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Background & Aims: Suicide is a tragedy for the individual, family, and society. The probability of suicide is operationally defined based on four indicators of hopelessness, suicidal thoughts, hostility-impulsivity, and negative self-evaluation, and it has been shown that these four factors can distinguish normal people from suicidal people. The suicide process also includes thinking, planning, acting, and finally completing the suicide. This behavior is inherently self-motivated, meaning that the person is doing it themselves, and intentionality is an inherent characteristic of doing it. According to studies conducted in this field, these events depict the progressive behavior of suicide in such a way that the occurrence of each increases the risk of the next stage in this circle. Knowing the risk and protective factors that can reduce suicidal thoughts will play a major role in preventing people from entering this costly and deadly chain, especially in early adulthood. Self-efficacy is one of the compatible cognitive characteristics that are considered important factors in the protection of suicidal thoughts and have significant effects on the perception of stress and coping mechanisms in the fields of psychological and physical medicine. Also, self-efficacy has a significant effect on a person's behavioral style, effort, and persistence. People with low self-efficacy usually feel powerless, unlike people with high self-efficacy who are more in control and less threatened in stressful situations, so a person with suicidal thoughts is likely to have a lower sense of self-efficacy. The relationship between attachment styles and self-efficacy and suicidal thoughts has been examined in past research, and the results have shown that secure attachment style has a positive relationship with self-efficacy and a significant negative relationship with suicidal thoughts or factors related to suicide attempts. But at the same time, the mediating role of selfefficacy about attachment styles with suicidal thoughts has not been investigated. In this research, the researcher seeks to fill this research gap. Those were considered the main predictive variables for suicidal thoughts. Also, considering the role of self-efficacy in adjusting and regulating one's emotions, it can be considered a mediating role as in past research. Methods: The statistical population of this correlation study included all the students of Shiraz Azad University in 1402-1401, which was equal to 19635 people based on the statistics obtained from the education of Shiraz Azad University. To determine the sample size, Cochran's formula was used and according to the calculations, the sample size was determined to be 380 people. Collins and Reed's (1990) attachment style questionnaire, Scherer et al.'s self-efficacy (1982), and Beck's suicidal thoughts (1961) were used. SPSS and Lisrel software were used for data analysis. Results: The results showed that secure attachment style has a direct and significant effect on the feeling of self-efficacy and an inverse and significant effect on suicidal thoughts, and at the same time, the feeling of self-efficacy has an inverse and significant effect on suicidal thoughts. Also, the results showed that the mediating role of self-efficacy in the impact of attachment styles (secure, avoidant, ambivalent) on students' suicidal thoughts is significant at the 99% confidence level. Conclusion: In general, it can be concluded that increasing attachment styles can be a solution to increase the sense of self-efficacy, so it can be introduced as a solution to reduce suicidal thoughts. Self-efficacy leads to greater effort and persistence with obstacles and difficulties. Also, self-efficacy affects motivation through goal setting. If a person feels highly efficient in a specific field, he sets higher goals for himself, is less afraid of failure, and finds new strategies if the old strategies fail. But if the feeling of efficiency is low, the person avoids the task completely. Or quickly clears the scene if it encounters problems. It is suggested that therapists and health professionals use the results of this research in addition to prevention as a therapeutic intervention to prevent the emergence of dysregulated behaviors such as suicide. According to the results of the present study, it is suggested that health experts prioritize and choose the type of treatment for people with suicidal thoughts, as well as save time and money and achieve the maximum benefit from the methods of teaching self-efficacy and resilience skills. To use in this study, subjects were not interviewed and clinically evaluated, and selfreport tools were used to collect data. Therefore, the results of the current research, like many other research, due to the use of questionnaires and self-report tools, may lead the participants to use methods based on obtaining social approval and avoiding stigma related to inadequacy, instead of actual behavior. Someone has encouraged me. As a result, caution should be used in the interpretation of research data. [ABSTRACT FROM AUTHOR]

Background & Aims: Today, unlike in the past, each person's ability to learn is not dependent only on his intelligence and talents. In addition to the intrinsic factors of intelligence and talent, according to new theories, non-intrinsic factors such as self-regulatory strategies are considered effective in learning. Self-regulation was first proposed in 1967 by Bandura. There are several definitions of self-regulation, which shows that researchers have not reached the same view on this component, but it should be noted that the common denominator of all definitions, self-regulation is a set of psychological efforts to control the internal situation., To achieve long-term goals. In general, self-regulation refers to the ability of individuals to control their thoughts, emotions, and behavior, and studies have shown that people with high self-regulation are at a higher level in terms of interpersonal relationships, mental health, and academic achievement. Take. Students with academic