Introduction: Adolescents experience significant biological, psychological, and social changes that may challenge their self-care behaviors. This study aimed to predict adolescents’ self-care behaviors based on the satisfaction of their basic psychological needs. Methods: This descriptive-correlational study included 1,328 secondary high school students in Mohammadiyeh, Qazvin, during the 2021–2022 academic year. Using convenience sampling, 295 students were selected as participants. Data were collected via the Adolescents’ Self-Care Scale and the Need Satisfaction Scale and analyzed using Pearson correlation and multiple regression analyses in SPSS-26. Results: Significant positive correlations (p < 0.001) were found between self-care behaviors and the satisfaction of basic psychological needs in adolescents. Basic psychological needs explained 42% of the variance in self-care behaviors (R² = 0.42). Autonomy (β = 0.19), COMPETENCE (β = 0.38), and relatedness (β = 0.17) significantly predicted self-care behaviors (p < 0.001), with COMPETENCE being the strongest predictor. Conclusion: The satisfaction of basic psychological needs, particularly COMPETENCE, significantly predicts adolescents’ self-care behaviors. Environments that foster these needs can promote self-care practices. Parents and educators are encouraged to implement psychological and educational strategies to enhance self-care within family and school settings.

This investigation was conducted with the intention of possibly recognizing error COMPETENCE as a new variable related to advanced learners’ structural weakness. Error COMPETENCE as one of the psychological levels of error orientation is the active knowledge to recover from errors immediately and reduce the error consequences. And error orientation shows how learners cope with and react to their own mistakes and errors. The purpose of the study has been to determine the existence of any meaningful relationship between the error COMPETENCE and the structural COMPETENCE of the EFL students. The target population of the research included the English students at Islamic Azad University, Roudehen Branch. A sample of 200 EFL senior students was selected based on the multistage random sampling. They were administered the two instruments of the research: The Structural Error COMPETENCE Questionnaire (SECQ) and the structure section of a standard TOEFL test. The research has been conducted based on a descriptive correlational study in Iran and resulted in the existence of significant correlation between the two variables. The correlation coefficient amounted to 0.228 which was significant and positive at the 0.01 level. In conclusion, this investigation has paved the way to support the idea of having error COMPETENCE as a strategy which needs training and management.

The exclusive character of a jurisdiction means that other jurisdictions could not acknowledge the matters which are attributed to that jurisdiction by law. The exclusive jurisdiction is only related to civil jurisdictions. Consequently, the exclusive COMPETENCE of penal or administrative jurisdictions may not be discussed. Additionally, the attribution COMPETENCE is distinguished from the exclusive COMPETENCE. In fact, the forbiddance resulting from the attribution COMPETENCE is limited to commencement of an action, but after this phase, the attribution COMPETENCE of a jurisdiction may not impede other jurisdictions to accept the incidental matters and defensive remedies. In fact, a jurisdiction, before which an action is brought as an exception, could accept this action, even if this action is out of its attribution COMPETENCE. In contrast, such a jurisdiction, could not accept these actions, if they are within exclusive COMPETENCE of other jurisdictions.

Principle of COMPETENCE- COMPETENCE means the arbitrator's ability to recognize his or her COMPETENCE. This principle has been introduced to support the efficiency of arbitration as a means of resolving disputes. The true place of this principle is when there is doubt as to the validity or scope of the arbitration agreement. Nowadays, French jurisprudence and doctrine have specified the scope of this principle, While this principle is not regulated in our law and there is no comprehensive knowledge about it. According to that principle, It Will not find the item independent claim to the annulment of the arbitration contract. The arbitration agreement is manifestly void or unenforceable. In the case of consumer and labor contracts, for example, it does not inCOMPETENCE the court. Therefore, in this article, an article is suggested to be dedicated to the explicit expression of this principle in the Code of Civil Procedure.

One of the important issues in arbitration is to resolve the conflict between the COMPETENCE of the court and the arbitration authority. Denial of the COMPETENCE of the court arises from the principle of COMPETENCE-COMPETENCE. This rule means that because of the COMPETENCE of the arbitral tribunal, the court does not have COMPETENCE until the end of the arbitration proceedings due to the suspension effect. The COMPETENCE of judicial authorities is a general ond, while the COMPETENCE of arbitral tribunals is specific. Therefore, the COMPETENCE of arbitral tribunals is exceptional, and while narrowly interpreting their COMPETENCE in cases of doubt concerning the COMPETENCE of arbitral tribunals, based on the principle of general jurisdiction of judicial authorities, the COMPETENCE of arbitral tribunals has an exceptional nature. The agreement of the parties to the dispute to refer to arbitration does not negate the absolute jurisdiction of the court, and the court performs its assisting duties by the law during the arbitration process. The Negative Effect of COMPETENCE-COMPETENCE means that the arbitrators must be the first judges of their own jurisdiction. Therefore, the supervision of the courts is postponed until the stage of annulment or execution of the arbitration award according to the arbitration agreement.

Background: thical COMPETENCE is a skill that guides managers in finding appropriate ethical solutions in ethical situations. The current research was carried out with the aim of predicting moral COMPETENCE based on moral judgment and problem solving and decision-making skills in the evaluation center of managers of National Gas Company of Iran. Method: The research method is correlational and the statistical population includes 663 managers of National Gas Company of Iran. By random sampling, 123 people participated in the research. The tools include the ethical competency questionnaire-working life and business, the problem explanation test, and the evaluation center exercises. The data was analyzed with the help of correlation test and regression analysis. Results: The correlation of moral judgment variables (r = 0. 38), problem solving COMPETENCE (r = 0. 35) and decision-making COMPETENCE (r = 0. 27) with moral COMPETENCE is positive and significant. The variables of moral judgment, problem-solving COMPETENCE and decision-making COMPETENCE predict 21. 4% of the variance of moral COMPETENCE. Conclusion: According to the results of this research, it can be said that by increasing the awareness of ethical principles and promoting problem-solving and decision-making skills, it is possible to strengthen the moral skills of managers. Also, the tools of the current research can be used to measure the moral COMPETENCE of managers in evaluation centers.

Background: thical COMPETENCE is a skill that guides managers in finding appropriate ethical solutions in ethical situations. The current research was carried out with the aim of predicting moral COMPETENCE based on moral judgment and problem solving and decision-making skills in the evaluation center of managers of National Gas Company of Iran. Method: The research method is correlational and the statistical population includes 663 managers of National Gas Company of Iran. By random sampling, 123 people participated in the research. The tools include the ethical competency questionnaire-working life and business, the problem explanation test, and the evaluation center exercises. The data was analyzed with the help of correlation test and regression analysis. Results: The correlation of moral judgment variables (r = 0. 38), problem solving COMPETENCE (r = 0. 35) and decision-making COMPETENCE (r = 0. 27) with moral COMPETENCE is positive and significant. The variables of moral judgment, problem-solving COMPETENCE and decision-making COMPETENCE predict 21. 4% of the variance of moral COMPETENCE. Conclusion: According to the results of this research, it can be said that by increasing the awareness of ethical principles and promoting problem-solving and decision-making skills, it is possible to strengthen the moral skills of managers. Also, the tools of the current research can be used to measure the moral COMPETENCE of managers in evaluation centers.