Presenting a Structural Model of Successful Intelligence with an Educational Approach in the Psychological Empowerment of University Professors in Golestan Province
Keywords:
Intelligence, Educational Approach, Empowerment, PsychologicalAbstract
This study aimed to design and validate a structural model of the effect of successful intelligence with an educational approach on the psychological empowerment of university professors in Golestan Province. The study was applied in purpose and employed a sequential exploratory mixed-methods design; in the qualitative phase, semi-structured interviews with 13 university experts were analyzed using grounded theory, and in the quantitative phase, data were collected from 289 professors selected through stratified random sampling and analyzed using partial least squares structural equation modeling (PLS-SEM) based on a researcher-developed questionnaire. The results demonstrated a positive, direct, and significant effect of successful intelligence with an educational approach on professors’ psychological empowerment, with educational strategies acting as an effective mediating mechanism, explaining 49.6% of the variance, while “empathetic two-way communication with students” and “conscious instructional scenario design” exhibited the highest factor loadings. The findings indicate that cultivating analytical, creative, and practical thinking through successful-intelligence-based education can serve as an effective strategy for enhancing professors’ competence, meaning, autonomy, and impact, offering a localized and operational framework for faculty professional development in higher education.
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