Journal of General Psychology and Educational Sciences Studies

The purpose of the present study was to explain the mediating role of organizational commitment in the relationship between organizational virtuousness and teachers' job satisfaction. The research method was applied in terms of purpose and descriptive-correlational in terms of nature. The statistical population included all teachers in Hamedan city in the academic year 1403-1404, from which 330 individuals were selected using random accessibility sampling. Standard questionnaires of Lester's Job Satisfaction (1967), Cameron et al.'s Organizational Virtuousness (2004), and Allen & Meyer's Organizational Commitment (1990) were used to collect data. The reliability of the instruments was reported satisfactory using Cronbach's alpha coefficient. SPSS software and descriptive and inferential statistics (Pearson correlation coefficient and multiple regression) were used for data analysis. The findings showed that there is a positive and significant relationship between organizational virtuousness and job satisfaction. Also, the results of regression analysis showed that organizational virtuousness is able to predict organizational commitment and job satisfaction, and organizational commitment plays a significant mediating role in the relationship between organizational virtuousness and job satisfaction. Accordingly, it can be concluded that strengthening ethical virtues in schools through increasing teachers' commitment is an effective strategy for promoting their job satisfaction.

The purpose of the present study was to investigate the effectiveness of teaching artificial intelligence ethics concepts on social responsibility and digital citizenship of first-grade secondary school students in District 2 of Hamadan. The research method was quasi-experimental with a pre-test-post-test design and a control group. The statistical population included all female first-grade secondary school students in District 2 of Hamadan in the 2024-2025 academic year, among whom 50 individuals were selected using convenience sampling and randomly assigned to two groups: experimental (25 people) and control (25 people). Data collection tools included Phillips' (1980) Social Responsibility Questionnaire and Choi et al.'s (2016) Digital Citizenship Questionnaire, the validity and reliability of which were confirmed in the present study. The experimental group received training on AI ethics concepts over 8 sessions, while the control group received no training. Data were analyzed using SPSS software and analysis of covariance (ANCOVA). The findings showed that teaching AI ethics concepts has a positive and significant effect on increasing students' social responsibility and digital citizenship. Therefore, it can be concluded that integrating ethical training within the context of artificial intelligence can be effective in educating responsible and aware citizens in the digital age.

The purpose of the present study was to investigate the mediating role of academic self-efficacy in the relationship between the perception of adaptive artificial intelligence-based education and students' deep learning. The research method was applied in terms of purpose and descriptive-correlational in terms of nature. The statistical population included all first-grade secondary school students in the Serishabad region in the 2024-2025 academic year. Using Cochran's formula, 168 individuals were selected via simple random sampling. To collect data, three questionnaires were used: a researcher-made questionnaire on the perception of adaptive AI education, the Jinks and Morgan (1999) academic self-efficacy questionnaire, and the Biggs et al. (2001) learning approaches questionnaire. The face and content validity of the instruments were confirmed by experts, and their reliability was reported as satisfactory using Cronbach's alpha coefficient. Data were analyzed using SPSS software at both descriptive and inferential levels (Pearson correlation and multiple regression). The findings showed that there is a positive and significant relationship between adaptive AI education and academic self-efficacy as well as deep learning. Furthermore, the regression analysis results indicated that academic self-efficacy plays a partial but significant mediating role in this relationship; meaning that adaptive AI education leads to the enhancement of students' deep learning both directly and by strengthening self-efficacy. This study emphasizes that utilizing intelligent technologies, with an emphasis on psychological dimensions, can provide a suitable foundation for realizing deep learning.

The purpose of the present study was to compare academic perfectionism and the role of parenting styles among elementary school students in the provinces of Kurdistan and Kermanshah. The research method was descriptive and of a cross-sectional-comparative type. The statistical population included all elementary school students in these two provinces during the 2024-2025 academic year, from whom 400 individuals (200 from Kurdistan and 200 from Kermanshah) were selected using multi-stage cluster sampling. To collect data, the Child and Adolescent Perfectionism Scale (CAPS) by Flett et al. (2016) and the Baumrind Parenting Style Questionnaire (PAQ) by Baumrind (1991) were used. The reliability of the instruments was reported as satisfactory using Cronbach's alpha. Data were analyzed using SPSS software and independent t-test and Pearson correlation statistical tests. The findings showed that the mean academic perfectionism in students of Kurdistan was significantly higher than that of Kermanshah. Furthermore, the results indicated that the authoritarian parenting style has a positive and significant relationship with perfectionism, while the authoritative style is more prominent in Kermanshah and the authoritarian style is more prominent in Kurdistan. Based on the results, parenting style plays an important role in shaping students' perfectionism, and it is necessary to move towards authoritative styles through parental education.

