The present study aimed to explore the relationship between personality  dimensions and motivation to intrinsic job satisfaction among Zob-Ahan Esfahan steel-making company employees. The artificial neural networks model was used for analyzing the data.
202 employees completed TCI-56, motivation at work scale (MAWS) and job satisfaction scale (JSS). Results revealed that identified motivation, intrinsic motivation and self-directedness were respectively the most important factors in predicting intrinsic job satisfaction.

Background: SDT is an approach to human motivation and personality that highlight the importance of human evolved inner resources for personality development and behavioral self-regulation.Thus , its arena is the investigation of people`s inherent growth tendencies and innate psychological needs that are the basis for their self-motivation and personality. Aims: The aim of present study was to explore the mediating role of basic psychological needs between attachment style and life satisfaction. Method: 251 undergraduates from the universities participated. Participants provided self-report on Attachment Style Inventory of Hazan and Shaver (1978), Basic Psychological Needs Satisfaction of Deci and Ryan (2000) and Satisfaction with Life Questionnaire with Ed Diener et, al (1993). Results: of hierarchical regression analyses confirm that basic psychological needs satisfaction had a full mediation effect between attachment style and life satisfaction. Conclusions: So according to these findings, secure attachment predicts life satisfaction when faced with basic needs. Also, avoiding attachment and ambivalent attachment predict satisfaction with life through satisfaction and lack of satisfaction of needs.
 

Background: Previous studies have explained their growth. However, research that explains the conceptual pattern of self-growth based on Rumi's works has been neglected. Aims: The aim of this study was to explain the conceptual pattern of self-growth based on Rumi's works. Method: The present study is of qualitative type and method of interpretation theory. The works studied by Rumi in this research were the verses of Masnavi, Divan Shams and the speeches of Fih Ma Ma Fih and verses from Rumi in harmony with the title of the research. Data analysis was performed by thematic analysis. Results: All the developmental concepts presented by Rumi can be summarized in 9 main components, which are: self-discovery, deconstructionism, originality developmental worldview, growth propulsion, and facilities. Growth, social components of growth and procrastination. Conclusions: The path of "self-growth" in Rumi's view is not moving in a direction other than within the person and self-discovery. Full growth must end in self-discovery, and at the most central point in the circle of "self-growth," it must calm down in timelessness and helplessness so that it can be called the conquest of the boom of growth. Humans are in a wide range of growth spans, and only a handful of people, such as prophets, saints, and saints, are fully developed. Of course, the path to growth is the most accessible to mankind, and there is no obstacle other than the obstacles that one creates for oneself.

Background: In many studies, the association of self-determination skills with academic incivility behaviors and academic engagement has been assessed. However, neither has investigated the effectiveness of self-determination skills training on academic incivility behaviors and academic engagement. Aims: The current research was conducted to determine the effectiveness of self-determination skills training on academic incivility behaviors and academic engagement. Method: A pre-test/post-test control group design was performed in this quasi-experimental study. The population consisted of all-male junior high school students in the city of Borujen in the year 2018-2019, of whom 43 subjects were selected through a random cluster sampling and randomly divided into experimental and control groups. The participants were then given the intervention program of self-determination skill training (Field & Hoffman, 1994) for ten 60-minute sessions. The research tools included Clark et al (2015) the academic incivility questionnaire and the Reeve academic engagement questionnaire (2013). Data analysis was performed using a multivariate analysis of covariance. Results: It was observed that the self-determination skill training significantly decreased academic incivility and increased academic engagement of the junior high school students (p= 0/001). Conclusions: Such finding suggest that implication of self-determination skill training in educational settings can positively influence the academic engagement and academic incivility. As practically possible, curriculums should include self-determination skills training and textbooks should contain motivational steps of self-determination skills

Background: Parental self-efficacy as an important factor in reducing children's educational and personality disorders is influenced by various factors, among them are parenting styles. So far, no study has been conducted on the effect of parenting training based on self-determination theory on the self-efficacy of parents.
Aims: The purpose of this study is to investigate the effectiveness of the parenting training package based on the self-determination theory on parenting self-efficacy.
Methods: The present research is based on quantitative and qualitative data type, prospective in terms of time and an exploratory mixed research regarding the aim. First, a parenting training package based on the theory of self-determination was compiled and after confirming validity and reliability by experts, in order to investigate its impact on parenting self-efficacy, 40 parents with a children aged 7 to 11 years in Damavand city were selected by purposive sampling, divided into two groups, experimental and control, and completed the parenting self-efficacy scale (Domka, 1996) in the pre-test and post-test stages.
Results: The results of the analysis of covariance (ANCOVA) showed that the F value (P< 0.01,
F= 14.21) for the effect of the independent variable (group) on the parenting self-efficacy score was statistically significant and the parenting self-efficacy of mothers who underwent the intervention was more than the parents of the control group and the effect size is 33%.
Conclusion: In line with past research, it was found that the use of self-determination in parenting improves the self-efficacy of parents in regard to raising children properly, and Domka self-efficacy questionnaire can be used in family studies.

Background: Academic Persistence, defined as a combination of perseverance and consistency of interest, plays a vital role in student success and reducing dropout rates.
Aims: The present study aimed to predict academic Persistence based on self-determination with the mediating role of sense of School Connectedness among students.
Methods: This was a basic study with a descriptive-correlational design. The statistical population consisted of all male and female senior high school students in Ardabil during the 2025-2026 academic year, from which 257 students were selected using multi-stage cluster random sampling. The research instruments included the Academic Persistence Scale (Jamshidi Soluklo & Sheikholslamy, 2017), the Academic Self-Determination Scale (Hoffman et al., 1995), and the Sense of School Connectedness Scale (Brew et al., 2004). The data were analyzed using Pearson correlation coefficient and Structural Equation Modeling through SPSS_v26 and AMOS_v24 software.
Results: The findings demonstrated that the structural model exhibited satisfactory goodness of fit. Specifically, self‑determination exerted a positive and statistically significant effect on both academic persistence and school connectedness (p < 0.01). In addition, school connectedness positively and significantly predicted academic persistence (p < 0.01). Furthermore, the bootstrapping analysis confirmed that school connectedness served as a mediating mechanism in the association between self‑determination and academic persistence.
Conclusion: The findings suggest that academic Persistence is not only influenced by intrinsic motivational resources (self-determination) but is also reinforced through the mediating mechanism of school connectedness. Based on the participation-identification and ecological systems models, individual empowerment of students leads to sustainable persistence only when accompanied by a sense of social acceptance within the school. Therefore, designing educational interventions focused on strengthening metacognitive skills and creating a supportive classroom atmosphere to improve the sense of connectedness will be effective in increasing students' academic Persistence.