farideh hashemian nejad

The aim of this research was to formulate an organizational development model from the perspective of organizational agility within the General Department of Education in Sistan and Baluchistan province.

This study employed a mixed exploratory design, specifically a sequential exploratory mixed research design, encompassing both qualitative and quantitative phases. In the qualitative phase, the study focused on individuals with university education, experts, opinion leaders, professors, elites within the scientific community, and specialists, who were purposefully selected (totaling 25 participants). In the quantitative phase, the research considered managers and employees of the General Department of Education in Sistan and Baluchistan province (comprising 681 individuals). In the qualitative phase, the Delphi method was employed, while the quantitative section utilized structural equation modeling to investigate the central research question and align the model with the collected data.

The outcomes of the research revealed that the organizational development consisted of four dimensions: professional development, organizational development, individual development, and educational development. Moreover, the organizational agility model identified four dimensions: responsiveness, flexibility, change management, and performance enhancement. In conclusion, this research underscores the importance of developing a human resource strategy aligned with organizational strategies, fostering a shared vision, promoting intellectual synergy, welcoming innovative ideas, and instilling a culture of systemic thinking regarding organizational development among members of the organization.

These measures are essential steps toward creating a more agile organization, as recommended for managers and officials.

Women suffering from marital maladjustment face many problems in their married life, especially in psychological fields, including covert relational aggression and marital life quality. The present research was conducted with the aim of determining the effectiveness of positive mindfulness therapy on covert relational aggression and marital life quality of women suffering from marital maladjustment.

Methods and Materials:

 This research was a semi-experimental with a pretest and posttest design with a control group. The research population were all women suffering from marital maladjustment who referred to counseling centers in the three cities of Tehran city in the autumn season of 2023 year; So that the sample size for each group was considered to be 20 people and these people after checking the inclusion criteria were selected by purposeful sampling method and randomly assigned into two equal groups. The experimental group underwent 10 sessions of 90 minutes of positive mindfulness therapy and the control group remained on the waiting list for therapy. To collect data were used from scales of covert relational aggression (Nelson and Carroll, 2006), marital quality life (Zhang et al., 2013) and marital adjustment (Spanier, 1976), and for data analysis were used from multivariate analysis of covariance in SPSS version 26 software.

The results showed that positive mindfulness therapy significantly reduced the covert relational aggression and increased the marital life quality of women suffering from marital maladjustment (P<0.001).

According to the mentioned results, therapists, counselors and psychologists can use positive mindfulness therapy to reduce the covert relational aggression and increase the marital life quality of vulnerable groups, including women suffering from marital maladjustment.

The primary research question of this study focuses on determining the appropriate model for the development of social entrepreneurship with a social responsibility approach in the welfare of Khorasan Razavi.

Positioned within the domain of developmental-applied research, the current study employed a mixed methodology combining qualitative and quantitative approaches. The qualitative segment targeted a cohort of experts or a Delphi panel comprising 25 individuals, while the quantitative section involved a sample of 323 employees and managers from the welfare sector in Khorasan Razavi, selected through random sampling. Data analysis encompassed the use of descriptive and inferential techniques.

Based on the findings in the qualitative section, there are an interrelationship between social entrepreneurship and social responsibility. In the quantitative part, the multivariate regression results indicated that the dimensions of responsibility have a 21% impact on entrepreneurship.

. In summary, the results underscored the significance of integrating a social responsibility approach in fostering the development of social entrepreneurship.

The aim of this research is to identify the components and dimensions of social entrepreneurship with a focus on social responsibility.

The current research is a qualitative study. The target population consists of a group of experts or a Delphi panel (25 individuals). Considering the lack of previous patterns or models in the development of social entrepreneurship with a focus on social responsibility, the researcher focused on identifying the components and dimensions of social entrepreneurship with a focus on social responsibility. In this study, using a qualitative approach and the Delphi method and interviews, the components and dimensions of social entrepreneurship and social responsibility were identified.

