مسئولیت پذیری شخصی و هیجان های تدریس در معلمان: نقش واسطه ای خوش بینی آموزشی

نویسندگان

1 کارشناسی ارشد روان‌شناسی تربیتی دانشگاه تهران

2 دانشیار گروه روان‌شناسی تربیتی دانشگاه تهران

چکیده

این پژوهش برای تعیین نقش واسطه ای خوش بینی آموزشی در ایجاد رابطة بین هیجان های تدریس و مسئولیت پذیری شخصی معلمان ابتدایی انجام شد. به این منظور 287 معلم ابتدایی آموزش وپرورش منطقة 18 شهر تهران به روش نمونه برداری خوشه ای انتخاب شدند و به سه مقیاس خوش بینی آموزشی بیرد و همکاران (2010)، مقیاس هیجان موفقیت معلم فرنزل و همکاران (2010) و مقیاس مسئولیت پذیری شخصی معلم لارمن و کارابنیک (2013) پاسخ دادند. مدل پیشنهادی با روش تحلیل مسیر ارزیابی شد. درمجموع هیجان تدریس معلم 14 درصد از خوش بینی آموزشی را تبیین کرد و 39 درصد از مسئولیت پذیری شخصی توسط خوش بینی آموزشی و هیجان تدریس معلم پیش بینی شد. یافته ها نشان دادند که لذت به صورت مستقیم و غیرمستقیم با نقش واسطه ای خوش بینی آموزشی پیش بینی کنندة مثبت و معنادار مسئولیت پذیری شخصی و خشم با نقش واسطه ای خوش بینی آموزشی پیش بینی کنندة منفی و غیرمستقیم مسئولیت پذیری شخصی است، اما نقش خوش بینی آموزشی در ایجاد رابطة بین اضطراب و مسئولیت پذیری شخصی تأیید نشد. نتایج حاکی از اهمیت و نقش خوش بینی آموزشی و کنترل خشم در ارتقای مسئولیت پذیری شخصی است که باید مدنظر متخصصان و مسئولان آموزش وپرورش قرار گیرد.

کلیدواژه‌ها

عنوان مقاله [English]

Personal responsibility and emotions about teaching among teachers: the mediating role of academic optimism

نویسندگان [English]

  • Toobā Chegini 1
  • Masoud Gholamali Lavasani 2
1 MA in Educational Psychology, Graduated from University of Tehran (corresponding author)
2 (PhD), University of Tehran
چکیده [English]

The purpose of this study was to investigate the mediating role of academic optimism in relationship between primary school teachers emotions about teaching and their personal responsibility. 287 teachers were selected from primary school teachers in Tehran 18th educational district using cluster sampling method. The participants completed the academic optimism scale(Beard, Hoy & Woolfolk Hoy, 2010), the Achievement Emotions Questionnaire for Teachers (AEQ- Frenzel, Pekrun & Goetz, 2010) and personal responsibility scale (Lauermann and Karabenick,2013). The proposed model fit was examined through path analysis. Emotions about teaching among teachers explained 14% of the variance in academic optimism. Academic optimism and emotions about teaching among teachers accounted for 39% of the variance in personal responsibility. The results indicated that enjoy, positively and significantly predicted personal responsibility directly and indirectly through academic optimism. Anger, negatively and significantly predicted personal responsibility through academic optimism, but the mediating role of academic optimism in the relationship between anxiety and personal responsibility was not confirmed. Thus, the results imply the importance and the role of academic optimism and anger control in improving personal responsibility that should be considered by educational experts and authorities.

کلیدواژه‌ها [English]

  • Academic Optimism
  • Responsibility
  • Enjoy
  • Anxiety
  • Anger

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