self-regulation are hard-working and innovative learners and do not simply give up in dealing with issues and problems, they consider learning as an active process during which some responsibility must be taken. Accept and in case of problems try to understand what they need to solve it. There are several definitions of self-regulation, which shows that researchers have not reached the same view on this component. Several definitions of self-regulation will be presented below, but it should be noted that the common denominator of all definitions is self-regulation. Introduce psychological efforts to control the inner state to achieve long-term goals. Self-regulation of learning is one of the important and effective components of students' education and various studies have been conducted to investigate the relationship between this component and other psychological components that in some cases these results are not consistent with each other in general and Given the above, the purpose of this study is to answer the question whether successful emotional adjustment and intelligence can predict self-regulation of learning? Methods: The method of the present study is a correlation. The statistical population of the present study was male and female high school students in Tehran, which according to statistics numbered over 500,000 students, and using the Cochran's formula, 400 subjects is enough for this population, but for more validity of the results, 600 the student was selected as a multi-stage cluster. To conduct the research, the research license was first obtained from the university to refer to schools in Tehran. Then, in coordination with the education of Tehran, educational districts and schools were selected. At this stage, three districts were selected from among the 19 districts of Tehran to represent the socio-economic status of the whole city, and one girls' school from each district. A boys' area was selected. In the next step, the schools were referred to and the purpose of the research was explained to the school principals. Attended a meeting and after explaining the research and agreeing to cooperate, completed the Self-Regulated Learning Questionnaire (SRQ-A); Successful Intelligence Questionnaire; they completed the Emotional Adjustment Scale (EAM). Results: The results of this study were analyzed using SPSS-18 software and simultaneous regression analysis method and the results showed that successful emotional adjustment and intelligence were positive and significant (p = 0.001) Predict learning self-regulation. Conclusion: Conclusion: The aim of this study was to investigate the question of whether emotional adaptation and successful intelligence can predict learning self-regulation? The results show that emotional adjustment and successful intelligence have a significant relationship with learning self-regulation and in addition, they have the ability to predict this component positively, which means that the higher the emotional adjustment and successful intelligence. Learning self-regulation will also be higher. In order to investigate the factors affecting learning self-regulation, numerous studies have shown the existence of complex and strong relationships between different psychological components and learning self-regulatory strategies. In explaining the relationship between successful intelligence and learning selfregulation, it can be said that children with high successful intelligence have less stereotyped thinking, and this issue causes them to use different approaches to solve their problems in different situations, and this ability gives them Help achieve the goals. Also, children with high successful intelligence learn about different uses of information and also how to use this information in different life situations, and this meditation on their information increases selfregulation and higher motivation in learning, which is one of the reasons. Another effect of successful intelligence is on the growth of learning self-regulation. Also, high successful intelligence causes more goal-oriented behavior. In other words, self-regulation and successful intelligence act in the same way because both cause students' goal-oriented behaviors. It shows the deep connection between these two components. Another component that has been considered in the present study is emotional adjustment and its relationship with learning selfregulation. Studies have shown that high emotional adjustment in students makes them less involved in marginal issues. And become dangerous, such as criminal groups, physical conflicts, etc., which in turn leads to a greater focus on goals and better self-regulation of education. The emotional adjustment also allows students to better control their negative emotions towards the environment or some subjects, and this plays an important role in their academic self-regulation, while if they can not control their negative emotions towards the subjects. And control environment will have low academic self-regulation. On the other hand, it should be considered that low emotional adjustment will cause more aggression and abnormal behaviors in the school environment, and this will lead to punitive behaviors by school officials and parents, which will cause the whole educational process of knowledge. The learner will be impressed. In other words, emotional regulation does not directly but by affecting the student's behavior, and the feedback he observes from his behavior affects the whole process of student's education and academic self-regulation. [ABSTRACT FROM AUTHOR]