The research results showed that social entrepreneurship has three dimensions (individual, organizational, and institutional) and twenty-four components. The organizational dimension has the highest priority with a factor loading of 0.933, while the institutional dimension has the lowest priority with a factor loading of 0.587. Social responsibility has three dimensions (ethical, economic, and legal) and twenty-five components. The ethical dimension has the highest priority with a factor loading of 0.932, followed by the economic dimension with a factor loading of 0.915, and the legal dimension with a factor loading of 0.670 is the lowest priority.

The results can be employed in the formulation of policies and the development of strategies to enhance the sense of social responsibility and the involvement of workers in the pursuit of societal betterment and the fostering of entrepreneurial spirit.

The success of universities depends on their ability to respond and adapt to environmental changes and developments. Therefore, the purpose of this study was designing the organizational learning capacity development model with an entrepreneur university approach.

In a qualitative study on 24 experts familiar with the field of research and relevant documents in this field, the organizational learning capacity development model with an entrepreneur university approach was investigated. The experts of the current research were selected by purposeful and snowball sampling methods and were underwent to three rounds of Delphi. The data were collected by taking notes from the documents and checking the level of agreement of the experts and were analyzed by coding methods and the percentage of agreement with the Delphi method.

The findings of coding indicated that the organizational learning capacity development model with an entrepreneur university approach had 81 components in 21 dimensions. The results showed that in the first round of Delphi 3 components, in the second round of Delphi 4 components and in the third round of Delphi 2 components were removed, and finally, for the organizational learning capacity development model with an entrepreneur university approach were identified 72 components in 21 dimensions with an agreement percentage of higher than 70% for all components.

The results of this study help to better understand the methods of organizational learning capacity development with an entrepreneur university approach. Therefore, universal specialists and planners in order to improve organizational learning capacity can provide the basis for improving the identified dimensions and components in the current research.

Green human resource management is, in fact, the most fundamental element of organizational sustainability and a foundation for the development of social responsibilities within any organization. The Education Organization plays a significant role in the cultural, educational, and developmental aspects of the country. This organization, considering its role and mission, requires the implementation of principles of green human resource management in its organizational processes. This research aims to present a model of green human resource management in line with fulfilling social responsibilities using content analysis through surveys and expert interviews. The statistical population of the study consisted of HR and social responsibility experts in the Education Department of Mashhad city. Eventually, 14 individuals were purposefully and conveniently selected for interviews and questionnaire distribution to gather their opinions. The research findings indicate a conceptual model designed at three levels. At the first level, components such as "Strategies and Obligations," "Strategic Alignment," "Formulation of Laws and Guidelines," and "Human Resource Empowerment" were included in the model, representing the most influential and interdependent factors. At the second level, components like "Management Style," "Cultural Development," "Design of Key Processes," "Formulation of Constraints and Controls," "Information Technology," and "Motivation" were incorporated. At the third level, components of "Role-playing in Social Responsibilities" and "Institutionalization of Green Principles" were established. The findings have practical implications that that have proven advantageous for the formulation of policies and the development of strategies for enhancing educational curricula about  green human resource management in educational institutes.

The purpose of this study was to design and explain the model of ethical leadership with social responsibility of high school staff in the seven districts of Mashhad. The research was in development-applied and mixed method. First, with the Delphi technique, the opinions of 24 experts in educational management and experienced management of the seven districts of Mashhad were collected. Then, the research questionnaire was designed according to the obtained dimensions and components. The face , content validity (15 experts in the field of study) and reliability (Cronbach's alpha 0.80) confirmed, and among 377 Mashhad high school staff , which were selected randomly, distributed.Data analysis was performed using structural equation methods and Spss and Amos software. Ethical leadership style had 4 dimensions (14 components) that individual and managerial dimensions had the highest importance. Also, organizational social responsibility had 4 dimensions (16 components) which the environmental and social dimensions were the most important. Given the importance of ethical leadership with organizational social responsibility in promoting the level of organization productivity and individual , managerial, environment and social dimensions priorities , managers of education and schools should pay special attention to such components.

