No abstract

Background: Determining the variables influencing students' academic performance is one of the main preoccupations in medical colleges. Therefore, this study examined the effect of the Big Five personality traits on medical students' academic performance, considering the mediating role of self-efficacy.Methods: We applied a cross sectional research design using a PLS-SEM approach. A total of 249 medical students participated in this study. Two valid and reliable questionnaires, including Big Five Inventory (BFI-10) and New General Self Efficacy (GSE) were used. Data were analyzed using both SPSS 18 and PLS2 software.Results: The validity and reliability of the questionnaires were confirmed by confirmatory factor analysis. The results revealed that openness (β= 0.16, p<0.001), conscientiousness (β=0.22, p<0.001), agreeableness (β=0.19, p<0.001), and self-efficacy (β=0.24, p<0.001) had a significant positive and direct effect on academic performance. Neuroticism (β=-0.21, p<0.001) had a significant negative and direct effect on academic performance. Also, openness (β=0.47, p<0.001) and conscientiousness (β=0.33, p<0.001) had a direct positive effect on self-efficacy. Neuroticism (β=-0.15, p<0.001) had a direct negative effect on self-efficacy. Moreover, the results showed an indirect positive effect of conscientiousness (β=0.08, p<0.001) and openness (β=0.11, p<0.001) on academic performance through self-efficacy. In addition, the results showed that neuroticism (β=-0.03, p<0.001) had an indirect negative effect on academic performance through self-efficacy. Conclusion:This study discovered the relationships between personality traits, self-efficacy, and academic performance of medical students. The results showed that individual differences in personality traits directly and indirectly play an essential role, through selfefficacy, in contributing to the students' academic performance.

No abstract

Background: One of the most important goals of physical education teachers and sport trainers is to increase the amount of learning and performance of motor skills of students and athletes in the shortest time, with the lowest cost and energy, and the highest level of motor skills learning. Therefore, teachers and sport coaches should use the best methods to learn and practice for better results.

Background: Organizational commitment is one of the most popular work attitudes, studied by the researchers. The high levels of employee commitment lead to several important outcomes at individual and organizational levels. Therefore, it is crucial to identify the factors that influence organizational commitment, with special reference to organizational health. Objectives: The purpose of this study is to examine the relationship between schools' organizational health and teachers' organizational commitment in Shiraz high schools. Patients and Methods:The statistical population consisted of Shiraz secondary school male teachers. The multistage cluster random sampling method was used to select 250 subjects based on Kersji and Morgans' table (1978). The organizational health inventory (OHI) was used to measure the health of secondary schools. An organizational commitment scale was then utilized to measure teachers' organizational commitment. One-Sample T-test, Pearson correlation and multiple regression tests were used for data analysis. Results: The findings indicated that schools' organizational health and its dimensions including institutional integrity, consideration, resource support, morale and academic emphasis were at moderate level, but the initiating structure and principal influence were at low level. Also teacher's commitment and its dimensions (emotional commitment and continuance commitment) were at moderate level and normative commitment was at high level. The results showed that the correlation between schools' organizational health and teachers' commitment was 0.64, and the correlation coefficients between teachers' commitment and institutional integrity, initiating structure, consideration, principal influence, resource support, morale and academic emphasis were 0.56, 0.44, 0.42, 0.22, 0.26, 0.16 and 0.65, respectively. The results indicated that the correlation between schools' organizational health and emotional commitment, continuance commitment, and normative commitment were 0.62, 0.32 and 0.66, respectively. Finally, five dimensions of school healthinstitutional integrity, initiating structure, resource support, morale and academic emphasis positively predicted teacher commitment. Conclusions:The results of the present study are discussed with regard to developing the organizational health of schools and improving the organizational commitment of teachers. In other words, it can be concluded that teachers in a healthy school are committed to teaching and learning.