Obsessive-compulsive disorder is a type of neurotic disorder that is included in the category of anxiety disorders, so it may affect the career development of individuals. Thus, the purpose of the study is to compare people with obsessive-compulsive disorder and normal people regarding their career development, career decision-making, and career identity. The research method was causal-comparative, and the study population included all the students of the University of Isfahan in the academic year 2015-2016. The sample was selected by random time sampling from the University of Isfahan students who had visited the counseling center. Then, the subjects were assessed by the Yale-Brown obsessive-compulsive scale, and we diagnosed 85 with obsessive-compulsive disorder, and 50 others were normal. The students in the sample responded to Career Development Inventory-Australia (Creed & Patton, 2004), My Vocational Situation Inventory (Holland et al., 1980), Career Indecision (Osipow et al., 1976), and Career Self-awareness (Kermani, 2011). The results showed that there were significant differences between the two groups, namely people with obsessive-compulsive disorder and normal people, regarding the variables of planning, discovery, self-awareness, and indecision (p<0.001) and the variable of decision-making (p<0.05). But the difference between the two groups regarding the career identity variable was insignificant. Obsessive-compulsive disorder plays a significant role in career development and career decision-making. Differential analysis showed that the research variables explain approximately 50% of the group membership variance. Therefore, focusing on these variables in job counseling for obsessive individuals is very important.

Introduction: One of the major missions of higher education is social responsibility that promote social, economic and cultural dimensions of cognition in society. Higher education should be provided by specialist training for preparing them to enter the world of work to improve the quality of manpower. The present study was designed to investigate the effect of training career design on career development and students' educational engagement in students of Isfahan University. Methods: This study is a semi-experimental study with designing pre-test and post-test with control group. The study population includes students of Isfahan University. Initially the students were invited to participate in the training program with voluntary sampling and then 30 people out of the volunteers were randomly selected and placed in two groups. Participants in the experimental group were trained in a group with training program career design and the control group received no intervention. To collect data, career development inventory Australia short form (CDI-A-SF) and educational engagement questionnaire were used. Data were analyzed using covariance analysis. Results: The results showed that training career design is effective in increasing students’ career development and students' academic engagement. Conclusion: So, with the implementation of career design, one can hope that students are more engagement about the course of study, and at the same time, the process has progressed well, and on this path with the knowledge of values, their interests and abilities will make more courageous decisions.

Objective: There are several theories proposed on the career development and researchers have classified these theories in different categories. Career-related cognitive theory is one of the latest categories including two theories: social cognitive theory of career development and cognitive information processing. The current study seeks to compare these two cognitive theories of career development by identifying the criteria for comparison of theories. Methods: The present study is a practical research from goal perspective, is an exploratory survey in nature and methodologically is categorized in the field of mixed research. To collect data, a sample of 20 academic experts and active managers in human resource management and career development were interviewed. Results: To execute the research, 34 criteria were identified based on theoretical foundations and 12 criteria were agreed upon according to experts' opinions; finally, the two theories were compared using a fuzzy Delphi technique and those criteria. Conclusion: The results showed that social cognition of career development theory mostly emphasizes on environment, future, and generalizability respectively, while cognitive information processing theory mainly emphasizes on the job, individual, process, and the organization.

The purpose of this study is to present the job career management model of Tehran Municipality Organization as a strategy for human resource development. Research is qualitative in terms of inductive nature and qualitative in terms of method. The statistical population of the research is the experts of Tehran Municipality Organization. Using targeted snowballing technique, 11 people were selected by considering the theoretical saturation. The data collection tool was a semi-structured interview. The approach used in the present study is the Granded Theory technique, which was presented after performing the three steps of open, central and selective coding of the initial model, and then using the Delphi technique and obtaining the opinion of experts, the final research model It was based on 6 dimensions of causal factors, pivotal category, strategy, bedrock factors, intervening factors and consequences. Then, causal factors were formulated in the form of individual and organizational factors. Bedding factors include; they were hardware and software capabilities. Environmental, behavioral, and structural barriers were identified as interfering factors in the model, and development strategies and current strategies were classified as model strategies. Also, the executive consequences of the model were categorized into three dimensions: the consequences of employees, the organization, and the citizens.