With the introduction of concepts such as commercialization and entrepreneurship of university ideas into the higher education system, the aim of the present study was to design a model for developing organizational learning capacity with the approach of entrepreneurial university at the University of Applied Science and Technology with the approach of the entrepreneurial university. The research method was mixed (combination of qualitative and quantitative). Data was collected by Field & Librarian methods. The statistical population in the qualitative section was 24 experts in related fields and the statistical population in the quantitative part included all managers and senior experts working at the University of Applied Science and Technology and the number was 600, of whom 234 people were selected as sample size. In the qualitative part purposive sampling and in the quantitative part simple random sampling was used. The data collection tool was a researcher-made questionnaire. The validity of the model was confirmed by confirmatory-factor-analysis and structural equation model. For the analysis, t-statistics, Load-factor and path-coefficient were used with bootstrapping method and Smart-PLS and SPSS software. The findings revealed that the dimensions of organizational learning capacity in the direction of impact on the entrepreneurial university in order of effect, were: dimensions of giving importance to measurement(0.178), learning conditions(0.166), examining the necessity(0.155), learning environment(0.143), multiple defenders(0.135), Information Sharing and Distribution(0.124), creating Open atmosphere(0.120), Operational Diversity (0.118), Leadership Involvement(0.112), Systems Perspective(0.109), Knowledge Acquisition(0.108), System Orientation(0.105), Continuous Education(0.103), Performance Difference(0.098) and Access to experimental spirit(0.097). It’s suggested that the university official’s use the capacities of the university's various groups and fields, this, in turn, allows each field to properly communicate with society and its needs and to create value and earn money

The present study investigated the effectiveness of acceptance and commitment based therapy on bullying and irritability of preschool students in Mashhad. The present study was conducted using a pre-test-post-test design with a control group. In the present study, the statistical population included all preschool students in Mashhad in the academic year of 2019-2020. In the present study, considering all preschool students in Mashhad in the 2019- 2020 academic year; Samples (30 people) are available by sampling; They were selected from the statistical population and were divided into two groups of experimental (n = 15) and control (n = 15). The experimental group underwent group therapy based on acceptance and commitment during 6 sessions. Bass and Plumine (1984) and Illinois (2001) bullying questionnaires were used in pre-test and post-test. Data were analyzed using analysis of covariance and SPSS-22 software was used in all statistical analyzes of this study. The results showed that the experimental group had a significant decrease in the score of irritability and bullying after receiving treatment based on acceptance and commitment. Therefore, it can be concluded that acceptance and commitment-based therapy is effective on irritability and bullying of preschool students.

In our country, one of the first steps to recognize the problems of employee retention, both for policy makers and organizations is to understand the factors expected by employees, so the purpose of this study was to rank the factors affecting the retention of human capital with organizational support approach.

The present study was applied in terms of purpose and the mixed method (qualitative-quantitative) has been used. The statistical population in the quantitative part included the faculty members of Mashhad University of Medical Sciences in the academic year of 2018-2019 that 272 people were selected by stratified sampling method, appropriate to the size of each group, and in the qualitative section, the ideas of 32 experts were used by Delphi technique. The research material was a researcher-made questionnaire extracted from the qualitative section which validity was confirmed by experts and its reliability was calculated higher than 0.7, using Cronbach's alpha coefficient in all Delphi stages. The final questionnaire with 8 dimensions and 53 components was administered among the sample and the data were analyzed using SPSS24 software.

The results showed that both organizational factor (coefficient = 0.94) and personal factor (coefficient = 0.83) had the most impact among the factors and environmental factor (coefficient = 59) had the least impact among the factors, with emphasis on organizational support.

Managers of medical universities should expand the supportive environment and create promotion opportunities in the university, which requires planning and simultaneous attention to all factors of human capital retention, especially through the perceived organizational support by creating trust, confidence and communication in the university environment.

