The present study aims to investigate the relationship between teachers' emotional Intelligence and the students' Creative thinking in the first grade female high-school students in Tabriz in 2011-2012. The method of this study was survey correlation. The research tool was a standardized emotional Intelligence of Shoot and Peter Hani's Creative thinking questionnaire. The participants were 2626 students and 360 teachers in first grade female high school in district one of Tabriz. Among theses, 360 of them have been chosen through Cochran formula and stratified random method in order to fill out the questionnaires. The reliability of the emotional Intelligence questionnaire was calculated 0.80 and the reliability of the Creative thinking questionnaire was 0.85 through Cronbach's Alpha technique. The questionnaire validity was estimated by face and content validity. The results of the present study revealed that based on Pearson correlation there is a significant, strong and direct relationship between teachers' emotional Intelligence and its components and the students' Creative thinking. Also, according to multiple regression of step by step method, on the whole first regulation and management component of excitement and then assessment and expression of excitement stayed in the regression form and generally 81% of students' Creative thinking can be anticipated.

Objective: The purpose of this study was to investigate the relationship between social Intelligence and self-efficacy with Creative problem solving style of girl students in Ardebil city. Method: This study examined the relationship between social Intelligence and self – efficacy with Creative problem solving style of girl students in Ardabil city. The research design was descriptive and correlational. The study population research included all students high school second period in Ardabil (6745 patients) were enrolled in the academic year 94-95, was included. Sample was selected 380 individuals based on kerjessy and Morgan table by cluster random sampling method. The data gathering tool was a problem solving style questionnaire, a self-efficacy questionnaire and Trumsu's social Intelligence scale. For data were analyzed using SPSS 20 software, Pearson correlation coefficient and multiple regression tests. Results: The test results show that a significant positive relationship between social Intelligence and self-efficacy with Creative problem solving style. Regression analysis results showed that 9% of the total variance of Creative problem solving style is predicted by social Intelligence and self-efficacy variables. Self-efficacy can significantly predict the problem of Creative problem solving. Conclusion: Therefore, it can be concluded that social Intelligence and self-efficacy are the effective and related variables of the Creative problem solving.

Multi-label classification aims at assigning more than one label to each instance. Many real-world multi-label classification tasks are high dimensional, leading to reduced performance of traditional classifiers. Feature selection is a common approach to tackle this issue by choosing prominent features. Multi-label feature selection is an NP-hard approach, and so far, some swarm Intelligence-based strategies and have been proposed to find a near optimal solution within a reasonable time. In this paper, a hybrid Intelligence algorithm based on the binary algorithm of particle swarm optimization and a novel local search strategy has been proposed to select a set of prominent features. To this aim, features are divided into two categories based on the extension rate and the relationship between the output and the local search strategy to increase the convergence speed. The first group features have more similarity to class and less similarity to other features, and the second is redundant and less relevant features. Accordingly, a local operator is added to the particle swarm optimization algorithm to reduce redundant features and keep relevant ones among each solution. The aim of this operator leads to enhance the convergence speed of the proposed algorithm compared to other algorithms presented in this field. Evaluation of the proposed solution and the proposed statistical test shows that the proposed approach improves different classification criteria of multi-label classification and outperforms other methods in most cases. Also in cases where achieving higher accuracy is more important than time, it is more appropriate to use this method.

The purpose of this study was to investigate the effect of Creative deviance on the innovation inertia considering the mediating role of human resource Intelligence. This applied research employed a descriptive survey design. The statistical population of the study included 1600 employees of knowledge-based organizations of Lorestan province. Using Cochran formula and stratified sampling method, the researchers estimated the sample size to be 309 people. The instrument used to gather the data was a standard questionnaire whose content validity was established and its reliability was confirmed using Cronbach's alpha coefficient. In this study, structural equation modeling and Smart Pls2 and SPSS 19 software were used to test the hypotheses. The results emerging from the data analyses revealed that Creative deviance has a positive significant effect on innovation and human resources Intelligence. Additionally, the results indicated that human Intelligence has a mediating role in the effect of Creative deviance on innovation inertia. Therefore, overall, it can be concluded that in knowledge-based organizations, the foundation of intelligent human resources, Creative deviance and Creative violation of the bureaucratic and restrictive regulations of the organization, lead to innovation and keep the knowledge-based organizations away from innovation inertia.