Background & Aims: There are many factors that lead to progress in the academic environment. Factors such as motivational and environmental characteristics are important, but it is widely assumed that motivation is one of the main elements of progress in the educational environment. One of the important topics in the field of motivation is goal orientation. The theory of goal orientation mainly examines why people choose a specific goal, how they approach the desired goal and engage with the task related to it. One of the dimensions of goal orientation that has been examined in this research is mastery goal orientation, which has a direct relationship with people's learning and performance. Mastery goal orientation is known as a person's unconscious approach to a learning task. In general, the mastery goal orientation directs the academic behavior and is able to explain the relationship between the student's beliefs about academic success and being involved and continuing to complete a task, which has an effective role in the academic progress of students. Self-efficacy is another important factor that is of interest to researchers and administrators in the field of education. Bandura investigated the effects of self-efficacy on academic performance and named this construct as academic self-efficacy. He believes that self-efficacy beliefs play a role in academic success more than ability, knowledge and previous success. Academic self-efficacy emphasizes students' beliefs about their ability to succeed in academic subjects, curricular areas, and self-regulation in learning and study activities. Cognitive-motivational intervention is the process of monitoring, reviewing and directing behavior that reduces aimlessness and inconsistency between motivation and effort and leads a person on the path of effort and achieving efficiency. Studies have shown that teaching self-regulation components in Martin's theory can; affect the level of students' motivation, for example, sustainability in Martin's approach is one of the factors that is known as an effective factor and can lead to more self-efficacy and increase academic motivation in students. Persistence means that a person continues in his work despite the difficulty of the work and the challenges that exist. Due to the fact that training motivated, purposeful and efficient learners is one of the requirements for achieving academic success and the concept of motivation has always been the focus of researchers and education specialists. Therefore, cognitive motivational multidimensional intervention can be useful in the field of education. Considering the importance of this approach, the research question is: Is cognitive motivational multidimensional intervention effective on students' academic self-efficacy and mastery goal orientation? Methods: The present study was a semi-experimental study with a pre-test, post-test and follow-up design with experimental and control groups. The statistical population of the research was all the fifth-grade students of Nahavand primary school, a sample of 30 people (15 in the experimental group and 15 in the control group) was selected through cluster sampling. The research tools included the academic self-efficacy questionnaires of Zajakova et al. (2005) and the goal orientation of Midgley et al. (1998). After the pre-test, the experimental group was trained in cognitive motivational intervention during 9 sessions of 45 minutes, and the control group did not receive any intervention. After the completion of the experimental intervention, the post-test and after one month, the follow-up test was performed. To analyze the data, Mixed analysis of variance was used in SPSS-23 software. Results: The results showed that cognitive motivational intervention has an effect on academic self-efficacy and mastery goal orientation (p<0.01). Conclusion: Considering the impact of cognitive motivational intervention on increasing academic self-efficacy and the goal orientation of students' mastery, this method can be used to increase their academic progress. It is important to mention that the data presented in this study is self-reported. Although this method of data collection is a reasonable and defensible method, it would be useful to conduct research that examines similar constructs using data obtained from other sources such as teachers and parents. The current research, like other experimental designs, also had limitations, one of which was the small sample size, which reduces the generalizability of the findings; To solve this limitation, it seems necessary to conduct a study with a larger sample size in order to reach more stable results. Another limitation of this study was not considering the academic progress of the students. Considering the academic progress can affect children's self-efficacy, therefore, the results may have been integrated with the effects of academic progress, which should be cautious in generalizing the results, and it is suggested to control the educational progress and the level of children's motivation in future studies. According to the results of the current research and previous studies, it can be said that the cognitive motivational multidimensional intervention is effective and can be used, but schools are facing problems in the field of implementation, and the implementation of this approach requires planning and policy making in educational programs. [ABSTRACT FROM AUTHOR]

Background & Aims: Today, the term sustainable is widely used to describe a world where human and natural systems can continue to exist until the distant future. Sustainable development means providing solutions to mortal patterns. It is a physical, social, and economic development that can prevent issues such as the destruction of natural resources, the destruction of biological systems, global pollution, climate change, excessive population growth, injustice, and the lowering of the quality of life of people now and in the future. Therefore, sustainable development is a transformation to meet today's needs without destroying the capabilities of the future generation in meeting their needs. In fact, a transformation is sustainable when it protects the environment and generates opportunities. This evolution requires an unbreakable link between the environment, economy, and social security, and economic developments and social life conditions must be in accordance with the long-term flow of maintaining the foundations and natural resources of the biosphere. Sustainable development includes (economic), (social), and (environmental) aspects. So far, various indicators have been presented by many international organizations for the