Law escape is one of the abnormal behaviors with a relatively high prevalence in adolescence. The law escape is when a person disobeys the law and engages in behavior contrary to the law. Cultural and ethical education injuries can increase the law escape. Cultural injuries refer to a set of ideas, beliefs, values, and norms conflict with the prevailing and approved culture of society. Ethical education means creating conditions for the flourishing and cultivating ethical talents and abilities, and ethical education injuries means the existing problems and challenges for the realization of ethical education. Because of the relatively high prevalence of law escape in adolescents and little research on the role of cultural injuries and ethical education injuries in its prediction, the present research was conducted to predict high school secondary adolescent students' law escape score based on cultural injuries and ethical education injuries.

This study was a cross–sectional correlational type. The research population comprised high school adolescent students of Mashhad City, Iran, in the 2020–21 academic years (360000 students). The sample size was calculated at 420 students selected as a sample by the multi–stage cluster sampling method. The inclusion criteria were physical health, living with parents, willingness to participate in research and express their consent through Shad software, no history of rejection in previous grades, no use of psychiatric drugs such as antianxiety and antidepressants based on the report from school staff, and the lack of stressful events such as serious illness, divorce and death of relatives in the past three months. The exclusion criteria were not responding to more than 10% of items and not responding to tools after three follow–ups. The research instruments were Law Escape Questionnaire (Zare Shahabadi & Torkan, 2012), Research–Made Cultural Injuries Scale and Ethical Education Injuries Questionnaire (Shekari et al., 2014) which were completed by students through Shad software. The obtained data were analyzed with descriptive statistics, including number, percentage, mean and standard deviation and inferential statistics, including the Kolmogorov–Smirnov test, variance inflation factor, Durbin–Watson, the Pearson correlation coefficients and multiple linear regression in SPSS version 19 software at a significance level of 0.05.

The results showed that most adolescent students were male (51.67%), studying in the tenth grade (37.38%), and 16 years old (38.33%). Also, many fathers (34.45%) and mothers (35.95%) had an associate degree. Also, cultural injuries and all its subscales including acceptance of anti–values, injuries of smart mobile, cultural anonymity and cultural aggression had a direct and significant relationship with law escape score in high school secondary adolescent students (p<0.001). In addition, ethical education injuries and all its subscales, including courage, honor, honesty, patience, loyalty, bailment, goodwill, reliance, and conscience had an inverse and significant relationship with their law escape score in high school secondary adolescent students (p<0.001). Other findings showed that subscales of cultural and ethical education injuries variables together could explain 89% of law escape score changes in high school secondary adolescent students (p<0.05).

According to the study results, cultural and ethical education injuries effectively predicting law escape in high school secondary adolescent students. As a result, to reduce law escape, cultural and ethical education injuries must be reduced.

In every country, it is to maintain the health of people with the health and treatment sector of that society. Corruption in the healthcare sector can mean the difference between life and death. One of the tools that helps organizations in achieving their goals is organizational transparency. Therefore, the purpose of this research was to identify and rank the components of organizational transparency with the approach of promoting organizational health in Zahedan University of Medical Sciences.

The research method was of a mixed type (qualitative and quantitative) and library-field data collection. The statistical population in the qualitative part was 25 experts in related fields and the statistical population in the quantitative part was all managers and senior experts working in Zahedan University of Medical Sciences in the number of 275 people, and 160 people were selected as a statistical sample based on the Cochran formula. Sampling in the qualitative part was done by a targeted method and in the quantitative part by a simple random sampling method. The data collection tool was a researcher-made questionnaire containing 106 items that included 14 dimensions of organizational transparency and 9 dimensions of organizational health. The statistical methods used in this research were through Smart PLS and SPSS software.

The results showed that all 14 dimensions of organizational transparency are effective on promoting organizational health in Zahedan University of Medical Sciences as follows: "Information management" dimension (0.187), "Transparency" dimension (0.186), "No concealment" dimension (0.159), after "religious and spiritual teachings" (0.139), after "organizational control" (0.098), after "trust and monitorability" (0.084), after "organizational accountability" (0.080), after "human resource management" (0.079), after "Culturalization" (0.068), after "Administrative Automation" (0.063), after "Organizational Whistleblowing" (0.053), after "Participation" (0.047), after "Information Technology" (0.041) and "Responsibility" dimension (0.026).

