رابطه بین پنج عامل بزرگ شخصیت و بهزیستی مدرسه: نقش واسطه‌ای عاطفه مثبت و منفی
محورهای موضوعی : تکتونواستراتیگرافی
1 - دانشگاه شیراز ـ پردیس بین الملل دانشگاه شیراز
2 - دانشگاه شیراز
کلید واژه: ویژگی‌های شخصیت, بهزیستی مدرسه, عاطفه, نظریه پنج عاملی,
چکیده مقاله :
هدف پژوهش حاضر بررسی نقش واسطه‌گری عاطفه مثبت و منفی در رابطه بین پنج عامل بزرگ شخصیت(روان‌نژندگرایی، برون‌گرایی، گشودگی به تجربه، توافق‌پذیری و وظیفه‌گرایی) و بهزیستی مدرسه بود. مشارکت‌کنندگان شامل 474 نفر بودند که از میان دانش‌آموزان کلاس‌های دهم و یازدهم دبیرستان‌های شیراز به روش تصادفی خوشه‌ای چندمرحله‌ای انتخاب شده و به پرسشنامه پنج عامل بزرگ شخصیت(فرم کوتاه) (Khormaei & Farmani, 2014)، مقیاس عاطفه مثبت و منفی پاناس(Watson et al., 1988) و پرسشنامه بهزیستی مدرسه(Konu & Lintonen, 2006) پاسخ دادند. یافته‌ها با استفاده از مدل‌یابی معادلات ساختاری نشان داد که اثر برون‌گرایی، گشودگی به تجربه و وظیفه‌گرایی بر عاطفه مثبت به‌صورت مثبت و معنی‌دار بود. اثر روان‌نژندگرایی بر عاطفه مثبت به صورت منفی و معنی‌دار و بر عاطفه منفی به صورت مثبت و معنی‌دار بود. به‌علاوه روان‌نژندگرایی، توافق‌پذیری، گشودگی به تجربه و وظیفه‌گرایی بهزیستی مدرسه را به صورت هم مستقیم و هم غیرمستقیم با واسطه‌گری عاطفه مثبت و منفی پیش‌بینی کردند. بر اساس یافته‌های این پژوهش می‌توان نتیجه گرفت که افزایش برون‌گرایی، گشودگی به تجربه و وظیفه‌گرایی و کاهش روان‌نژندگرایی در دانش‌آموزان، موجبات افزایش عاطفه مثبت و بهزیستی مدرسه آن‌ها را فراهم آورد.
The aim of the study was to examine the mediating role of positive and negative affect in the relationship between Big Five personality traits (neuroticism, extraversion, openness to experience, agreeableness, conscientiousness) and school-wellbeing. Participants consisted of 474 that were selected among tenth and eleventh grades of Shiraz high school students using multi-stage random sampling and completed Big Five Personality Inventory (short form) (Khormaei & Farmani, 2014), positive and negative affect scale (Watson et al., 1988), and school well-being questionnaire (Konu & Lintonen, 2006). Findings applying structural equation modeling, showed that extraversion, openness to experience, and conscientiousness effects on positive affect were significantly positive. The effect of neuroticism on positive affect was negative and statistically significant, and on negative effect was positive and statistically significant. Moreover, neuroticism, agreeableness, openness to experience, and conscientiousness directly and indirectly with mediation of positive and negative affects could predict school well-being. According to this research findings, it can be concluded that increasing extraversion, openness to experience, and conscientiousness, and decreasing neuroticism in students can enhance their positive affect and school well-being.
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