The aim of present study was to investigate the mediator role of occupational self-efficacy in the relationship between professional development and job commitment and satisfaction among staff of sports and the youth department of east Azerbaijan province in 2016-2017. Methods: This descriptive correlation study is a structural equation model. The statistical population included 322 employees of Sports and the Youth Department of East Azerbaijan province. 203 of them were selected using stratified random sampling; which was used to determine the sample size from the Morgan table. For data collection, standard questionnaires were used. Data analysis was performed using descriptive indexes and structural equation modeling method. Results: Statistical analysis of the data indicated that there is a significant and positive relationship between professional development and job satisfaction and commitment (P<0/01, r=0/67, r=0/43). Moreover, the results of the study indicated that there is a significant and positive relationship between self-efficacy and job commitment and satisfaction (P<0/01, r=0/21, r=0/36). The highest level of significant correlation was obtained for the relationship between professional development and job satisfaction (r=0/67) and the lowest significant correlation was obtained for the relationship between professional development and self-efficacy (r=0/19). In addition, the results showed that the mediator role of job self-efficacy in the relationship between professional development and job satisfaction and commitment)β=0/05, β=0/06(was confirmed. Conclusion: According to the findings, it can be concluded that any increase in professional development is accompanied by an increase in satisfaction, job commitment and self-efficacy from the staff. In this regard, attention to professional development among the staff of sports and the youth department can be of great importance in increasing job satisfaction and commitment as well as promoting self-efficacy among employees.

Purpose:The purpose of this study was to examine the effect of interactional management style on academic adjustment, mathematical anxiety, and academic engagement in elementary sixth grade students. Methodology: This research was applied in terms of purpose and quasiexperimental in terms of method and with pre-test-post-test design with experimental group and control group. The statistical population consisted of all male students of the elementary sixth grade of district 3 of Tabriz city with a total of 3721 students in the academic year of 2018-2019. The sample size was 57 persons (29 experimental and 28 control) and selected by purposive sampling method. Clark academic adjustment questionnaire, Shokrani mathematical anxiety questionnaire, and Schofley and Becker academic engagement questionnaires were used for data collection. The interactional management style was also implemented based on the researcher-designed package. Descriptive and inferential statistical methods including univariate and multivariate analysis of covariance were used for data analysis. Findings: Results showed that after applying an interactive management style, the mean of academic adjustment in the experimental group was significantly higher than the control group. The mean of mathematical anxiety and its components (mathematical test anxiety and anxiety of mathematical nature) in the experimental group were significantly lower than the control group. The mean of academic engagement and its components (ability, commitment, and attraction) in the experimental group were significantly higher than the control group. Conclusion:The study concluded that teacher-student interaction improved academic engagement and academic adaptation and reduced student math anxiety.

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Background and Objectives: In order to synchronize the organization's manpower, professional learning should be done continuously by creating an appropriate organizational learning climate. The present study aimed to investigate the role of educational organizational learning dimensions and job orientation on personal learning in Tabriz University of Medical Sciences. Material and Methods: This was a descriptive cross-sectional study. The sample consisted of 220 employees of Tabriz University of Medical Sciences who were selected by proportional stratified sampling. Required data were obtained through standard questionnaires including organizational learning atmosphere of Tracey & Tews, Personal Learning Orientation of Tarno and professional learning of Lei, et al questionnaire. Data were analyzed using SPSS v.21 software using descriptive statistics, and Pearson correlation test and path analysis were applied using LISREL software. Results: The highest mean among the dimensions of organizational education was related to management support dimension and the mean of personal learning orientation was higher than the organizational learning atmosphere. The results of the analysis of the Lizerl path indicated that organizational education dimensions including management support (β = 0.52), occupational support (β =0.63), organizational support (ß = 0.67) and personal learning orientation (β = 0.87) had a positive effect on the level of professional learning of employees of Tabriz University of Medical Sciences and their model has a good fit. Conclusion: The organizational learning climate and personal learning orientation had a direct positive effect on the rate of professional learning of Tabriz University of Medical Sciences employees.

Background and Aim: Compliance with professional ethics standards at medical universities can be effective in quality of the process and outputs of the academic system. The present study has been carried out with the objective of determining the effect of professional ethics on individual and organizational outcomes. Materials and Methods:The present study is a descriptive-analytic study based on structural equation modeling took on 290 employees working in Tabriz University of Medical Sciences in the academic year of 2015-2016. Sampling was done using proportional random -classified method. Four questionnaires including standard professional ethic, job engagement, quitting and increasing efforts were used to collect data. Confirmatory factor analysis and structural equation modeling were used to analyze the data. Ethical Considerations: Oral consent of the participants was obtained and participants were reassured about the confidentiality of information. Findings: There was a positive causal relationship between professional ethics with job involvement and incremental effort (r=0.25, r=0.17, r=-0.01). Also, a negative causal relationship was observed between professional ethics and quitting (r=-0.32). There was a positive causal relationship between job involvement and increasing effort (r=0.28) and there was also a negative causal relationship between job involvement and increasing effort and quitting (r=-0.22, r=-0.22). Conclusion: Findings indicate that attention to professional ethics and its promotion among employees of the organization leads to job involvement and engagement of employees in their jobs as well as the increasing efforts of staff. Please cite this article as:Zabani Shadbad MA, Hassani M, Ghasemzadeh Alishahi A. The Role of Professional Ethics in Individual and Organizational Outcomes. Med Ethics J 2017; 11(40): 53-62. / ‫دوره‬ ‫پزشکی،‬ ‫اخالق‬ ‫مجله‬ ‫یاز‬ ‫شماره‬ ‫دهم،‬ ‫چهل‬ ‫م‬ ، ‫تابستان‬ 6931 ‫مقاله‬ ‫پژوهشی‬ ‫نقش‬ ‫اخالق‬ ‫حرفه‬ ‫ای‬ ‫در‬ ‫پیامدهای‬ ‫فردی‬ ‫و‬ ‫سازمانی‬ ‫محمدعلی‬ ‫زبانی‬ ‫شادباد‬ 1  ، ‫محمد‬ ‫حسنی‬ 2 ، ‫ابوالفضل‬ ‫قاسم‬ ‫زاده‬ ‫علیشاهی‬ 3 ‫حرفه‬ ‫اخالق‬ ‫نقش‬ ‫سازمانی‬ ‫و‬ ‫فردی‬ ‫پیامدهای‬ ‫در‬ ‫ای‬ ‫همکاران/‬ ‫و‬ ‫شادباد‬ ‫زبانی‬ ‫محمدعلی‬ 16