' Flow and Immersion (2010) questionnaires.

In general, the results showed that the need for cognition has direct effect on emotions, goal orientation and intrinsic flow of learning. Also, emotions and intrinsic learning flow have a direct effect on immersion and fluidity. The need for cognition with mediating the goal orientation and flow of learning and emotions, and also goal orientation and intrinsic flow have indirect effect on immersion.

All variables in this study explain 0.30 of the variables in the immersion and the model has a good fit with respect to the data.

This study is conducted to investigate the mediator role of psychological capitals in relationship between perceived relations of authentic leadership and negative excitements of teaching among high secondary school teachers in Shiraz province in the form of a causal model .For this purpose , 345 teachers (155 men and 190 women) of high secondary school teachers in Shiraz province has been selected by using the cluster multistage sampling and they responded to Authentic Leadership Questionnaire of Olive and Gardner (2005) , Psychological Capital Questionnaire of Luthans, Olive and Avi (2007) and excitements of teaching questionnaire of Frinzl (2010) .Obtained data of sample were analyzed by using the statistical software LISREL and by path analysis . results showed that perception dimensions of authentic leadership has a direct and positive effect on psychological capital . In addition, psychological capital has a direct , positive and meaningful effect on negative teaching excitements. According to the findings, consciousness, ethical-oriented , processing balance and relational transparent through the mediating role of optimism, self-efficacy, hope and resilience has a indirect and meaningful effect on the negative teaching excitements.

This study was conducted with the aim of standardizing the Pedagogical content knowledge scale of high school teachers in using digital games.The present study is a correlational study with the statistical population including all high school teachers in Urmia. In this study, two areas were selected randomly from education districts and then Questionnaires were distributed among high school teachers in district 2 using the relative stratified sampling method.To assess the Pedagogical content knowledge of digital games the questionnaire of Sue et al (2013) was used. Finally, the data were analyzed through confirmatory factor analysis statistical test. In confirmatory factor analysis, the goodness of fit indices showed good fit of the model. The results also showed that all items of Urmia High School Teachers' Pedagogical Content Knowledge Scale were acceptable in using factor loaded digital games.And none of the items were removed from the Sue et al.Questionnaire (2013). It should be noted that in the subscale of game knowledge, item 1 with factor loadings (0/779) , in the subscale of Pedagogical game knowledge, item 9 with factor loadings (0/745) , in the subscale of game content knowledge, factor 12 with operating load (0/761) is considered to be the most relevant items for each component of game knowledge, Pedagogical game knowledge, and game content knowledge. The Pedagogical content knowledge of high school teachers in the city of Urmia in using digital games has a good content and structural validity and can be used to evaluate the Pedagogical content knowledge of other high schools in using digital games.

The purpose of this applied research is to design a model of environmental character education components. Character education is an endeavor to do the best for nature. 11 discovered main categories from the qualitative section of the research, and the initial likert scale questionnaire containing 130 items was prepared. Its face and content validity was verified by three consecutive delphis, and the final questionnaire containing 76 items was distributed among 384 secondary school students from the North-West of the country, who were selected through multistage cluster random sampling. 0.89 Cronbach’s alpha was showing the reliability of the research tool. The value of Kaiser-Meyer-Olkin (KMO)=0/85 and the significance of the bartlett test of sphericity showed the suitability of sampling. The results of confirmatory factor analysis showed that factorial load of all components were significant at the level of 0.01. The T-value for all components was greater than 1.96, which indicated a significant relationship between each components with environmental character education. Also, the fitting indexes standard root mean residual (RMSE) =0/056 and goodness of fit index (GFI) =0/95 represents an excellent fit of the model.