Background: Considering the importance of assessing the range of phenomena that can change in psychodynamic therapy, and lack of appropriate assessment scale in Persian language, the present study assessed the reliability of the Persian mastery scale. The mastery scale is a comprehensive research tool for assessing a patient’ s mastery of transference-related interpersonal conflicts during the treatment process. Objectives: The aim of this research was to examine the psychometric properties of the Persian version of the Mastery Scale. Methods: After preparing the Persian version of the mastery scale through the forward-backward translation process, a sample of 36 relationship episodes was rated by three independent judges. Data were collected in Mashhad, Iran in 2015. The psychometric properties of the instrument, including inter-rater reliability and test-retest analysis were assessed. Results: The test-retest correlations of the 3 judges were (0. 80, 0. 91 and 0. 95), highly significant at P < 0. 0001 and the inter-rater reliability indicated a good level of agreement (The ICC (3, 3) 0. 84, 95% CI [0. 72, 0. 90]). Conclusions: The current study has provided evidence that the Persian mastery scale is a reliable instrument for assessing changes in inner capacities and resources through psychodynamic treatments. However, further studies are required to investigate the validity of this scale.

This article delves into the pivotal role of cognitive psychology in sports, illuminating its profound impact on athletes' performance. Over a comprehensive survey of literature spanning the past decade, this review synthesizes key developments and applications of cognitive psychology in the athletic domain. Utilizing databases such as PubMed, PsycINFO, Google Scholar, and SportDiscus, the study employs a meticulous selection process, focusing on peer-reviewed articles that significantly contribute to the understanding of cognitive training, assessment, and rehabilitation in sports. The review explores diverse facets of cognitive psychology in sports, including the theoretical underpinnings of cognitive functions, innovative cognitive training interventions, and the crucial role of mental processes in injury recovery. It presents an analysis of the effectiveness of various cognitive strategies in enhancing athletic performance and resilience. Additionally, it addresses the challenges and potential future directions of cognitive psychology applications in sports. This article aims to bridge the gap between cognitive psychological theory and practical sports applications, offering insights for athletes, coaches, and sports psychologists. By highlighting the symbiotic relationship between the mind and athletic prowess, "The Mind Game" underscores the transformative potential of cognitive psychology in elevating sports performance to new heights.

This research was conducted to study the predictive role of classroom's perceived goals structures (tasks, autonomy support, mastery evaluation and instrumentality) in prediction of mastery goal orientation.300 secondary school students, including 150 males and 150 females, were selected from districts of Tabriz Office of Education. Data were gathered through Survey of Blackborn's Classroom Goals Structures and Academic Goal Orientation Questionnaire. Motivating task.Data were analyzed by multiple regression (stepwise) and path analysis. The results showed that motivating task was important predictive factor of students’ mastery goal orientation. In addition, it was found that 12% of the variance of mastery goal orientation was accounted by.

There has been a rapid growth in human motivation research in the last two decades, with a special emphasis on achievement-oriented studies. Recent research in the motivation area has focused on achievement goal orientations, as there has been an increase in achievement goal research in social, psychological and specifically educational studies. In the context of Iranian’s educational system, every year many students enter universities based on academic achievement during their high school period. Among them some find the way to enter Medical Universities with different motivation factors. Learners’ motivation to succeed as university students varies and motivation is crucial to their performance. Taking into account the competitive nature of medical education and the responsibilities upon medical students and their critical role in patient care, it is significant to know the types of achievement goals namely “mastery-oriented goals” and “performance-oriented goals” that medical students develop in their educational career. In addition, medical teachers’ perspective regarding these goals and what approach is adopted by them if of utmost importance in terms of learning. By the same token, as the practice of medicine is dynamic and lifelong learning is essential, mastery-oriented learning can ensure that graduates are more qualified for their future tasks as medical doctors.

Background: Considering human resources, their potentials and capabilities, will play an important role in promoting quality and productivity. This has been discussed in the macrovascular discussions with the aim of enhancing the organization› s performance. The aim of this study was to investigate the relationship between Personal Mastery and the consequences of quality improvement and productivity in Hamadan University of medical sciences.Methods: This is a descriptive/ analytical study.295 managers and university’s staff were selected through random sampling. Data was collected by two questionnaires: «Peter Senge Learning Organization» and «Resourceful Total Quality Management» questionnaires. Data was analyzed by descriptive statistics, t-test and ANOVA at 95% confidence level, Pearson correlation coefficient and regression analysis using SPSS16.Results: The results showed a mean of Personal Mastery of 23.1 and a positive and significant correlation between Personal Mastery and the consequences of improving quality and productivity (P<0.001). Also, there was a significant difference in Personal Mastery in both sexes (P<0.005). But this difference was not evident in terms of degree and field of study.Conclusion: Productivity in the service sector depends rather on human resources and factors affecting it than on technology and other factors. Therefore, paying attention to capabilities and empowerment of human resources is very important and it can be achieved through a macroergnomic approach and development of infrastructure related to the empowerment of employees in the organization, to increase efficiency, productivity and quality improvement.

This study aimed to explain the students’ mastery goal via character strengths based on the correlation method. In this research, 417 ninth-grade students (213 girls and 204 boys), were selected by cluster sampling method and were asked to respond to the Values in Action Inventory of Strength Scale of Park and Peterson, Goal Orientation of Elliott and McGregor, Schwarzer and Jerusalem's Self-Efficacy Scale, Achievement Value of Pintrich and his colleagues, Nemati's Responsibility, and Happiness Scale of lyubomirsky and Lepper. Findings showed that the assumed model has an acceptable goodness of fit, and the character strengths can explain the mastery goal. The indirect effects of the variables of character strengths, self-efficacy, responsibility, achievement value on mastery goal were also significant. There were no statistically significant differences between boys and girls in terms of output patterns based on Chi-square normalization value index, comparative fit index, the goodness of fit index, and root mean square. The results showed that the model of the mastery goal could be explained by character strengths through self-efficacy mediator variables, responsibility, the value of achievement, and happiness. Therefore, the mastery goal model can be used in the education of high school students.