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تبیین رابطه ساختاری بین هیجانات اساتید و مدیریت کلاس با میانجیگری خودکارآمدی در دانشگاه فرهنگیان | ||
تدریس پژوهی | ||
مقاله 5، دوره 10، شماره 1 - شماره پیاپی 31، فروردین 1401، صفحه 130-107 اصل مقاله (1.33 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): https://www.doi.org/10.34785/J012.2022.005 | ||
نویسندگان | ||
مریم سادات باقری موسوی1؛ پروین کدیور* 2؛ عباس حبیب زاده3 | ||
1دانشجوی دکتری، گروهروانشناسی تربیتی واحد قم، دانشگاه آزاد اسلامی، قم، ایران | ||
2استاد گروه روانشناسی دانشگاه خوارزمی، تهران، ایران. | ||
3دانشیار گروه روانشناسی دانشگاه قم، قم، ایران | ||
چکیده | ||
چکیده پژوهش حاضر با هدف مشخص کردن رابطه هیجانات معلم با مدیریت کلاس با نقش میانجی خودکارآمدی انجام شده است. روش پژوهش از نوع توصیفی – همبستگی با استفاده از مدل معادلات ساختاری بود. جامعه آماری پژوهش را کلیه اساتید دانشگاه فرهنگیان با 7000 نفر تشکیل دادند. نمونهگیری به روش خوشهای تصادفی با تخصیص 400 نفر بهعنوان حجم نمونه انتخاب شدند. جمعآوری دادهها بر اساس سه پرسشنامه هیجان معلم چن(2016)، (پایایی768/0)، مدیریت کلاس ولفگانگ و گلیکمن (1986)، (798/0) و خودکارآمدی معلم بندورا ( 1977)، (پایایی 886/0) صورت گرفت. دادهها به روش مدل یابی معادلات ساختاری و آزمون سوبل با استفاده از نرمافزار AMOS 24تجزیه و تحلیل گردید. نتایج بیانگر این است که هیجان معلم تأثیر منفی و معنیداری (129/0-) در سطح معنیداری5 0/0 بر مدیریت کلاس دارد، و هیجانات اساتید با میانجیگری خودکارآمدی تأثیر منفی و معنیداری بر مدیریت کلاس داشتند، همچنین میانجیگری خودکارآمدی با مقدار آماره سوبل 683/5- و سطح معنیداری 001/0 ، رابطه هیجان با مدیریت کلاس را بهتر کرده است. بنابراین میتوان گفت برنامهریزی جهت مدیریت هیجان و بالا بردن سطح خودکارآمدی معلمان باید در دستور کار متولیان دانشگاه فرهنگیان قرار بگیرد | ||
کلیدواژهها | ||
خودکارآمدی؛ هیجانات معلم؛ مدیریت کلاس؛ اساتید دانشگاه فرهنگیان | ||
مراجع | ||
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