تأثیر خودکارآمدی، توانمندسازی و شادکامی بر ابراز وجود معلمان
محورهای موضوعی : تربیتی
محمد باقر کجباف
1
(عضو هیأت علمی دانشگاه اصفهان)
حمیدرضا عرب بافرانی
2
(کارشناس ارشد روان‌شناسی دانشگاه اصفهان)
کلید واژه: خودکارآمدی, ابراز وجود, شادکامی, توانمندسازی,
چکیده مقاله :
این پژوهش با هدف بررسی رابطۀ خودکارآمدی، توانمندسازی و شادکامی بر ابراز وجود معلمان مدارس شهرستان اصفهان اجرا شد. روش پژوهش همبستگی و جامعۀ آماری آن معلمان ابتدایی شهر اصفهان بودند، که از میان آنان 100 نفر از طریق نمونه‌گیری خوشه‌ای دو مرحله‌ای انتخاب شد. ابزارهای پژوهش پرسشنامه خودابرازی بزرگسالان (گی، هالندورث و گالاسی، 1975)، مقیاس توانمندسازی (اسپریتزر، 1995)، مقیاس خودکارآمدی عمومی (شوارتزر و جروسالم، 1995)، و پرسشنامۀ شادکامی آکسفورد (آرگایل و لو، 1989) بود. در تجزیه و تحلیل داده‌ها از ضریب همبستگی پیرسون و رگرسیون چندگانه استفاده شد. نتایج نشان داد که تمام متغیرهای مورد بررسی با همدیگر ارتباط معناداری دارند (01/0>P). همچنین، با بررسی میزان ارتباط متغیر ابراز وجود با سایر متغیرها مشخص شد، اگر همۀ متغیرها وارد معادله شوند، خودکارآمدی و شادکامی رابطۀ معنی‌داری با ابراز وجود دارند، ولی توانمندسازی رابطۀ معناداری با ابراز وجود ندارد.
The present study was conducted to investigate the relationships between self-efficacy, empowerment and happiness with self-assertion of school teachers in Isfahan city. The research method was correlation and the statistical population was primary school teachers in Isfahan, from whom a sample of 100 persons was selected through two-stages clustered sampling. The research instruments included Adult Self-assertion Guestionnaire (Gay, Halendorth and Gallasi’s, 1975), Empowerment Scale (Espriritzer, 1995), General Self-efficacy Scale )Schuartz and Juresalem’s 1995), and Oxford Questionnaire of Happiness (Argyle and Loo, 1989). The data were analyzed via Pearson correlation coefficient as well as multiple regression. The results indicated that all the variables under study Were related with each other, significantly (P < 0.01). Moreover, through examining the degree of relationship between self-assertion variable with other variables it became clear that if all variables entered into equation, self-efficacy and happiness would relate significantly with self-assertion but empowerment would not relate significantly with self-assertion.
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