Relationship between Perceived Organizational Justice and Quality of Working Life Mediated by Job Involvement among the Iranian Red Crescent Society Staff

Introduction: Organizations attempt to retain and grow their employees while improving organizational performance by improving their quality of working life. The present study aimed to investigate the relationship between perceived organizational justice and quality of working life mediated by job involvement among the Iranian Red Crescent Society staff.Methods: This descriptive-correlational study employed structural equation modeling to investigate the relationship between variables. The statistical population consisted of all staff of the Red Crescent Society of Yazd Province in 2022-2023. In this study, 304 people were selected as participants through convenience sampling. The participants were asked to fill out the research measurement tools (i.e., quality of working life questionnaire, perceived organizational justice questionnaire, and job involvement scale). The proposed model was evaluated using structural equation modeling. The bootstrap test was used to test indirect relationships between the research variables.Results: The analysis of demographic data showed that the mean age of participants was 32.52±4.16 years. Moreover, 265 (87.17%) participants were male and 39 (12.83%) were female. The results demonstrated a significant relationship of perceived organizational justice with quality of working life and job involvement (P<0.001). A significant relationship also existed between job involvement and quality of working life among the Iranian Red Crescent Society staff (P=0.002). The results also demonstrated the significant relationship of perceived organizational justice with the quality of working life mediated by job involvement (P=0.014).Conclusions: Perceived organizational justice and job involvement had a positive, significant relationship with the quality of working life. Hence, organizational managers are advised to pay more attention to perceived organizational justice and job attachment

Correlation of Loneliness and Impulsivity with Academic Adjustment of Female Students: Mediated by Smartphone Addiction

Background: The transition to school brings about changes in a student’s self-perception and relationships with others, which can make adjustment difficult. This research aimed to investigate the mediating role of smartphone addiction in the correlation between loneliness and impulsivity with academic adjustment in female high school students.Methods: The statistical population of this descriptive-correlational study included all female high school students in Ahvaz, Iran, during 2022-23 academic year. The stratified cluster sampling method was employed to select 406 students as the research sample. The research instruments included the Academic Adjustment Scale, Loneliness Scale, Impulsivity Inventory, and Mobile Phone Addiction Scale. The proposed model was evaluated through path analysis in SPSS version 26 and AMOS version 25, while the indirect paths were tested through bootstrapping.Results: There was a negative correlation between smartphone addiction (r=-0.43, P=0.001), loneliness (r=-0.32, P=0.001), and impulsivity (r=-0.27, P=0.001) with academic adjustment in the students. In contrast, there was a positive correlation between smartphone addiction and loneliness (r=0.31, P=0.001) as well as impulsivity (r=0.32, P=0.001). Moreover, there was a positive correlation between impulsivity and loneliness in the students (r=0.45, P=0.001). The results showed that all direct paths, except loneliness, were significantly correlated with academic adjustment (P<0.001). Indirect paths to academic adjustment were also significant when mediated by smartphone addiction (P<0.001). According to the results, the research model had a good fit (TLI=0.94, CFI=0.96, NFI=0.96, and RMSEA=0.059).Conclusion: Based on the research model, impulsivity and smartphone addiction had a negative correlation with the academic adjustment of female students. Smartphone addiction played a mediating role in the correlation between loneliness and impulsivity with the adjustment of female students. The results can provide a good model for designing and developing specific plans to prevent academic failure and improve academic adjustment

Effectiveness of Rational Emotive Behavioral Therapy in Academic Self-handicapping and Academic Engagement of Students

Background: The fear of failure in students may evoke positive and negative feelings such as pleasure, hope, anxiety, and stress, and they may resort to self-handicapping mechanisms to cope with these feelings. The present study aimed to investigate the effect of rational emotive behavioral therapy (REBT) on academic self-handicapping (ASH) and academic engagement in high school students.Methods: This was a quasi-experimental study using a pretest-posttest design with a control group. The statistical population consisted of all male high school students in Ahvaz, Iran, of whom 30 (aged 15-18 years) were selected as the sample through cluster random sampling and randomly assigned into the experimental and control groups (15 students in each group). All participants filled out the academic self-handicapping scale and the academic engagement questionnaire in the pretest. The participants in the experimental group attended 10 sessions of REBT, while the control group received no intervention. At the end of the intervention, all participants took the posttest. The data were statistically analyzed using SPSS version 25.Results: The mean±standard deviation of academic involvement in the post-test of the control group was 54.66±7.17, which was significantly different from the REBT group (78.32±4.13) (P<0.001). Moreover, the mean±SD of ASH in the control and experimental groups were 93.20±16.40 and 78.00±17.47, respectively, which were statistically significant (P=0.020). There was no significant difference between the research variables in the pre-test and post-test of the control group, while there was a significant difference between the pre-test and post-test of the REBT group in terms of academic engagement and ASH in the students (P<0.001).Conclusion: REBT was effective in improving students’ ASH and academic engagement. Therefore, school officials are recommended to provide suitable conditions for the rational-emotive growth of students to improve academic engagement and control ASH among them