Aim: Determining the mediating role of social adequacy in relationship between Creative thinking and emotional Intelligence with religious orientation. Method: The research method was correlation and the statistical population of 1187 female vocational students in the 4th district of Tehran (2015-16). According to Klein (2016) and considering the probability of decline, 240 people were selected by multi-stage random sampling. Out of 10 public high schools, Absal, Sedigheh Roudbari, Imam MohammadBaqer and Bint Al-Huda Sadr, and then 2 classes from each high school in 2 fields of experimental sciences and mathematics were randomly selected. The research instrument were Parandin Social adequacy Questionnaire (2006), Abedi Creative Thinking (1984), Bar-on Emotional Intelligence (1980) and Allport and Ross Religious Orientation (1967). After removing 20 incomplete questionnaires, the data of 220 people were analyzed using path analysis. Results: The results showed that Creative thinking, emotional Intelligence and social adequacy can predict internal and external religious orientation negatively and positively (P = 0. 001), respectively. Indirect path coefficient of Creative thinking and emotional Intelligence with internal religious orientation in the negative (β =-0. 104, P = 0. 001) and (β =-0. 226, P = 0. 001) and with external religious orientation is significant positively (β = 0. 054, P= 0. 006) and (β = 0. 117, P = 0. 006) through social adequacy mediation. Conclusion: By cultivating and strengthening the independent variables of research, students can lead to an internal religious orientation.

The Creative city concept has been derived from this field researchers and theorist consideration to the environmental and spatial dimension of creativity. Various indexes have been provided to measuring cities creativity that in all of them, the conditions and features of society has been considered. In this regard, the aim of this study is making a Creative city index appropriate for Iranian culture. This study in term of modality is descriptive-analytical, and in term of purpose is a practical research. For data collection, the library, documentary and survey method in form of the Delphi method is used. In next step, with reviewing 15 international Creative city index, a list of indicators extracted, then using Delphi method and screening indicators and measures, the Iranian Creative city index has been created. The result of Delphi method in three round was the confirmation of 49 measure by Delphi panel members for making Iranian Creative city index that from these 49 measure, the 32 measure was drawn from previous studies and 17 measure was provided by Delphi method members.