According to this result, it is suggested that the senior managers of Zahedan University of Medical Sciences should set goals to achieve the results of this research; For example, the most important and efficient tool of transparency, i.e. new communication and information technologies, should be used in all the processes of the organization.

 

Anxiety is among the most prevalent preschool psychological disorders that can disrupt socio-cognitive development. Anxiety adversely impacts academic, cognitive, emotional, communicative, and social functions. Mathematics is among the major academic courses which require math skills. Social skills are defined as a set of purposeful, observable, and learnable behaviors that include cooperation, assertiveness, self-control, responsibility, self-management, empathy, and sympathy. An optimal manner of teaching preschoolers is applying educational games. The game motivates children to learn without pressure. Educational games include coherent and organized concepts. In educational games, the learner is active, makes decisions, solves problems, and reacts to others' behaviors. Considering the limited effect of educational games on learning math concepts and social skills on preschoolers, the present research aimed to investigate the effect of educational games on learning math concepts and social skills in anxious preschoolers.

This was a quasi-experimental study with a pretest-posttest and control group. The research population included anxious preschoolers in district 1 of Mashhad City, Iran, in 2018-2019. Considering the study's inclusion criteria, 30 eligible volunteers entered the study by the purposive sampling method and were assigned into two groups by the simple random method using lottery (n=15/group). The inclusion criteria included the age of 5-6 years, obtaining a minimum score of 35 in the anxiety preschoolers scale, not receiving psychological services in the preceding 6 months and no history of receiving educational games. The exclusion criteria included absence from >2 sessions, the lack of active participation, and withdrawal from continuing cooperation. The experimental group participated in ten 45-minute sessions two times a week. Sessions included training by researcher-made educational games; however, the control group received no training. The content validity of training sessions was confirmed by the Delphi method and 15 experts of educational sciences of Mashhad Branch, Islamic Azad University. These 5 core skills were trained in the sessions: reading numbers one to nine, skills of zero understanding, the skill of improving understanding of one-digit numbers, the skill of sorting numbers, and skill of understanding less, more and equal, and each axis was practiced in two sessions. The intervention was performed by a preschool teacher in a preschool center in district 1 of Mashhad City, Iran. The required data were collected using the Anxiety Preschooler Scale (Spence et al., 2001), Social Skills Questionnaire (Gresham & Elliott, 1990), and Teacher-made Math Concepts Test. The collected data were analyzed by descriptive and inferential statistics in SPSS at a significance level of 0.05. Central tendency and scatter indices were used to describe the distribution of variables at the level of descriptive statistics. At the level of inferential statistics, Chi-square and Independent Samples t-tests and univariate Analysis of Covariance (ANCOVA) were used to test the statistical hypotheses.

The Independent Samples t-test data revealed no significant difference between the study groups in the pretest scores of learning math concepts (p=0.734) and social skills (p=0.378); however, the posttest results revealed significant differences between the study groups concerning learning math concepts (p<0.001) and social skills (p=0.003). The univariate ANCOVA results indicated that educational games significantly increased the capacity of learning math concepts (p<0.001) and social skills (p<0.001) in anxious preschoolers. According to the effect size, 78% of these changes in learning math concepts and 88% in social skills were induced by our intervention.

According to the present study results, educational games play an effective role in increasing the capacity of learning math concepts and social skills. Therefore, teachers can use educational games to improve anxious preschoolers' cognitive and social characteristics, especially learning math concepts and social skills.

Designing a model based on human capital retention with an organizational support approach is one strategic issue for university staff. Therefore, the aim of this study is to identify the effective components to design a model for human capital retention with an organizational support approach in Mashhad University of Medical Sciences.

The present study is in the category of developmental-applied research and was conducted by Delphi method in 2018-2019. A total of 32 experts, including specialists and faculty members of Mashhad University of Medical Sciences were selected by purposive sampling method. At first, the dimensions and components related to the retention of human capital and organizational support were obtained through extensive review of databases and research background. Then through several sessions, the dimensions and components were codified in three rounds based on the consensus of the members.

