مقایسه اثربخشی آموزش سرمایه روانشناختی لوتانز و آموزش توانمندی‌های منش بر دو سو توانی سازمانی، تجربۀ غرقگی، توانمندسازی روانشناختی و گرایش به رفتارهای کاری انحرافی با توجه به نقش تعدیل گر قراردادهای روانی در مشاوران مدارس متوسطه اول شهر قم
محورهای موضوعی : روش ها و مدل های روانشناختی
حسین ابراهیمی
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کیومرث بشلیده
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عبدالکاظم نیسی
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بهرام پیمان نیا
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1 - دانشجوی دکترای روانشناسی صنعتی سازمانی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز ، اهواز، ایران
2 - استادگروه روانشناسی ، دانشکده علوم تربیتی و روانشناسی ، دانشگاه شهید چمران اهواز ، اهواز، ایران
3 - استاد گروه روانشناسی ، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
4 - استادیار گروه روانشناسی ، دانشکده علوم تربیتی وروانشناسی ، دانشگاه شهید چمران اهواز، اهواز، ا یران
کلید واژه: سرمایه روانشناختی, توانمندی‌های منش, دو سو توانی سازمانی, تجربه غرقگی, توانمندسازی روانشناختی, رفتارهای کاری انحرافی, قرارداد روانشناختی,
چکیده مقاله :
زمینه و هدف: در سال‌های اخیر، توجه به مؤلفه‌های مثبت‌نگر در بهبود عملکرد و سلامت روان کارکنان سازمان‌ها، به‌ویژه در حوزه آموزش و مشاوره، رشد چشمگیری داشته است. پژوهش حاضر با هدف مقایسه اثربخشی آموزش سرمایه روانشناختی لوتانز و آموزش توانمندی‌های منش بر دو سو توانی سازمانی، تجربه غرقگی، توانمندسازی روانشناختی و گرایش به رفتارهای کاری انحرافی انجام شد و نقش تعدیل‌گر قرارداد روانشناختی نیز در این رابطه مورد بررسی قرار گرفت.
روش: این پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون، پیگیری با گروه کنترل بود. جامعه آماری شامل کلیه مشاوران مدارس متوسطه اول شهر قم در سال تحصیلی 1403-1404 بود. نمونه‌ای متشکل از ۶۰ نفر از مشاوران به‌صورت هدفمند انتخاب و به‌طور تصادفی در سه گروه (دو گروه آزمایش و یک گروه کنترل) جای‌گزینی شدند. گروه اول آموزش سرمایه روانشناختی لوتانز (در 10 جلسه) و گروه دوم آموزش توانمندی‌های منش (در 12 جلسه) دریافت کردند. ابزارهای پژوهش شامل پرسش‌نامه‌های استاندارد برای سنجش متغیرهای پژوهش بود. تحلیل داده‌ها با استفاده از آزمون‌های آماری MANOVA، ANCOVA و آزمون اثر تعاملی در نرم‌افزار SPSS27 انجام شد. این پژوهش دارای کد اخلاق به شماره IR.SCU.REC.1402.091 از کمیته اخلاق پژوهشی می‌باشد.
یافتهها: نتایج نشان داد که هر دو نوع مداخله آموزشی منجر به افزایش معنادار دو سو توانی سازمانی، تجربه غرقگی، توانمندسازی روانشناختی و کاهش معنادار گرایش به رفتارهای کاری انحرافی شدند
(p < 0.01). با این حال، آموزش توانمندی‌های منش نسبت به سرمایه روانشناختی لوتانز اثربخشی بیشتری در کلیه متغیرهای وابسته داشت. همچنین نقش تعدیل‌گر قرارداد روانشناختی در افزایش اثربخشی هر دو مداخله مورد تأیید قرار گرفت، به‌گونه‌ای که در سطوح بالاتر قرارداد روانشناختی، تأثیر مداخلات قوی‌تر بود.
نتیجهگیری: آموزش‌های مبتنی بر سرمایه‌های مثبت روانشناختی، به‌ویژه آموزش توانمندی‌های منش، ابزار مؤثری برای ارتقاء سرمایه انسانی و کاهش آسیب‌های رفتاری در محیط‌های آموزشی هستند. بهره‌گیری از این مداخلات می‌تواند زمینه‌ساز بهبود دوسوتوانی، دلبستگی شغلی و توانمندسازی در میان مشاوران شود. همچنین در نظر گرفتن سطح قراردادهای روانشناختی، به‌عنوان مؤلفه‌ای سازمانی، نقش کلیدی در اثربخشی این آموزش‌ها دارد. پیشنهاد می‌شود مدیران و برنامه‌ریزان آموزشی، طراحی دوره‌های توانمندساز مبتنی بر منش و روانشناسی مثبت را در دستور کار توسعه منابع انسانی قرار دهند.
Background and purpose: In recent years, increasing attention has been paid to positive psychological components in enhancing job performance and psychological well-being, especially in educational and counseling settings. The present study aimed to compare the effectiveness of Luthans’ Psychological Capital Training and Character Strengths Training on organizational ambidexterity, flow experience, psychological empowerment, and tendency toward deviant work behaviors, considering the moderating role of the psychological contract.
Methods: This quasi-experimental study utilized a pretest-posttest-follow-up design with a control group. The statistical population included all school counselors at lower secondary schools in Qom city during the academic year 2024–2025. A purposive sample of 60 counselors was randomly assigned to two experimental groups and one control group. The first experimental group received Luthans’ Psychological Capital Training (10 sessions), and the second group received Character Strengths Training (12 sessions). Standardized questionnaires were used to measure the study variables. Data were analyzed using MANOVA, ANCOVA, and interaction effect tests via SPSS27. This study was approved by the Research Ethics Committee and received the ethical approval code IR.SCU.REC.1402.091
Findings: Results indicated that both interventions significantly enhanced organizational ambidexterity, flow experience, and psychological empowerment, and significantly reduced the tendency toward deviant work behaviors (p < 0.01). However, Character Strengths Training was more effective than Luthans’ Psychological Capital Training in improving all outcome variables. Additionally, the psychological contract played a moderating role, such that higher levels of psychological contract strengthened the effects of both interventions.
Conclusion: Positive psychological interventions, especially character strengths training, are effective strategies for enhancing human capital and reducing behavioral risks in educational environments. These findings underscore the importance of integrating such programs into human resource development in schools. Moreover, consideration of the psychological contract can optimize the impact of these interventions. Educational policymakers and managers are recommended to implement strength-based and positive psychology training programs for school counselors.
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