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Background and Objective: In today's society, entrepreneurial intentions could be a valuable strategy for creating employment and entrepreneurial thinking in higher education and a parallel improvement in the employment crisis has, the present research aimed at investigating the factors affected on the academic entrepreneurial intention among students of Shiraz Medical Sciences University. Materials and Methods: This paper is a descriptive-correlational on based applied goal and the method of data collection and analysis. Statistical group present research included all students of faculty management and information of Shiraz Medical Sciences University. The sample size was determined using Cochran formula, 170 students have been using stratified random sampling.Field method and combination of close questionnaire were used to collect data and Likert five-alteration scale was applied to measure all parts of model. Results: Data were analyzed using path analysis, a total of 9 different variables included five predictor variables (subjective norms, social norms, entrepreneurial experience, entrepreneurial self-efficacy tend to be risk-taking) and three intermediate variables (perceived desirability been possible perception, attitude) was proposed and evaluated the impact of each dance entrepreneurial. Conclusion: The results indicated that subjective norms, social norms, entrepreneurial self efficacy, entrepreneurial experience and propensity risk taking have significant effects on entrepreneurial intention indirectly through perceived desirability, perceived feasibility and attitude toward entrepreneurship variables.

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Background & Aim: Nowadays, E-learning is one of the most advanced educational techniques. It is therefore important to identify aspects and related factors of e-learning utilize among faculty members thus, this study used the on Theory of Planned Behavior (TPB) to examine factors related to utilize of e-learning method. Material and Method: This descriptive-analytical study was carried out on 200 faculty members of Hamadan which were recruited with a stratified sampling method. The data-gathering tool consisted of a questionnaire based on the TPB constructs and demographic variables whose reliability and validity were approved by the experts. Data were analyzed using Student t-test, One-way ANOVA and Logistic regression in SPSS-16 software. Results: The subjects reported 52.3%, 49.5% and 61.5% of receivable scores of attitude, subjective norm and perceived behavior control, respectively. Among our sample, 42.5% indicated that they have no intention to use e-learning in the future. Also, attitude and perceived behavioral control were the best predictors for behavioral intention in the theory of planned behavior. Conclusion: Results demonstrated the poor intention of faculty members toward e-learning. therefore, it is recommended to implementation educational intervention using the theory of planned behavior with emphasis on attitude and perceived behavioral control as facilitators of the adoption of e-learning in further education programs.

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Aims: For promoting the quality and quantity of services, increasing competition, efficiency and reducing the costs, universities need creative and innovative professors and teachers. Therefore, the present study was conducted to determine the psychological and organizational factors affecting of faculty members for innovative behavior occurred. Methods: The present study was aimed at applications, and data gathered from the perspective of cross correlation. The population is composed of faculty members of Shiraz University of Medical Sciences (480 participants). Stratified random sampling was done as the sample size was determined using Cochran formula (212) .Data collection is a compilation of six standardized questionnaire package. Questionnaire rating was in the form of five-point Likert scale. The data were analyzed using) lisrel, 8.5 (software. Results: All variables affecting the innovative behavior of faculty members in the form of conceptual model were evaluated and finally conceptual model goodness of fit index was reviewed and approved. Conclusion: Psychological factors have the most influence on innovative behavior and organizational factors have the least impact on the innovative behavior on faculty members.

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Background and Objective: Life skills are abilities that grow with continued training and prepare the person to face with daily life issues, increasing mental, social and health abilities. The present study aimed to evaluate the student's life skills in Kurdistan University of Medical Sciences and its affecting factors.

Materials and Methods: This was a cross-sectional study. Three hundred and eighty-five students of Kurdistan University of Medical Sciences were selected, randomly. Data gathering tool was a standard questionnaire which was including demographic information such as age, gender, degree of education, marital status, level of study, college and 57 questions in 7 areas of life skills. The collected data were analyzed using SPSS 20. ANOVA and T test were used to investigate the relationship between the dependent variable and other variables.

Results: The total Mean score of students' life skills was 191.71±20.30. There were no significant differences between gender, college and total score of life skills statistically (P=0.49). There were significant differences between college, problem-solving, decision making (P=0.049) and also creative thinking (P˂0.0001).

Conclusion: The findings showed that the life skills of the students were moderate. In order to improve the life skills of the students establishing workshops and recreational programs are suggested.

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Background and objective: Nowadays, higher education institutions especially universities are the most important knowledge-based organizations. Therefore, promotion of knowledge sharing among faculty members can lead to the enhancement of stored knowledge within the organizational memory. The purpose of this research was to verify knowledge sharing behavior of faculty members of Isfahan selected universities.

Materials and Methods: Research method was descriptive and survey type. Statistical population consisted of 1472 faculty members of Isfahan selected universities (University of Isfahan, Isfahan University of Medical Sciences and Islamic Azad University; Khorasgan Branch) from which a sample of 177 was chosen through stratified random sampling. In order to collect data, a 10-item knowledge sharing behavior questionnaire was used. The questionnaire's validity was confirmed through confirmatory factor analysis and Cronbach alpha coefficient was estimated 0.87. Data was analyzed using SPSS16 and Amos18.

Results: There was a significant difference between faculty members' knowledge sharing behavior considering variables of gender, academic rank, working experience and university.

Conclusion: By developing knowledge sharing culture at universities, knowledge sharing behavior among teachers, students and faculty members can be promoted.

