Relational goals newly added to the teachers’ goal orientation framework have been identified as one of the central features of effective teaching. However, little research has taken such goals into account, specifically in higher education contexts. Concerning the association between self-efficacy and goal orientations, this study was undertaken to investigate the predictive power of instructors’ relational goals over teaching-related outcomes with teaching self-efficacy as a mediator. Three hundred thirty-eight Iranian EFL university instructors participated in the study. Their relational goals and teaching-related cognitive, affective, and behavioral outcomes were assessed through four scales (Instructors’ Achievement Goals for Teaching, Attitudes towards Help-Seeking, Positive Affect, and SEEQ (Students’ Evaluations of Educational Quality) Self-Reported Teaching Quality). Through a Structural Equation Modeling method, the proposed model was tested. The results confirmed the mediating effect of teaching self-efficacy on the relationship between instructors’ relational goals and their teaching-related outcomes. Relational goal-oriented instructors with teaching self-efficacy viewed help-seeking (cognitive outcomes) as a beneficial performance rather than a threat. Regarding their positive affect (affective outcomes), the results indicated instructors’ great enthusiasm for more effective teaching. Considering instructors’ self-reported teaching quality (behavioral outcomes), their engagement and commitment in teaching were shown. In conclusion, the results emphasized the importance of instructors’ relational goals in establishing high-quality learning and teaching environments.

Paying attention to the relative alignment of individual and organization goals requires that this fact be considered sometimes happens struggle between these two phenomena for several reasons. these two can be in conflict with one another. hence, one of the primary problem that managers are encountered, is that they attempt to combine and reconcile two somewhat contradictory issues, and they attempt to achieve some tools to help them to align and compromise these goals. in this article, we effort to examine factors which are effective on the relative alignment of individual and organization goals. to do so all factors are discussed in seven indicators: management by value, workplace spirituality, transparency, incentive compensation system, control, environmental uncertainty, participative management. the statistical community is composed of the working staff in the Mind and Design Corporate Behsaz Melat.

Background: Training the emotional domain through physical activities and movement is considered a novel approach. Physical education offers numerous opportunities for students to engage with educational goals, making it one of the most effective methods or teaching tools for developing emotional awareness. This study investigates the realization of the affective (emotional) domain objectives in physical education among male high school students. Methods: The research was conducted using a field-based, descriptive method. The measurement tool employed was an attitude scale developed by the researcher specifically for physical education, with confirmed validity and reliability. The statistical population consisted of male high school students in Yazd, with a sample of 380 participants. Results: The study's findings indicated that the mean and standard deviation of the participants' responses to the physical education attitude scale reflect their levels of interest and attention toward the physical education course. According to the results, questions 8 (failure to observe general safety principles) and 15 (failure to comply with rules and regulations) had the lowest mean scores (3 and 3. 1), highlighting challenges in these areas. In contrast, question 16 (respect for elders) received the highest mean score (4. 6), demonstrating its significance and importance to students. Moreover, the results of the chi-square analysis showed that the observed number of participants in the high and low groups compared to the expected number (161) was significantly different (χ² (1, 381) = 272. 9, P < 0. 001), with an effect size of 0. 72. These results indicate that the emotional (attitudinal) development goal of physical education has been effectively achieved among the students fostering a positive attitude toward physical education. Conclusion: Consequently, it is recommended that educators continue to prioritize the emotional aspects of physical education and implement necessary measures to further support this objective.

Intergenerational transmission is referred to transmission of behaviors, characteristics, and/or tendencies from one generation to the other. In this process, parents of one generation tend to repeat some of their psychological characteristics in their offsprings. The aim of the current study was to predict children’ s affective temperament indices based on parental affective temperament characteristics. A total of 207 university students (146 females, 56 males, 5 anonymous) and their parents (207 Fathers, 207 mothers) in Tehran have been collected using convenience sampling method. Participants were asked to complete Positive and Negative Emotionality Scale (PNES). Method of the present descriptive study was correlational. Analysis of the data involved both descriptive and inferential statistics including means, standard deviations, correlation, and mixed model. The results showed a significant correlation between parental and children's affective temperament indices (p<0. 001). The results of mixed model revealed that parental affective temperament characteristics had the ability to predict children's affective temperament indices implying intergenerational transmission of positive and negative emotionality from parents to children (p<0. 001). Based on the results of the present study, it can be concluded that affective temperament characteristics can be transmitted from one generation to the other. Recognition of the intergenerational mechanisms not only predicts affective temperament characteristics of the next generation but also can prevent damaging features to be transmitted. It can be done by improving healthy characteristics performing educational-interventional programs.

Introduction: Affective-collective investment is one of the variables that can positively affect the health and productivity of nurses. The aim of this study was to determine the effectiveness of affective capital enhancement training on affective-collective investment among nurses. Methods: The research method was semi-experimental, and research design was two groups with two stages include pre-test and post-test. Among 120 nurses at a government hospital in Isfahan in the winter of 2019, 30 nurses were selected based on criteria of entry and exit and then randomly assigned in an experimental group (15 nurses) and a control group (15 nurses). Golparvar (2018) affective collective investment questionnaire was used to measure the dependent variable in the pretest and post-test. The affective capital enhancement training received treatment in 10 sessions and the control group did not receive any treatment. The data were analyzed by multivariate analysis of variances. Results: The results of multivariate analysis of covariance showed that, there is a significant difference between affective capital enhancement training and control group in affective collective investment in positive affect, affective collective investment in feeling of energy and affective collective investment in happiness (P < 0. 01). Conclusions: In sum, the findings of this study showed that training on the promotion of affective capital at the individual level is one of the courses that can raise affective-collective investment in nurses and thus increase their level of potency and power.