The suitable model for the human capital retention with an organizational support approach was finalized with 8 dimensions and 53 components. These factors included personal, organizational, job-motivational, environmental, organizational activities, job properties, organizational justice, and job stress dimensions. Results of Cohen's Kappa Coefficient for identified factors was 0.78 for the second phase of Delphi technique and 0.86 for the third phase of Delphi, which indicates a strong and acceptable agreement of panel members in relation to the factors of the conceptual model of research.

According to the findings of the implementation of three stages of Delphi technique, the effective factors identified for the human capital retention with an organizational support approach in Mashhad University of Medical Sciences are eight factors which were mentioned above, and through explaining their current status, an effective step can be considered in this prominent university in Iran, and also its results can be used for other medical universities in the country.

Women with depression are falling in terms of psychological especially in the field of spiritual intelligence, health concern and psychological distress and one of the effective methods in improving the psychological characteristics is emotion regulation training method. Present study aimed to investigate the effect of emotion regulation training on spiritual intelligence, health concern and psychological distress in women with depression.

This study was semi-experimental with a pretest and posttest design with an experimental and control groups. The research population was women with depression referred to psychological services clinics of Ahvaz city in 2018 year, who among them 50 people were selected by available sampling method and randomly replaced into two equal groups (each group 25 people). The experimental group received eight sessions of 90 minute for two months (one session a week) emotion regulation training and the control group placed on the waiting list for training. Data were collected by questionnaires of demographic profile, depression, spiritual intelligence, health concern and psychological distress and were analyzed with multivariate analysis of covariance method in the SPSS-18 software.

The findings showed that before training there was no significant difference between the experimental and control groups in terms of spiritual intelligence, health concern and psychological distress (P>0/05), but after training there was a significant difference between groups in terms of all three variables (P<0/001). Based on the results of multivariate analysis of covariance, the emotion regulation training led to increased spiritual intelligence (F=107/15, P<0/001) and decreased health concern (F=139/64, P<0/001) and psychological distress (F=142/28, P<0/001) in women with depression.

The results indicated the effect of emotion regulation training on increasing spiritual intelligence and decreasing health concern and psychological distress in women with depression. Therefore, it is recommended that therapists and clinical psychologists use emotion regulation training along with other methods such as mindfulness training or acceptance and commitment training to increase spiritual intelligence and decrease health concern and psychological distress, especially in women with depression.

The aim of this study was determine the effect of group training solution-focused parenting to mothers on aggression and problem solving of preschool children. This research was quasi-experimental with pre-test and post-test design with experimental and control groups. The research population was mothers of preschool children of Mashhad in the 2019-20 academic years, which from them 40 people were selected by purposeful sampling method and randomly replaced into two equal groups (20 people in each group). The experimental group received 8 sessions of 90 minutes group training solution-focused parenting and the control group received no training. To collected data used from the questionnaires of aggression (Buss & Perry, 1992) and problem solving (Heppner, 1988). To analyzed data used from tests of Fisher, independent t and multivariate analysis of covariance with SPSS-19 software. The findings showed that in the pre-test there was no significant difference between the experimental and control groups in terms of aggression and problem solving (P>0/05), but in the post-test there was significant difference in terms of both variables (P<0/05). This means that group training solution-focused parenting to mothers led to decrease aggression and increase problem solving of preschool children. Therefore, it is recommended to use from group training solution-focused parenting method to improve psychological characteristics especially decreasing aggression and increasing problem solving.