Aim: This research was conducted with the aim of investigating the effect of career interventions on career development of Iranian students Methods: The studied population includes articles and researches published in reputable scientific journals in the field of research between 2001 and 2023, which were searched by searching keywords in databases using non-random sampling method and considering the screening criteria of 17 researches. The tool for collecting data and information needed in systematic studies based on meta-analysis includes the use of a checklist. The tool for collecting data and information needed in systematic studies based on meta-analysis includes the use of a checklist. The reliability of the effect sizes of the variables extracted from the selected studies was obtained by examining the significance level and the T statistic in the meta-analysis method. Statistical indicators of meta-analysis method and STATA software were used for data analysis.Findings: The results of the research showed that the effect sizes of career path interventions in the growth of the career path of all researches are significant at different levels, and the highest effect size related to the research of Malekiha and Oliyanasab (2019) equals 9.23 and the lowest effect size related to the research of Heydarnia et al. (2019) equals -1.30.،The research, the total effect size is equal to 1.80, which is significant at the level of (P<0.05).Conclusion: , it can be concluded that career interventions have had a positive and significant impact on career development student in Iranian universities,

Based on the life design paradigm, career construction adaptation model, and recent directions from the perspective of career guidance, the present study was conducted with the aim of predicting the sustainable career development among students.The current study was a descriptive-survey which used regression analysis method. The statistical population included all bachelor and master degrees of female students at Hazrat-e Masoumeh University in 2021. From this community, 260 students volunteered to participate in research. Data were collected using demographic characteristics questionnaire, sustainable career development scale (Argyropoulou, 2021), life project reflexivity scale (Argyropoulou et al., 2020) & career adaptability scale (Savickas & Profeli, 2012). The data were analyzed and calculated using descriptive (mean and standard deviation) and inferential statistics (correlation coefficient and regression analysis) and SPSS software. The results showed that there is a positive and significant correlation between the sustainable career development and its dimensions, life project reflexivity and its dimensions, and the career adaptability (p<0/05). Also, life project reflexivity and career adaptability (as predictor variables) describe 0.659 and 0.342 of the variances of the sustainable career development (as the predictor variable) (p<0/05). With attention to the constant changing structure of career systems, it is important to achieve sustainable career development. According to the findings obtained in this study, life project reflexivity and the career adaptability predict sustainable career development. Therefore, based on life project reflexivity and the career adaptability, people can be guided to achieve the sustainable career development. Introduction Entering university is the beginning of a new stage in people's career. One of the most important tasks of career development in this period is the clarification of career goals, commitment to the chosen career, and getting ready to take a job position. Therefore, it is important to understand students' abilities to face challenges (Koen & et al., 2012). Career adaptability is one of the competencies that help people to effectively deal with these challenges (Savickas, 2013) and as a “psychological construct that includes the individual's resources to deal with current or anticipated tasks, transitions, and traumas may occur to an individual during a career” (Savickas and Porfeli, 2012, p. 662). This psychological structure has four dimensions of concern (having a positive and forward-looking view of the career), curiosity (searching for the necessary resources in line with the concern and establishing a balance between oneself and the environment in line with the concern), control (being responsible for building one's career) and confidence (a person's belief in his abilities to achieve career goals and manage them) (Ginvera et al., 2021). Due to the importance of the role of career adaptability during the life span, some studies have investigated the antecedents and consequences of career adaptability (Hamzeh et al., 2021; Bo et al., 2021; Meg Nano et al., 2021; Leung et al., 2021; Li et al., 2021). Method The current study was a descriptive-survey which used regression analysis method. The statistical population included all bachelor and master degrees of female students at Hazrat-e Masoumeh University in 2021. From this community, 260 students volunteered to participate in research. Data were collected using demographic characteristics questionnaire, sustainable career development scale (Argyropoulou, 2021), life project reflexivity scale (Argyropoulou et al., 2020) & career adaptability scale (Savickas & Profeli, 2012). Demographic questionnaire, Sustainable Career Development Scale (SCDS( (Argyropoulou, 2021; Mouratoglou et al., 2022), Life Project Reflexivity Scale (LPRS( (Di Fabio et al., 2019) & Career Adaptability Scale (CAAS) (Savickas & Profeli, 2012) have been used to collect data. Results Based on the results obtained from Table 2, all the correlation coefficients calculated between sustainable career development and its dimensions, life project reflexivity and its dimensions, and career adaptability are significant. The obtained positive coefficients shows that there is a positive and significant relationship between sustainable career development, life project reflexivity and career adaptability (p<0.01). In Table 3, the F value obtained from the assessment of the regression model was 39.308, which is significant at the alpha level of less than 0.01. This, shows that the sustainable career development can well explain the life project reflexivity. In Table 4, F value obtained from assessment of the regression model was 52.460, which was significant at the alpha level of less than 0.01. This, shows that the career adaptability can well explain the changes related to the sustainable career development. The adjusted R square value was equal to 0.342, which shows that the career adaptability explains 0.342 of the sustainable career development. Conclusion Reflection causes the dimensions of career adaptability to be formed based on the meaning of life, which is a factor that improves the level of sustainable career development.