The purpose of this research was to explain the mediating role of Creative self-efficacy in the relationship between organizational Intelligence and organizational agility. This research was applicable in terms of purpose, and correlational in terms of nature and method. The statistical population of this research includes all primary teachers in Sarchehan, whose number was more than 160. Using Morgan's table and stratified random sampling, 113 people were selected as the sample size. The data collection tool was Zhang's organizational agility questionnaire, Karoski's et al,.'s Creative self-efficacy, and Albrecht's organizational Intelligence questionnaire. To analyze the data, the significance test of Pearson's correlation coefficient and simple regression analysis as well as hierarchical regression by Baron-Kenney method were used. The findings showed that Creative self-efficacy can be predicted by organizational Intelligence. Organizational agility can be predicted by organizational Intelligence. Organizational agility can be predicted by Creative self-efficacy. Creative self-efficacy plays a significant mediating role in the relationship between the variables of organizational Intelligence and organizational agility.Extended abstractIntroductionAgility is called the organization's ability to face unexpected changes (Akkaya, 2021). There are various variables that make an organization become an agile organization, one of them is self-efficacy, which was first proposed by Bandura. Creative self-efficacy affects the actual power of the person when facing challenges by determining the beliefs of a person about his power to influence situations. Self-efficacy employees can easily hunt environmental opportunities and create an agile organization (Mirzazadeh, 2021). Another variable considered in this research is organizational Intelligence. Organizational Intelligence refers to the capacity of an organization as a whole to collect information, innovate, produce knowledge and act effectively based on the knowledge it has produced (Af Malmborg, 2021). Despite extensive research in the field of organizational Intelligence and organizational agility, there are significant gaps in previous researches. Most of these researches have investigated each of these components separately and paid less attention to the mediating role of Creative self-efficacy. Also, few studies have been conducted in the field of primary education, especially in less developed areas such as Sarchehan. This indicates the need for more comprehensive and focused research on the interactions between these components in these specific environments. Investigating these gaps and trying to fill them can lead to a better understanding of how to improve organizational agility by enhancing Creative self-efficacy and organizational Intelligence. Therefore, the main problem of the present research is raised as follows: Does Creative self-efficacy play a mediating role in the relationship between organizational Intelligence and organizational agility of elementary school teachers in Sarchehan city? Theoretical frameworkAgilityOrganizational agility refers to a combination of flexibility, agility and speed. This structure is defined as the organization's ability to respond to changes and maximize opportunities (Ridwandono & Subriadi, 2019). An agile organization combines organizational processes and people with up-to-date technology to meet customer needs for providing quality services and products in a short and appropriate time (Tarba et al, 2023). Agile organizations can be influenced by the Creative self-efficacy of their employees. Creative self-efficacy is a term that refers to the ability of people to use creativity and innovation in order to achieve goals and solve various problems. This concept includes a combination of two important features, i.e. self-efficacy and creativity. Self-efficacy means believing in one's ability to perform tasks and face challenges, while creativity refers to the ability to generate new ideas and find different solutions to existing problems (Jalali and Heydarifard, 2020). The history of Creative self-efficacy dates back recent decades, because during this period, attention to the needs of a dynamic and advanced society and the needs of the labor market has increased more than ever (Puente-Diaz et al, 2024).Creative self-efficacy:The term Creative self-efficacy is derived from the term and theoretical context of self-efficacy introduced and defined by Bandura (1997). Bandura defines self-efficacy as "an individual's belief that he can function successfully in a specific environment." Accordingly, we define Creative self-efficacy as a person's belief in their ability to produce Creative results in a specific environment or in general.Bandura claims that self-efficacy is a strong condition for Creative performance, because self-efficacy increases motivation that prioritizes weight and emphasis on one's own thinking and action (Brockhus et al, 2014). Therefore, individual motivation stimulates two aspects; first, choosing a specific behavior; and second, following that type of behavior. There are other concepts with similar meaning, such as self-image, self-esteem and self-confidence. All of these concepts are related to people's overall self-image, but Creative self-efficacy differs insofar as it relates to specific creativity self-efficacy, which, we hypothesize, is different from general self-efficacy; a person's overall belief. The ability to successfully cope with the demands of different tasks in different domains was proposed by Shaw et al, (2021). More theoretical considerations about the relationship between self-efficacy and creativity are proposed by Ford [1996], who considers self-efficacy as a key motivational component in his model of defined individual Creative action (Karofsky et al, 2016).Organizational Intelligence:Organizational Intelligence is a new concept in the field of management organization and 21st century literature. Karel Albreckt explained this concept in 2002 in the book Power of Mind at Work. Albrecht defines organizational Intelligence as the talent and capacity of an organization in the movement of its mental power and the concentration of this mental power in realizing the mission of the organization. According to Albrecht's law, under the title of group stupidity, it can be stated that organizations, in addition to threatening their competitors and their environment, also move towards harming themselves (Nasabi, 2008). Karl Albrecht, in order to succeed in business, refers to having three factors: smart people, smart teams, and smart organization (Abazari, 2006, p25). In relation to organizational Intelligence, different definitions have been proposed by many experts, some of them are mentioned below.Halal considers organizational Intelligence to be the result of five subsystems of organizational structure, culture, stakeholder relations, knowledge management, and strategic processes (Halal, 2007).Research methodologyThis research was applicable in terms of purpose, and correlational in terms of nature and method. The statistical population of this research includes all primary teachers in Sarchehan, whose number was more than 160. Using Morgan's table and stratified random sampling, 113 people were selected as the sample size. The data collection tool was Zhang's organizational agility questionnaire, Karoski's et al,.'s Creative self-efficacy, and Albrecht's organizational Intelligence questionnaire. To analyze the data, the significance test of Pearson's correlation coefficient and simple regression analysis as well as hierarchical regression by Baron-Kenney method were used.Research findingsThe findings showed that Creative self-efficacy can be predicted by organizational Intelligence. Organizational agility can be predicted by organizational Intelligence. Organizational agility can be predicted by Creative self-efficacy. Creative self-efficacy plays a significant mediating role in the relationship between the variables of organizational Intelligence and organizational agility. The indirect effect of organizational Intelligence on organizational agility through Creative self-efficacy is 0.118. In fact, with a unit increase in organizational Intelligence in the presence of Creative self-efficacy, organizational agility increases by 11.8 percent.ConclusionThe findings showed that organizational Intelligence has a direct and significant effect on Creative self-efficacy. This research finding is in line with the results of Ostvarzabarjadi et al, (2017) and Darabeygi and Eslamieh (2015). In explaining these findings, it can be said that organizational Intelligence helps teachers to have a deeper understanding of the organizational environment and the needs of their students. This ability allows them to make quick and effective decisions that lead to increased organizational agility. Also, the findings showed that organizational agility can be predicted by organizational Intelligence. This research finding is in line with the results of Perkayti et al, (2023), Kiani et al, (2016), and Shiri et al, (2016). In explaining these findings, it can be said that organizational Intelligence includes the organization's ability to collect and analyze information efficiently. These abilities help teachers make better decisions and respond quickly to environmental changes and students' needs. Quick and accurate decision-making processes increase the organizational agility of teachers. Based on the research results, the following practical suggestions are provided:- The creation of working groups and cooperation teams between teachers provides the possibility of exchanging ideas, experiences and Creative solutions, and increases Creative self-efficacy and organizational agility.- Using new technologies such as robotics, virtual reality, educational websites and educational software can improve educational processes and stimulate teachers' creativity and innovation.