arefe kiani

The present study sought to propose a divorce risk reduction model based on marital intimacy, triangulation, and attachment with a focus on the mediating role of cohesion and adaptability in married people. This study was conducted using a correlational and path analysis design. The participants were 186 married people residing in Neka, a city in Mazandaran Province, Iran. The participants’ ages ranged from 22 to 40 years, and they were selected through non-random convenience sampling based on Klein's formula (1998). The criteria for enrollment in the study were being married for 2 to 5 years and the age range of 22 and 40 years. The instruments used to collect the data were the Marital Instability Index (Edwards, Johnson & Booth, 1987), the Intimacy Scale (IS) (Walker & Thompson, 1983), the Triangulation Questionnaire (Yousefi & Bahrami, 2012), the Adult Attachment Scale (Collins & Reed, 1990), and the Family Adaptability and Cohesion Evaluation Scale (FACES) (Elson, Portner, & Bell, 1985). The findings revealed that marital intimacy, attachment, adaptability, and cohesion have a negative and direct effect on reducing the risk of divorce (marriage instability). In addition, 32% and 24% of the impact of marital intimacy and attachment on reducing the risk of divorce (marriage instability) can be explained through cohesion. Furthermore, 58% and 32% of the effects of triangulation and attachment on reducing the risk of divorce (marriage instability) can be explained through adaptability. The data in this study showed a relationship between intimacy, attachment, and divorce risk reduction mediated by cohesion. In addition, triangulation and attachment can reduce the risk of divorce through the mediating role of adaptability.

This research is from the point of view of practical purpose, from the point of view of qualitative-quantitative (mixed) nature of data, from the point of view of descriptive survey data collection, with an interview approach and from the point of view of field strategy. Due to the exploratory nature of the research subject, a sequential exploratory mixed research design was used, which was carried out in two qualitative and quantitative phases. Data and information in this research were collected based on interviews with experts until reaching theoretical saturation, and based on these data, a related questionnaire was designed and the participants were evaluated and asked for their opinions. In this study, 24 people were selected (overall). In fact, from the interview of the 16th person onwards, repetition was observed in the received information, but to be sure, it continued until the 24th person, and from the interview of the 20th person onwards, the data became completely repetitive and reached theoretical saturation. The sample size was selected based on Cochran's formula of 186 people. The results in the qualitative section showed that 4 factors affecting the development of academic ethics in students were identified.

Nurses are always exposed to job burnout due to high workload. This research was performed to investigate relationship between need for drama and work context with job burnout in nurses. The study was a descriptive survey. The whole nurses Ardabil city, comprised the statistical population of this research. From this population, 247 nurses were selected by convenience sampling method. For data collection  the following questionnaires were used: job burnout questionnaire (Cronbach's alpha coefficient0.76), work context questionnaire (Cronbach's alpha coefficient 0.83) and need for drama scale (Cronbach's alpha coefficient 0.81). For data analysis, descriptive statistics and statistics from Pearson correlation coefficient and multiple regression were used. Results showed that between work context and job burnout (p<0.01) there is a significant negative relationship and between need for drama and job burnout (p<0.01) there is a significant positive relationship. The results showed that the relationship between need for drama and work context are two factors that affect the job burnout, which more attention to these indicators can reduce burnout in nurses.

This study investigated the association between occupational ethics and job engagement with the mediating role of career adaptability among employees of Ardabil University of Medical Sciences, Ardabil, Iran, in 2017-2018 academic years. This is a descriptive and correlational study. The statistical population of the study consisted of all employees of Ardebil University of Medical Sciences (300 people), of which 160 employees were selected by simple random sampling method. Work ethics, job engagement questionnaire, and career adapt-abilities scale were used for data collection. Pearson’s correlation coefficient and Kolmogorov-Smirnov test were used by SPSS software, and Lisrel software was also applied to examine the appropriateness of conceptual model of research. Based on our findings, the direct effect of work ethics on job engagement was significant (P < 0.05) with beta 0.41, on career adaptability with beta 0.30, and also the career adaptability showed a direct effect on job engagement with beta 0.24. The mediating role of the career adaptability in the association between work ethics and job engagement was statistically significant with the beta 0.07 (P < 0.05(. we concluded that work ethics and career adaptability are significant variables in association with job engagement in Ardabil medical university employees, and it might be taken into consideration among managers.

Critical thinking is a set of mental attitudes and habits that promote the ability to research, problem solving, self-management, decision-making and lifelong learning in students.The purpose of this study was to predict the tendency toward critical thinking and self-learning based on epistemological beliefs in dentistry students. The research method was cross sectional descriptive. The statistical population of the study was all enrolled dentistry students of University of Medical Sciences (221 people) in the academic year 2018-2017
Among them, 150 students (62 boys and 88 girls) were selected by random sampling method. In order to collect data, the Schumer's Epistemological Beliefs Questionnaire (1998), Pintrich and De Groot Learning Strategies Questionnaire (1990) and Badri's Critical Thinking Scale (2007) were used.
To analyze data, Pearson correlation coefficient and regression analysis were used. Findings showed that there is a positive and significant relationship between epistemological beliefs and the tendency to critical thinking and between self-learning and its components with critical thinking. Also, regression analysis showed that the epistemological beliefs predict 41% and self-learning predicts 45% of critical thinking.
Learning autonomy and epistemological beliefs can be considered as influential factors on the student's critical thinking

The various studies have reported inconsistent results about the relationship between perfectionism and academic performance. However, the perfectionism can influence academic performance through effecting on believes of academic ability and also self- regulated learning strategies. The present research was conducted to investigate mediating role of the self-regulation and academic self-efficacy in the relationship between students' perfectionism and the academic performance. The statistical population included all of the students of university of Bojnord that sample of 351 students was selected by cluster sampling method. Instruments of the study included Ahvazʼs perfectionism questionnaire (1999), Boufard’s self -regulation questionnaire (1995) and academic self-efficacy of McIlroy and Bunting (2002) and the average grades of students were for measurement of the academic performance. The collected data was analyzed by Structural Equation Modeling using the partial least squares method (PLS). Results showed that the perfectionism indirectly through academic self-efficacy and self-regulation variables affected significantly on the academic performance. The proposed model had good fitness indexes. Psychological interventions on the perfectionism can have a positive influence on the academic performance.