The aim of present study was determine the effect of group play therapy on impulsive behaviors, social adjustment and subjective well-being. This research was semi-experimental with pre-test and post-test design with a control group. The research population was preschool students of Mashhad city in 2019-20 academic years, which from them 40 people were selected by purposeful sampling method and randomly replaced into two groups. The experimental group received group play therapy for 12 sessions of 45 minutes and the control group didn’t training. To collected data used from the tools of impulsive behaviors scale (Barratt, 1994), social adjustment subscale (Bell, 1961) and subjective well-being questionnaire (Keyes & Magyar-Moe, 2003), which completed by mothers. Data were analyzed by independent t-test and multivariate analysis of covariance method in SPSS-19 software. The Findings showed that in the pre-test stage there was no significant difference between the experimental and control groups in terms of impulsive behaviors, social adjustment and subjective well-being (P>0/05), but in the post-test stage there was significant difference in terms of all three variables (P<0/05). In the other words, group play therapy led to decrease impulsive behaviors and increase social adjustment and subjective well-being of preschool students (P<0/001). Based on the results it is suggest that clinical psychologists and therapists used from group play therapy along with other therapies to improve health and especially decrease impulsive behaviors and increase social adjustment and subjective well-being of preschool students.

Mental health is an essential requirement for any profession, especially nursing and plays an important role in improving positive psychological characteristics. Some variables related to mental health can be social capital and organizational citizenship behavior. Thus, the aim of this study was the prediction of mental health based on social capital and organizational citizenship behavior in female nurses.
This correlational cross-sectional study was carried out on 180 female nurses, selected via simple random sampling, of state hospital in the west of Mazandaran province, 2017. The questionnaires were short form of mental symptoms, social capital and organizational citizenship behavior. Data was analyzed by SPSS-19 software using Pearson correlation and multivariate regression with enter model methods (p≤0.01).
The average age of the participants was 35.94±4.36 years, most of them (90.56%) married and undergraduate education (80.56%). The results showed that social capital (r=-0/381) and organizational citizenship behavior (r=-0/456) have a negative and significant relationship with mental health in female nurses. Given that the high score in mental health questionnaire means low mental health, mental health in female nurses enhances by increasing social capital and organizational citizenship behavior. In addition, both social capital and organizational citizenship behavior variables could predict 25.4 percent of variance of mental health in female nurses and the share of organizational citizenship behavior was higher than social capital (p≤0.01).
The results verified the role of social capital and organizational citizenship behavior in predicting mental health of nurses. Thus, officials should pay attention to the indications of social capital and organizational citizenship behavior to design and implement appropriate programs to improve the mental health of nurses.

Many of key problems in students with attention deficit disorder are related to executive dysfunction that in this field neurofeedback training and computer games are effective. This study aimed to compare the effectiveness of neurofeedback training and computer games on continuous attention and planning ability in students with attention deficit disorder. This study was a quasi-experimental with a pre-test and post-test design and with a control group. The statistical population was included all elementary students with attention deficit disorder that referred to counseling centers of Mashhad city in 2013. Totally, 45 students were selected through available sampling method and randomly assigned to three groups. The experimental groups were educated 12 sessions of 60 minutes by neurofeedback and computer games methods. To assess continuous attention and planning, the CPT and Tower of London computerized tests were used, respectively. Data were analyzed by using the SPSS-19 software and multivariate analysis of covariance (MONCOVA) methods. The findings showed that both methods of neurofeedback training and computer games significantly lead to increase continuous attention and planning in students with attention deficit disorder. Also, there wasnt any significant difference between two methods in continuous attention and planning (P<0/05). The results showed that neurofeedback training and computer games methods were effective in improving continuous attention and planning for students with attention deficit disorder. Therefore, counselors and therapists can use mentioned methods in treatment of students with attention deficit disorder.

Research shows that critical thinking skills account for a significant part of variance in mental hygiene. This fact has been given due attention by international organizations such UNESCO and UNICEF. In response to the demands of modern life and labor market, this study aims at investigating the relationship between critical thinking and self-esteem in university students. It is a descriptive correlational research. The research population includes 300 students of Islamic Azad University, Mashhad Branch, studying in four departments. The research instruments are Watson Glazer’s critical thinking questionnaire and Copper Smith’s measure of self-esteem. One-way regression, multiple-variable regression, coefficient of determination, and Mann-Whitney U-test were applied to analyze the data. The results show that there is a positive and significant relationship between critical thinking and self-esteem(0.160). Coefficient of determination in multiple-variable regression is 0.047. Self-esteem account for 4.7 percent of critical thinking. Academic self-esteem play a more significant role in the variance of critical thinking.