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BACKGROUND: A just culture is one in which the reporting of errors and near misses is supported without fear of retribution. The relationship of just culture and psychosocial factors at work has not been explored sufficiently in the literature. OBJECTIVE: To investigate the perception of just culture and its association with socio-demographic and work-related psychosocial factors among 302 employees in an industrial setting in Iran. METHODS: Just culture was assessed using the Just Culture Assessment Tool, and the Copenhagen Psychosocial Questionnaire was used for evaluation of psychosocial work factors (including influence at work, meaning of work, commitment to the workplace, predictability, rewards, quality of leadership, social support from supervisors, trust, and justice and respect). Data were analysed using t test, analysis of variance (ANOVA), and general linear regression analysis. RESULTS: The results indicated that the employees had a fairly positive view on their organisation’s just culture, though there were some areas such as trust and balance that needed further attention. The psychosocial issues (particularly commitment to the workplace, meaning of work, social support from supervisors, and rewards) were not adequate from the employees’ perspective. Predictability, rewards, and quality of leadership, were the significant psychosocial predictors of just culture in a multivariate regression model. CONCLUSIONS: The findings highlight the areas that need to be considered to improve the experience of organisational just culture, which is important from the point of view of prevention of safety errors and incidents.

Abstract-A teacher, as a cultural broker and the inheritor, critic and interpreter of culture, can be used to orient discussion and action in a particular direction. The knowledge that teachers need to have is more complicated than just knowing and using facts. The paper, incompatible with positivistic epistemological movement, holds that the complexity of classroom dynamics cannot be achieved simply by transmitting knowledge. Teacher education is an attempt to equip prospective teachers with the knowledge, behaviors, attitudes, and skills that they require to perform their tasks more effectively. Thus, training teachers obviously involves equipping them with various objects of culture and different types of knowledge essential to their cultural training. The present study, in disfavor with the simplicity orientation in positivism, holds that the reality in the classroom life is so complicated that we cannot achieve it by setting up clinical experimental designs.

Background. Mental skills are defined as a set of trainable mental abilities and methods that are held to underpin successful learning and performance. Objectives. The aim of the present research was to study and compare the mental skills of adolescent elite and competitive volleyball and soccer players. Methods. The sample consisted of 100 players (54 elite soccer, 13 elite volleyball, 18 competitive soccer and 15 competitive volleyball) selected via a purposive sampling method. Data were collected using the Ottawa Mental Skills Assessment Tool-2 (OMSAT-2). Results. Elite and competitive volleyball players had higher scores for stress reactions than elite soccer players. In addition, elite soccer players had more self-confidence than competitive soccer and volleyball players. Also, competitive volleyball players had higher levels of fear than elite soccer players. There were no other significant differences in mental skills between soccer and volleyball players. Conclusion. It seems that adolescent volleyball players stand in more immediate need of learning strategies for coping with stress, fear and self-confidence management than soccer players. Results are discussed in terms of an athlete's levels, the nature and characteristics of the sport and choking during performance.