This paper aims to explore the mediation effect of psychological capital and perceived organizational support on therelationship between authentic leadership and intention to stay. The structural equation modeling technique was usedto test the hypothesized model. A survey was administered to collect data targeting a sample of randomly selectedteachers working at high schools in Tehran. The results suggest that authentic leadership significantly influencesteachers’ intention to stay, psychological capital, perceived organizational support. As predicted, both perceivedorganizational support and psychological capital had a significant positive direct effect on intention to stay. Theeffect of authentic leadership on intention to stay was found to be mediated by teachers’ psychological capital andperceived organizational support. This study shows how leaders can enhance teachers’ intention to stay by applyingauthentic leadership, engendering psychological capital and creating supportive environment.

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Users with cognitive impairments use assistive technology as part of a treatment plan. As the AT interface is manipulated, data stream mining techniques are used to monitor user goals. In this context, data mining aids caregivers in tracking user behaviors as they attempt to achieve their goals. Divergences over consecutive stream-mined models identify potential changes in user goal attainment, as the user learns his or her personalized emailing system. When a data-mined model diverges significantly from recent models, the user's behavior is flagged as a significant behavioral change. The specific changes in behavior are then characterized by analyzing model divergence as well as the underlying data. This chapter describes how divergence analysis of decision-tree and hidden Markov models can aid recognition and diagnoses of behavioral changes in support of AT adaptation, in a case study of cognitive AT for emailing. The technique may be more widely applicable to other behavior monitoring contexts.

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Student engagement is one of the most important determinants of learning outcomes in higher education institutions. This paper focuses on impediments to student engagement. The Fuzzy Delphi technique was used to screen and elicit important impediments. Four main criteria (individual, family, institution, and environment) and Twenty three sub-criteria were selected by experts through the fuzzy Delphi technique. The fuzzy DEMATEL technique was used to determine the causal relationships among the criteria (impediments). Findings showed that institutional, environmental, and family factors were in the cause group, individual, and family factors were in the effect group. Among the 23 sub-factors, eleven factors were in the cause group and twelve factors were in the effect group. The first three influencing factors were: teachers' poor quality of teaching, inadequate facilities of classroom and institution, and non-applicable materials and curriculum. The first three influenced factors were: poor quality of the relationship between teachers and students, financial problems and high tuition fees, and decreasing the value and status of education in the society.