Mediating Role of Perceived Academic Stress in Relationships of Self-compassion and Self-regulation With Academic Well-being in Female Students

Background and Purpose: Stress, academic failure, and low academic achievement of learners are among the major problems in their academic lives and the education system of each country. The present study aimed to investigate the mediating role of perceived academic stress in relationships of self-compassion and self-regulation with academic well-being in female students in Kermanshah City, Iran.  Materials and Methods: The research method was descriptive-correlational. The statistical population included all the female senior high school students of Kermanshah, within the 2020-2021 academic years. The random cluster sampling method was employed to select 216 students who completed the academic well-being, self-compassion, self-regulation, and perceived academic stress questionnaires. Path analysis and bootstrap method were adopted to evaluate the proposed model and test indirect relationships, respectively.  Results: The results indicated that all direct paths were significant (P<0.001), except for the path from self-compassion to academic well-being. The relationships of indirect paths were made significant through the mediating role of perceived academic stress in academic well-being (P<0.01).  Conclusion: According to the research results, perceived academic stress had a mediating role in the relationship between self-compassion and self-regulation with academic well-being in students; thus, it can be useful for developing and designing specific plans to prevent academic failure and improving academic well-being of students

The Relationship between Parental Psychological Control and Imposter Syndrome through the Mediation of Academic Procrastination in Gifted Students

The present study aimed to investigate the relationship between parental psychological control and imposter syndrome through the mediation of academic procrastination in gifted students of Karaj city in 2019. The research design was causal-correlational and had a field type. The statistical population included 300 girl students of gifted high schools in Karaj city and 169 of which were selected as the sample of the study based on stratified random sampling and using Morgan’s sample size table. The research instruments included the Academic Procrastination Scale, the Clance Impostor Phenomenon Scale (CIPS), and Parental Psychological Control Scale. Data were analyzed by descriptive, inferential statistics, and structural equation modeling (SEM). The results showed a significant positive relationship between dependency-oriented psychological control (DPC) and imposter syndrome in gifted students (P= 0.0001); however, there was no significant relationship between achievement-oriented psychological control (APC) and imposter syndrome. A significant positive relationship was found between academic procrastination and imposter syndrome (P= 0.0001); however, there was no significant relationship between DPC and academic procrastination. Academic procrastination significantly mediated the relationship between APC and imposter syndrome (P= 0.0001); however, it had no significant effect on the relationship between DPC and imposter syndrome. The results indicated that parental psychological control and imposter syndrome significantly affects academic procrastination in gifted students

Comparison of the Mindfulness and Imagery Rescripting and Reprocessing Therapy Effectiveness on Self-Efficacy among Mothers of Students with Autism Spectrum Disorder

This study aims to compare the effect of mindfulness-based cognitive therapy and Imagery Rescripting and Reprocessing Therapy on self-caring mothers of children diagnosed with an autism spectrum disorder in 2019. The statistical population of the study is 105 mothers of children with an autism spectrum disorder in two schools of Ahvaz, of which 45 mothers are randomly selected and 15 people are divided into three groups. The type of research is applied based on purpose whereas the data collection method is based on field and quasi-experimental research, along with pre-test-post-test with the control group. Research tools consist of Long-Form Neff Self-Compassion Questionnaire (2003), Measuring Hall and Edwards (1986), Spirituality Training, et al. (2010), Mindfulness-Based Cognitive Therapy Protocol (2003), and Imagery Rescripting and Reprocessing Protocol with Processing Cognitive by Smucker (1995). The results obtained from analysis of covariance by SPSS software version 24 show that mindfulness-based method with the simultaneous effect of group type and test status of (p = 0.00), F = 58.31, the effect size of 0.510, and also Imagery Rescripting and Reprocessing with cognitive processing with the simultaneous effect of type Experimental group and condition. (p = 0.00) and (F = 40.36) have an effect on self-compassion of mothers of children with autism spectrum disorder that the effect size is 0.394 and more than the error level of 0.05. Therefore, it indicates that there is no difference between the two treatments on self-compassion of mothers of children diagnosed with an autism spectrum disorder

The Intermediary Role of Marital Satisfaction in the Relationship between Spiritual Experiences and Happiness of the Married Couples