purpose of comprehensive evaluations of sustainable development. Among them, we can mention the United Nations Environmental Program, the United Nations Development Program, the World Bank, the World Resources Institute in Washington and the Global Monitoring Institute in Washington, and finally the United Nations Commission on Sustainable Development. The aim of all the aforementioned institutions is to provide criteria and indicators to determine the success rate of countries in achieving the multiple goals of sustainable development in social, economic, and environmental aspects. The concept of sustainable development is based on the undeniable fact that ecological considerations can and should be applied to economic activities. These considerations include the idea of creating a rational environment in which the claim of development to advance the quality of all aspects of life is challenged. Organizational development is the application of behavioral science knowledge in the scope of the system for planned development and strengthening of organizational strategies, structures, and processes to improve the effectiveness of the organization. The organization means employees with different attitudes, interests, thoughts, knowledge, and physical conditions without which the organization would never have an external existence. Today, private organizations in an environment that requires green accountability, try to increase their market share and strengthen their accountability with a variety of green methods and techniques, and public organizations also try to benefit from the benefits of trust and satisfaction. Green management for the realization and convergence of green values and a wide range of economic, social, political, and legal motives is possible only by benefiting from green human resources management. Considering the importance of the subject, the purpose of this study was to evaluate the green performance on the sustainable organizational development of the employees of Iran University of Medical Sciences. Methods: The data collection tool includes a researcher-made questionnaire on green human resource management systems and sustainable organizational development. Convergent validity and reliability were calculated through Cronbach's alpha coefficient. The statistical population of this research includes all employees of the Iran University of Medical Sciences. The sample size was selected based on Cochran's formula of 341 people and the sampling method was randomly stratified. The research data analysis method was through structural equation modeling using PLS software. To collect information, library and field methods including questionnaires were used. And the effect of the five dimensions of green human resources management on sustainable organizational development was investigated. Results: The results indicated that the five dimensions of green human resource management have a positive and significant impact on sustainable organizational development. Also, the results showed that performance evaluation analysis 0.478, green choice 0.367, safety management 0.149, green training 0.283, and reward management 0.454 directly explain the changes related to the variable of sustainable organizational development. Conclusion: Tehran state universities are in their highest state in terms of quantitative development and have attracted the largest number of students over the past years, and of course, the energy consumption of these universities has increased accordingly. Lack of work and delay in the implementation of green management in universities will cause waste of energy resources, and water resources and as a result increase the cost of the government, increasing the share of universities in air pollution and environmental damage. The discussion of evaluating the green choice is in line with the goals of green human resources management and it is quite obvious that without an accurate assessment of personnel ability, planning for the establishment of green human resources management and the implementation of its instructions will not be successful. This evaluation can include their awareness of the importance and method of green human resource management and the evaluation of personnel motivations in establishing green management or their contributions and abilities in this direction. If they do not have enough motivation, the management should take measures to create motivation and provide the necessary incentives to accompany the person in the steps of establishing green management, or if there is not enough awareness in this field, by holding explanatory classes on the importance of green management and methods explain their participation. In addition to explanatory and in-service classes, distribution of brochures, and providing necessary guidance according to the position of the personnel, the use of technology potential was used to inform the employees. Currently, universities do not have authority in the field of green education courses and topics, which has made the subject of green education in universities weak and ineffective, and the expectations of the function of green education in universities are not met. Therefore, according to the state of the university, the statistical society is of the opinion that they will not have much effect on the issue of green management in the issue of green education. In terms of its importance and role in sustainable development, health and safety management is among the last row of components. And the reason is that although it is lower in terms of importance than other components, universities have almost no plans and have not done anything in this field. The explanation of the goals, plans, and problems of the establishment of green management shows that there is no objective and practical output from many of the meetings, and for this reason, this component is less important than other components for the statistical society. It shows that in order to advance the programs, it is not possible to establish green management without organizing planning and coordination meetings. [ABSTRACT FROM AUTHOR]