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Background and Objective: Educational ethics imply values such as honesty, reliance on one's own personal effort, not to abuse the efforts of others, and respect the dignity and respect for others. Students are faced with different situations in which they show various moral and immoral behaviors. This study aimed to explore medical students' viewpoints and experiences at Golestan University of Medical Sciences about ethics in academic environment in 2013.

Materials and Methods: In this qualitative study a purposive sampling was used with maximum variation and 12 medical students participated in the research. Data was gathered using semi-structured interviews. At least an open question "When I say ethics in education or educational environment, what comes to your mind" was repeated in all the interviews. The interviews recorded and transcribed line by line and then analyzed according to "conventional content analysis" method.

Results: "Respecting teacher dignity", "preserving dignity of classroom", "respecting and maintaining dignity for classmates", "seeking for knowledge and sciences” emerged as the main themes of the current study.

Conclusion: University students considered learning environment as a sacred place; conforming its expected rules and ethics would be mandatory. Abnormal behavior causes not only loss of students dignity but also could be harmful to the calmness of educational atmosphere and may evoke different unpleasant pessimistic ideas about such academic environment.

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Background and Objective: Inappropriate behaviors in academic environments can strongly disturb both teaching and learning processes and make conflict and anxiety between instructor and student. The main objective of this study was to investigate students' attitude on inappropriate behaviors in academic environments.

Materials and Methods: This research was a cross-sectional descriptive study conducted in 2012. A questionnaire was designed by the researcher and all students of Faculty of Dentistry voluntarily participated. Data was analyzed using SPSS18 software, descriptive, independent T, ANOVA, and Spearman’s correlation coefficient; P ≤ 0.05 was considered significant.

Results: Results of this study indicated that the majority of students considered sleeping in class as an inappropriate behavior, while checking the time at the end of class was the most common behavior which was reported by them. A significant relationship was observed between students’ perspective on inappropriate behaviors and the manner they did them; as Spearman statistical test indicated a high correlation between their perspective and frequency of inappropriate behaviors (R = 0.55 and P = 0.0001).

Conclusion: Findings indicated that the majority of students had a negative attitude towards inappropriate behaviors. Besides, the frequency of doing these behaviors cannot be justified by this research team. Regarding the negative effects of inappropriate behaviors on education process, it is recommended to take some actions for cherishing instructors and students in academic environments.

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Background & Objective: Plagiarism has been turned into a major concern for universities. The theory of planned behavior (TPB) is probably one of the most important predictive patterns for plagiarism in students. This cross-sectional study was performed to determine the use of TPB in the prediction of factors affecting plagiarism in 2016.
Materials and Methods: In total, 200 MSc students at the stage of writing a dissertation were selected from Iran University of Medical Sciences, Tehran, Iran through convenience sampling. Age of students was 29.25±13.4 years. Moreover, 75.5% of the subjects were married, and 45.5% of the students were male. Data were collected using a self-administered questionnaire divided into three sections of demographic characteristics, planed behavior model constructs, and intent of plagiarism. In addition, data analysis was performed in SPSS version 19 using descriptive and analytical statistics (t-test, ANOVA, and multivariate regression).
Results: A significant positive relationship was observed between positive attitude and intent of plagiarism. In other words, positive attitude significantly predicted the intent of plagiarism (P=0.007). On the other hand, a reverse and significant association was found between negative attitude and intent of plagiarism. Furthermore, there was a direct and significant correlation among subjective norms, perceived behavioral control, and intention.
Conclusion: According to the results of this study, a direct and significant relationship exists between positive attitude toward and intent of plagiarism. In this regard, proper educational programs can be designed to correct this attitude.

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Background & Objective: Phobia disorders are affected by cognitive and behavioral inefficiencies. The present study aimed to investigate the effects of cognitive-behavioral training on social phobia in nursing students: with one-step follow-up.
Materials and Methods: This quasi-experimental study was conducted with a pretest-posttest design, a control group, and follow-up after one month. The sample population included all the nursing students of Babol University of Medical Sciences in Babol, Iran in 2019. In total, 60 students were selected via simple random sampling and diagnosed with social phobia. The groups were assessed at three intervals before and after the intervention, and the follow-up was performed using the Liebowitz Social Phobia scale. The experimental group received 12 sessions (60 minutes each) of cognitive-behavioral therapy based on social phobia, and the control group received no training. Data analysis was performed in SPSS version 18 using repeated measures ANOVA.
Results: The results of covariance analysis indicated that social phobia significantly decreased in the experimental group at the posttest and follow-up compared to the control group (P≤0.05). The mean difference was 38.48±8.21 in the experimental group and 37.96±7.96 in the control group before the intervention and 26.06±7.74 in the experimental group and 36.48±6.08 in the control group after the intervention.
Conclusion: According to the results, cognitive-behavioral group intervention could be used as an effective approach to the reduction of social phobia in students.

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Abstract
Recent estimates indicate that medical students check their smartphones over 100 times daily, frequently during academic activities, lectures, and study sessions. This pervasive digital engagement may seem innocuous, but growing evidence highlights a darker side: a strong association between excessive smartphone/social media use and academic procrastination. Over 60% of medical students report experiencing moderate to high levels of academic procrastination, with smartphone and social media use identified as major contributing factors. Integrating smartphones and social media into everyday life has significantly enhanced connectivity and information access. However, among medical students, excessive digital engagement has been associated with academic procrastination, negatively impacting academic performance. Recent studies underscore the urgency of addressing this issue through evidence-based interventions.