مدل‌یابی روابط بین هیجانات، سرمایه روان‌شناختی و بهزیستی عاطفی وابسته به شغل در معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه روان‌شناسی، دانشگاه پیام نور، تهران، ایران.

2 دانشجوی دکتری، روان‌شناسی عمومی، دانشگاه آزاد اسلامی، کرج، ایران.

چکیده

هدف: این پژوهش با هدف مدل‌یابی روابط علّی بین هیجانات، سرمایه روان‌شناختی و بهزیستی عاطفی وابسته به شغل در معلمان انجام شد. روش: در این پژوهش همبستگی، 381 معلم (158 مرد و 223 زن) از مناطق 1 و 6 آموزش و پرورش شهر تهران با روش نمونه‌گیری در دسترس انتخاب شدند و به پرسشنامة سرمایة روان‌شناختی (لوتانز، آولیو، آوی و نورمن، 2007)، سیاهه هیجان معلم (چن، 2016) و مقیاس بهزیستی عاطفی وابسته به شغل (ونکاتویک، فاکس، اسپکتور و کیلووای، 2000) پاسخ دادند. به منظور آزمون روابط ساختاری در مدل مفروضِ واسطه‌مندی نسبی از روش آماری مدل‌یابی معادله ساختاری، استفاده شد. یافته‌ها: نتایج نشان داد که مدل مفروض واسطه ­مندی نسبی سرمایه روان‌شناختی در رابطة هیجانات معلم با بهزیستی عاطفی وابسته به شغل در معلمان با داده ­ها برازش مطلوبی داشت. علاوه بر این، نتایج نشان داد که در مدل‌ مفروض، تمامی وزن­ های رگرسیونی از لحاظ آماری معنادار بودند و در این مدل‌ برای معلمان به ترتیب 54 و 49 درصد از پراکندگی نمرات عاطفه مثبت و منفی وابسته به شغل از طریق هیجانات معلم و سرمایه روان‌شناختی تبیین شد. نتیجه ­گیری: در مجموع، نتایج پژوهش حاضر موافق با آموزه‌های مفهومی نظریه کنترل ـ ارزش هیجانات پیشرفت و نظریه بسط و ساخت هیجانات مثبت نشان داد که تجارب هیجانی معلمان به مثابه یک منبع اطلاعاتی غنی از طریق تحدید و یا تقویت در مولفه‌های چندگانه شکل‌دهنده به سرمایه روانی آنها در شکل‌دهی به وضعیت بهزیستی معلمان و تلاش‌های پیشرفت‌مدارانه معلمان، تاثیرگذار واقع ‌شدند.

کلیدواژه‌ها


عنوان مقاله [English]

Modeling Relationships Between Teacher Emotions, Psychological Capital and Job-Related Affective Well-Being in Teachers

نویسندگان [English]

  • Ali Khodaei 1
  • Shirin Moezzodini 2
1 Assistant Professor, General Psychology, Payam Noor university, Tehran, Iran.
2 Ph.D. Student, General Psychology, Islamic Azad University, Karaj, Iran.
چکیده [English]

Aim: This study examined the Modeling relationships between teacher emotions, psychological capital and job-related affective well-being in teachers.
 
Method: In this correlational study, 381 teachers (223 female and 158 male) who were selected through available sampling from 1 and 6 education districts of Tehran, responded the Psychological Capital Questionnaire (PCQ), the Teacher Emotion Inventory (TEI) and the Job-Related Affective Well-Being Scale (JAWS). Structural equation modeling was used to assess the mediating effects model of psychological capital on the relationship between teacher emotions with teachers’ job-related affective well-being.
 
Results: Results showed that the partially mediated model of psychological capital on the relationship between teacher emotions with teachers’ job-related affective well-being had a good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 54% and 49% of the variance in teachers’ positive and negative job-related affective well-being, respectively.
 
Conclusion: In sum, the results of the present study consistent with the conceptual approaches of the control-value theory of achievement emotions and the broaden-and-build theory of positive emotions showed that teachers' emotional experiences as a rich source of information by influencing or reinforcing the multiple components that shape their psychological capital were effective in shaping teachers' well-being and teachers' achievement-oriented efforts.

کلیدواژه‌ها [English]

  • Teacher’s Emotions
  • Psychological Capital
  • Occupational Well-Being
  • Modeling
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