بررسی نقش میانجی خودکارآمدی در رابطه با ذهنی‌‏سازی و تاب‌‏آوری در آموزگاران ابتدایی خمینی‌‏شهر

فصلنامه آموزش و پرورش متعالی

دوره 2، شماره 2 - شماره پیاپی 6، شهریور 1401، صفحه 1-16   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/ee.2022.1954595.1083

نویسندگان

سیداسماعیل میرشفیعیان^* ؛ لطیفه السادات مدنیان

موسسه آموزش عالی هشت بهشت، اصفهان، ایران

چکیده

پژوهش حاضر به تعیین نقش میانجی گری خودکارآمدی در رابطه با ذهنی‌‏سازی و تاب‌‏آوری در آموزگاران ابتدایی خمینی‌‏شهر پرداخت. روش این پژوهش توصیفی – همبستگی بود. ﺟﺎﻣﻌﻪ آﻣﺎرى ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﻛﻠﻴﻪ آموزگاران دوره‌‏ى ابتدایی در ﺳﺎل ﺗﺤﺼﻴﻠﻲ 1400-1399 به تعداد 780 نفر مشغول به تدریس خمینی شهر بودند . با توجه به جامعه آماری این پژوهش ﻣﻄﺎﺑﻖ ﺑﺎ ﺟﺪول ﻣﻮرﮔﺎن تعداد 256 معلم ابتدایی با استفاده از روش نمونه گیری تصادفی انتخاب و در پژوهش شرکت نمودند. ابزارهای این پژوهش پرسشنامه کارکرد تعاملی ﻓﻮﻧﺎﮔﻲ و ﻫﻤﻜﺎران(2016)، پرسشنامه تاب آوری توسط کانر و دیویدسون (2003) و پرسشنامه ﺧﻮدﻛﺎرآﻣﺪى ﻋﻤﻮﻣﻲ ﺷﺮر(1982) بود. تجزیه وتحلیل داده های پژوهش با روش های آماری ضریب همبستگی خطی پیرسون و معادله ساختاری انجام شد. تمامی شاخص های برازندگی مدل مفروض بالاتر از مقدار مطلوب و در سطح خوبی قرار دارند .( سطح 01/0>P)، که این مقدار حاکی از برازش بسیار خوب مدل است. این مدل با مقدار کای اسکوئر برابر 12/3 و درجه آزادی 18 در سطح 05/0<P معنادار نمی باشد، که این عدم معناداری به معنای عدم تفاوت بین مدل برازش شده با مدل مطلوب می باشد. بدین ترتیب مدل پیشنهادی با مدل مطلوب برازش دارد و نشان دهنده نقش میانجی گری خودکارآمدی در رابطه با ذهنی سازی و تاب آوری می باشد.

کلیدواژه‌ها

خودکارآمدی؛ ذهنی سازی؛ تاب آوری؛ آموزگار

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