Background:&nbsp;Happiness and vitality are enumerated as the primary and necessary natural needs of human beings and they can be envisioned as the most important factors of family-society health. The present study aimed to investigate the intermediary role of marital satisfaction, social support, and resilience in the relationship between spiritual experiences and happiness of the married students of Kermanshah.&nbsp; Methods:&nbsp;The present study was a descriptive research of the correlation type and it was specifically based on the structural equations model. The statistical population included married students of Kermanshah in 2018. A total of 356 married students was selected as the sample using the Morgan table. The research instrument included the Spiritual Experience Scale, ENRICH Marital Satisfaction Scale, Multidimensional Scale of Perceived Social Support, the Connor-Davidson Resilience Scale, and the Oxford Happiness Questionnaire. The data were analyzed using path analysis and SPSS 18 and AMOS 21 software packages.&nbsp; Results: The results showed that there was a direct and positive relationship between spiritual experiences with social support, resilience, marital satisfaction, and happiness (P= 0.0001). Based on the results, there was a positive and significant relationship between social support and happiness (P= 0.008). There was also a positive and significant relationship between resilience and marital satisfaction with happiness in married students (P= 0.001). Conclusion: High spiritual experiences cause elevation of marital satisfaction via bringing about a shift in students’ attitudes and creating a positive value system and the high marital satisfaction subsequently makes the university students optimistic towards life

Comparison of educational vitality, feeling of belonging to the school, the motivation of academic achievement among male and female students of secondary schools in Ilam

The purpose of this study was to compare male and female students based on the variables of academic vitality, sense of belonging to the school, the motivation for academic achievement. The causal-comparative research method and The statistical population of the study is all male and female students of secondary schools in the city of Ilam in the academic year 1395-1396 and the sample size was determined by the Crecy and Morgan table, and 374 students were enrolled. Of these, 187 are boys and 187 are girls. The sampling method was applied to multimodal cluster sampling according to the educational areas of Ilam city, which completed the Humphrey Humor Achievement Motivation (2000) and Hussein Chari and Dehghanizadeh (2012) Dimensions of feelings of belonging to the Brave and Betty School (2005). Descriptive statistics (mean and standard deviation) and multivariate analysis of variance (MANOVA) were used to analyze the data. The results of this study showed that there was a significant difference between male and female students of secondary schools in Ilam in terms of belonging to peers, teacher support, school justice, school communication, academic participation, and academic achievement motivation and academic vitality. So, the variance of social cohesion, 1.2% of the variance of peers, 2.1% of the variance of teacher support, 2.7% of the variance of justice in school, 1.4% of the variance of communication in school, 0.9% of the variance of scientific participation, 4 / 7% of the variance of academic achievement motivation explained 1.3% of variance in academic vitality and female students were compared to male students Lamps are above a relative advantage

Effectiveness of Reality Therapy on Emotion Regulation Difficulty and Academic Self-Handicapping of Students: A Pilot Study

Background: The ability to experience and express emotions is considered a key factor in mental health, and difficulty in effective emotion regulation is a major symptom of many psychiatric disorders. Objective: The present study aimed to investigate the role of reality therapy on emotion regulation difficulty and academic self-handicapping in high school students. Materials & Methods: This quasi-experimental research adopted a pretest-posttest control group design. The statistical population included all male high school students of Ahvaz in 2021, 30 of whom were selected through cluster random sampling and were then randomly assigned to an experimental group and a control group (15 participants per group). For the pretest, participants from both groups completed the Self-Handicapping Scale and the Difficulties in Emotion Regulation Scale. The 10-session reality therapy intervention was then implemented in the experimental group, whereas the control group received no intervention. At the end of therapy sessions, the posttest was given to participants in both groups. Data analysis was performed using Analysis of covariance (ANCOVA). Results: The adjusted posttest mean score of difficulty in emotion regulation among intervention and control groups were 77.5 (95%CI: 75.1-79.9) and 113.35 (95%CI: 110.9-115.7), respectively. The values for academic self-handicapping in the intervention and control groups were 75.1 (95%CI: 72.8-78.4) and 97.3 (95%CI: 92.4-99), respectively. According to the result of ANCOVA, reality therapy had significant effects on academic self-handicapping (F=87.79, P=0.001, η2=0.78) and emotion regulation difficulty (F=461.15, P=0.001, η2=0.95) among students. Conclusions: Reality therapy mitigated academic self-handicapping and difficulties in emotion regulation among male high school students. It is recommended that schools help students improve emotion regulation and control self-handicapping by providing appropriate conditions for implementing reality therapy sessions