<p class="abstract"><strong>Background:</strong> Individual differences in personality can be a source of creativity and the root of many problems in organization. This study aimed to determine the relationship between organizational commitment and personality among staff in South Naft Company.</p><p class="abstract"><strong>Methods:</strong> This research is descriptive and analytical study. The population study selected from nurses’ of Labbafi hospital according to the Morgan table. Finally 103 persons selected. In the present study data was collected by questionnaires. According the two variables used two standard questionnaires in this study. Questionnaire to measure personality traits “neo” which measures features of the character including mental ill, outward orientation, openness, consensus and commitment to taking knows. Organizational commitment questionnaire “Alain and Pierre” measure the three dimensions of emotional, rational and normative for analyzed using the software-SPSS version 19 software.</p><p class="abstract"><strong>Results:</strong> There was a relationship between agreement personality and commitment to rational. Also, between externally personality with affective and normative commitment are positively related. Relationship does not exist between openness and commitment to the rational, emotional and normative. There is not relationship between neuroticism personality and affective normative and rational commitment.</p><p class="abstract"><strong>Conclusion:</strong> There was a relationship between personality characteristics with the three dimensions of organizational commitment. </p><p><strong>Keywords: </strong>Organizational commitment, Personality characteristics, Staffs</p>

The aim of this research is to investigate relationship between transformational leadership and employee's empowerment working in Pasargad bank. Population under the study consists of all staff employees of Pasargad bank equals to 535 individuals. Research sample is of 204 individuals who have been selected by simple random sampling method. Instruments used for measuring the study include two standard questionnaires for transformational leadership and empowerment which enjoy considered validity and Stability. For analyzing research data, Spearman's rank correlation coefficient has been used and results indicated that there is a meaningful relationship between Idealized features, Idealized behavior, Intellectual Stimulation, Inspirational Motivation, Individualized Consideration and employee's empowerment. In other words, there is relationship between transformational leadership and employee's empowerment.

No abstract

No abstract

Background: Numerous studies have shown that emotion regulation has been affective on various variables such as resilience, emotional problems and high-risk behaviours. But there is no research that examines training focused on the regulation of Pekrun emotion on the emotions of achievement, Self-Regulated academic. Aims:The aim of the present study was to evaluate the effectiveness of training focused on the regulation of Pekrun emotion on the achievement emotions and academic self-regulation of students. Methods: The research method was quasi-experimental and pre-test-post-test with a control group. The statistical population included all female high school students in Tehran in the 2019-2020 academic year who were selected by multi-stage cluster random sampling of 30 people from Beit-ol Zahra's high school and randomly, 15 people were in the experimental group and 15 people in the control group. Then, a training program focused on the regulation of Pekrun emotion (Sattari, Pourshahriari and shokr, 2016) was implemented in 6 sessions of 90 minutes for the experimental group. Data were collected through two questionnaires: Pekrun achievement Emotions (2005) and Pintrich & Digrott (1990) Academic Self-Regulation Strategies.To test the hypotheses, multivariate and univariate analysis of covariance was done by using SPSS-25 software. Results: The results showed that there were significant differences between the pre-test and post-test scores of the experimental group and also significant differences between the experimental and control groups in regulating the emotions of achievement and academic self-regulation. (p˂0.05). The effect of education focused on the regulation of Pekrun emotion on students' emotions of achievement was 0.22 and on students' academic self-regulation was 0.27. Conclusion:The results showed that students who participated in educational sessions got higher scores in comparison with the control group and pre-training in components of cognitive strategies, metacognitive strategies, resource management, motivational strategies and the emotions of achievement. Overall, they experienced the emotions of achievement and better Self-regulated academic.