تأثیر خودکارآمدی، توانمندسازی و شادکامی بر ابراز وجود معلمان

دانش و پژوهش در روان شناسی کاربردی

مقاله 9، دوره 16، شماره 1 - شماره پیاپی 59، خرداد 1394، صفحه 88-96   

نویسندگان

محمد باقر کجباف^{* 1}؛ حمیدرضا عرب بافرانی²

¹عضو هیأت علمی دانشگاه اصفهان

²کارشناس ارشد روان‌شناسی دانشگاه اصفهان

چکیده

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.

کلیدواژه‌ها

خودکارآمدی؛ توانمندسازی؛ ابراز وجود؛ شادکامی

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