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Introduction: Self-efficacy plays an important role in academic performance and affects the choice of task, effort, endurance, refusal and progress of individuals. The aim of this study was to compare the effectiveness of “Metacognitive Teaching Strategies” and “Problem-Based Learning” on the academic self-efficacy of psychology students of Islamic Azad University, Abhar Branch.
Methods: The research method was quasi-experimental with pre-test, post-test and 3-month follow-up. The statistical population included all undergraduate psychology students studying at Abhar Azad University in the academic year (2018-2019) of 130 people. According to Krejcie and Morgan Table, 100 of them were randomly selected from among those who scored lower than the cut-off score (80) in the “College Academic Self-Efficacy Scale”. 45 people were randomly selected and randomly assigned to three groups (two intervention groups) and one control group. Data were collected using a demographic questionnaire and “College Academic Self-Efficacy Scale”. The scale was administered to students in three stages: pre-test, post-test and follow-up. Content validity was measured by qualitative method and the reliability of the scale was measured by internal consistency method by calculating Cronbach's alpha coefficient. Subjects of intervention group 1 participated in group training sessions on “Metacognitive Teaching Strategies” in 10 -minute 9 sessions and intervention group 2, participated in “Problem-Based Learning” in 7sessions 90-minute once a week at the end of the sessions, post-test and one-month follow-up for all three groups "College Academic Self-Efficacy Scale" was completed. Data were analyzed using SPSS .24
Results: Group training “Metacognitive Teaching Strategies” and “Problem-Based Learning” increased the academic self-efficacy score of the participants in each intervention and were different from the control group during different times (P≤0.01). But there was no statistically significant difference between the two groups (P<0.05). 
Conclusions: Group training “Metacognitive Teaching Strategies” and “Problem-Based Learning” increased students 'academic self-efficacy scores. It is suggested that educational professionals use these two methods of group education to improve students' academic self-efficacy.
 

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Introduction: The quality and effectiveness of the performance of organizations is a determining and vital factor in the realization of development plans and welfare of that organization. The aim of this study was to determine the mediating role of job involvement in the relationship between personality traits and job performance in the staff of department of education, NAJA and Tehran Municipality.
Methods: The present study was performed by descriptive-correlation method. The statistical population included all staff of department of education, NAJA and Tehran Municipality in Tehran in 2021. Among them, 400 people were selected by simple random form by random number table method and single-stage cluster random methods. In this study, demographic questionnaire, "Job Performance Questionnaire", "Job involvement Questionnaire" and "NEO-Five-Factor Inventory" were used. Content validity was assessed by qualitative method and reliability by internal consistency method was calculated by calculating Cronbach's alpha coefficient for questionnaires. Data analysis was performed in SPSS. 25 and Smart PLS.3.
Results: The direct path of responsibility (β = 0.35, P <0.05) was significant with employee job involvement (β = -0.46, P <0.05). Direct path of extraversion (β = 0.094, P <0.05), responsibility (β= 0.29, P <0.05), and job involvement (β = 0.042, P <0.05). It was significant on the job performance of employees. The overall path of extraversion (β= 0.089, P <0.05), and responsibility (β = 0.31,                       P <0.05), was significant with employees' job performance. Indirect path of extraversion (β= -0.004, P <0.05), agreeability (β=0.000, P<0.05), and responsibility (β=0.015, P<0.05), mediated by job involvement on job performance was not significant.
Conclusions: Considering the significance of the direct path of responsibility, extraversion and job involvement with employees 'job performance, counselors and psychologists are suggested to take measures to increase job involvement and responsibility by increasing the role of these variables in increasing employees' job performance.