پیش‌بینی اضطراب رایانه معلمان بر اساس ویژگی‌های شخصیتی و مؤلفه‌های هوش‌هیجانی آنان

فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی

مقاله 7، دوره 4، 2 (پیاپی 14)، بهمن 1392، صفحه 131-148   

نوع مقاله: مقاله پژوهشی

نویسندگان

سعید لطیفی^{* 1}؛ آزاد الله کرمی²؛ افشین بابامرادی³

¹دانشجوی دکتری تکنولوژی آموزشی، دانشگاه تربیت مدرس

²دانشجوی دکتری تکنولوژی آموزشی، دانشگاه علامه طباطبایی

³کارشناس ارشد تکنولوژی آموزشی، دانشگاه علامه طباطبایی

چکیده

هدف پژوهش حاضر، پیش‌بینی اضطراب رایانه‌ بر اساس مؤلفه‌های هوش‌هیجانی و ویژگی‌های شخصیتی معلمان در سال تحصیلی 92 - 1391 می‌باشد. پژوهش حاضر، یک پژوهش همبستگی و از نوع پیش‌بینی است. جامعه این پژوهش تمامی معلمان دبیرستان‌های دولتی منطقه مرکزی شهر کرج بودند. از بین آنها، تعداد 160 نفر (83 مرد و 77 زن)، به عنوان نمونه آماری و به روش نمونه‌گیری خوشه‌ای چند‌مرحله‌ای انتخاب شدند. برای جمع‌آ‌‌وری داده‌ها از پرسش‌نامه هوش‌هیجانی شرینگ، مقیاس ویژگی‌های شخصیتی نئو، اضطراب رایانه‌ای هنسن و همکاران و پرسش‌نامه جمعیت‌شناسی استفاده شد. داده‌ها از طریق ضریب همبستگی پیرسون، رگرسیون گام به گام و آزمون تی مستقل تحلیل شدند. نتایج این پژوهش نشان داد که بین اضطراب رایانه با مؤلفه‌های هوش‌هیجانی و ویژگی‌های برون‌گرایی، تجربه‌پذیری، توافق‌پذیری و با‌وجدان بودن ارتباط معکوس و معنادار (01/0> P) و بین اضطراب رایانه و روان‌رنجوری ارتباط مثبت و معناداری وجود دارد (01/0>P). نتایج رگرسیون گام به گام نشان داد که از بین مؤلفه‌های هوش‌هیجانی، به ترتیب مؤلفه‌های خود‌انگیزی، خودآگاهی، هم‌دلی و خود کنترلی بیشترین میزان واریانس (در مجموع 36 درصد) متغیر وابسته را پیش‌بینی، و از ویژگی‌های شخصیتی به ترتیب خرده مؤلفه‌های روان‌رنجوری و تجربه‌پذیری، بیشترین میزان واریانس (در مجموع 16 درصد) متغیر وابسته را پیش‌بینی می‌کنند. هم‌چنین، براساس جنسیت و سن، در نمره اضطراب رایانه‌ای تفاوت معناداری مشاهده نشد.

کلیدواژه‌ها

اضطراب رایانه؛ هوش‌هیجانی؛ ویژگی‌های شخصیتی؛ معلمان

اصل مقاله

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