The purpose of the present study was to analyze and compare the dimensions of spiritual work motivation (service, meaning, and belonging) among teachers in ordinary and exceptional schools in Qorveh city. The research method was applied in terms of purpose and descriptive-causal comparative in terms of nature. The statistical population included all teachers in ordinary and exceptional schools in Qorveh city in the academic year 1403-1404. Using the convenience sampling method, 42 individuals (21 ordinary school teachers and 21 exceptional school teachers) were selected as the sample. The data collection tool was the standard Spiritual Work Motivation questionnaire by Li et al. (2024), which consists of 15 items and three dimensions: service, meaning, and belonging. The reliability of the instrument in the present study was obtained as 0.89 using Cronbach's alpha. SPSS software and descriptive statistics (mean and standard deviation) and inferential statistics (Student's t-test) were used for data analysis. The research findings showed that there is a significant difference between the mean scores of overall spiritual work motivation and the dimensions of service and meaning among teachers in ordinary and exceptional schools, such that exceptional school teachers obtained higher scores. However, no significant difference was observed between the two groups in the dimension of belonging. The results indicate that due to the nature of their profession, exceptional school teachers have higher spiritual motivation in the dimensions of service and meaning, which can act as a supportive factor against job burnout.

The purpose of the present study was to investigate the role of digital agility in predicting teachers' professional commitment. The research method was applied in terms of purpose and descriptive-correlational in terms of nature. The statistical population included all teachers in the Serishabad region during the 2024-2025 academic year. Using Cochran's formula, a sample size of 120 individuals was selected via simple random sampling. To collect data, the "Professional Commitment" (Allen & Meyer, 1990) and "Digital Agility" (Pulsford et al., 2018) questionnaires were employed. The validity and reliability of the instruments were confirmed. Data were analyzed using SPSS software through descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient and linear regression). The findings indicated a positive and significant relationship between digital agility and teachers' professional commitment. Furthermore, the results of the regression analysis demonstrated that digital agility, with a determination coefficient of 0.33, has the ability to significantly predict teachers' professional commitment. Based on this, it can be concluded that enhancing teachers' digital skills and flexibility can help increase their commitment and loyalty to the teaching profession and serve as a basis for planning to improve the quality of education.

The purpose of the present study was to compare the level of design thinking among novice and experienced primary school teachers in Kurdistan Province. The research method was applied in terms of purpose and descriptive-survey in terms of nature. The statistical population included all novice and experienced primary school teachers in Kurdistan Province in the 2024-2025 academic year, from whom 80 individuals (40 novice and 40 experienced teachers) were selected using simple random sampling. The data collection tool was Idealiu et al.'s (2016) standard design thinking questionnaire, which contains 21 items and five dimensions (empathy, problem definition, ideation, prototyping, and testing). The validity and reliability of the instrument were confirmed in previous studies and in the present study. Descriptive statistics and an independent samples t-test were used to analyze the data using SPSS software. The findings showed that the status of design thinking in the total sample was favorable. The results of the t-test indicated that there is a significant difference between the mean scores of design thinking and all its dimensions in the two groups of novice and experienced teachers, such that novice teachers achieved higher scores in design thinking. Accordingly, it can be concluded that despite their lack of experience, novice teachers are more proficient in design thinking skills and modern problem-solving approaches, which highlights the necessity of retraining and empowering experienced teachers in this area.

The main objective of this research was to explain the role of principals' trust-building in improving school organizational climate and teachers' performance. The research method was applied in terms of purpose and descriptive-correlational in terms of nature. The statistical population included all elementary school teachers in Qorveh during the academic year 1403-1404. Using the Krejcie and Morgan table and simple random sampling method, 100 individuals were selected as the sample. To collect data, three standard questionnaires were used: the Trust-Building Questionnaire by Gabarro and Canter (1992), the Organizational Climate Questionnaire by Hallinger and Murphy (1985), and the Teachers' Performance Questionnaire by Patterson (1983). The validity and reliability of the instruments were confirmed. For data analysis, SPSS software was utilized along with descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient and multiple regression). The research findings showed that there is a positive and significant relationship between principals' trust-building and organizational climate, between organizational climate and teachers' performance, and between principals' trust-building and teachers' performance. The results of regression analysis also indicated that principals' trust-building and organizational climate can predict teachers' performance. Finally, it can be concluded that by focusing on trust-building, principals can create a favorable organizational climate and thereby enhance teachers' performance.