The purpose of the current study was to investigate the effect of intervention on the career exploration and planning of graduate students. This was a quantitative, quasi-experimental study that included a pretest-posttest design and a control group. The statistical population included all graduate students at University of Isfahan in the academic year 2022-2023. Voluntary sampling was implemented to identify thirty graduate students who were willing to participate. Afterward, they were randomly assigned to two groups of 15: the experimental group (7 girls and 8 boys) and the control group (9 girls and 6 boys). The experimental group (not the control group) received the life design intervention for seven 90-minute sessions, as determined by their career interest profile (CPI) and the control group did not receive any intervention. The career exploration subscale of the vocational identity status assessment (VISA) and the career planning scale (CPS) were employed to collect data. Finally, the data were analyzed using SPSS-25 software, as well as MANCOVA and ANCOVA. The results suggested that the intervention has a positive significant effect on career exploration and planning. This intervention can be employed by university counseling center counselors who are responsible for assisting numerous students who are experiencing challenges during the transition from university to the workforce.

Given the importance of choosing a career for everyone, the present study aimed to examine the mediating role of career exploration in the relationship between emotional intelligence and career security of 9th-grade students. The research method used was correlational research design. The statistical population consisted of all 9th-grade students of Mashhad city in 2017-2018 academic years. 352 students were selected through multistage random sampling. They were interviewed using three questionnaires,1. Emotional Intelligence Checklist (Bar-On, 2006), 2. Career Exploration Survey (CES) (Hirschi, 2010) and 3. Career Certainty Scale (Durr & Tracey, 2009). Structural Equation Modeling using AMOS-22 was used for data analysis. The results showed significant relationships between emotional intelligence and career security, emotional intelligence and career exploration, and career exploration and career security. The findings also confirmed the mediating role of career exploration in the relationship between emotional intelligence and career security. The study's findings suggest that principals and counselors consider the factors that influence students' career security.

The present research was conducted with the aim of the relationship between social factors and family violence against children (child abuse). The used method was a survey and the data collection tool was also a questionnaire. From a total of 155 families with a history of child abuse based on the social emergency statistics of Tehran in the last 6 months of 1397, 110 families (parents with one or more children) were selected in District 9 of Tehran Municipality. The random sampling method was simple. In the present study, children under 11 years (6-11 years) were defined as the age range of children and family violence was also defined as violence applied by parents, older siblings. Research hypotheses were tested with SPSS statistical software through Pearson's correlation coefficient. The results showed that the experience of violence has a positive relationship with psychological violence, physical violence, neglect against children and family violence against children. In other results, it was found that violence-oriented mentality has a positive relationship with psychological violence, physical violence, neglect against children and family violence against children. In the continuation of the obtained results, the positive relationship of family problems with mental violence, physical violence and neglect against children and family violence against children was confirmed and it was found that gender stereotypes have a positive relationship with mental violence, physical violence and neglect against children and family violence against children. Finally, in the main hypothesis, the results showed: social factors have a positive relationship with psychological violence, physical violence and neglect against children and family violence against children.

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.

The present study examined the relationship of core self-evaluation with proactive personality with employability, with the mediating roles of career adaptability, career exploration, and career planning. This research was descriptive-correlational in nature. The present research encompassed all undergraduate students at the University of Isfahan in the academic year 2021-2022, a total of 9500 students (6199 women, 3301 men). A total of 1025 students (803 women, 222 men) completed the Self-Perceived Employability Scale (SPES), Core Self-Evaluation Scale (CSES), Proactive Personality Scale (PPS), Career Adapt-Ability Scale (CAAS), Career Planning Scale (CPS), and Career Exploration Scale (CES). The data was analyzed using the SPSS 23 and AMOS 23 statistical programs, which implemented structural equation modeling and bootstrapping analysis. The results of structural equation modeling indicated that career adaptability, career exploration, and career planning played partial mediating roles in the relationship between core self-evaluation and employability, and a full mediating role in the relationship between proactive personality and employability. Ultimately, career exploration and career planning served as complete mediators in the relationship between employability and career adaptability. Employability may be achieved through proactive personality, career exploration, and career planning, as well as core self-evaluation. Therefore, universities may organize seminars that emphasize these variables to enhance their employability.