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مدل علی فرسودگی دیجیتال بر اساس شایستگی تدریس آنلاین و خودکارآمدی دیجیتال با نقش واسطه‌ای تنظیم هیجانات | ||
| پژوهش های کتابخانه های دیجیتالی و هوشمند | ||
| دوره 12، شماره 1 (پیاپی 44)، فروردین 1404، صفحه 79-94 اصل مقاله (1.18 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/mrs.2025.75050.1642 | ||
| نویسندگان | ||
| فرامرز سهیلی* 1؛ علی عبدی* 2؛ مریم مرادی3 | ||
| 1دانشیار، گروه علم اطلاعات و دانش‌شناسی، دانشگاه پیام نور، تهران، ایران. | ||
| 2دانشیار، گروه علوم‌تربیتی، دانشگاه پیام نور، تهران، ایران، | ||
| 3کارشناسی ارشد، گروه برنامه‌ریزی درسی، دانشگاه پیام نور، تهران، ایران. | ||
| چکیده | ||
| هدف: هدف از این پژوهش تعیین میزان برازش مدل علی فرسودگی دیجیتال بر اساس شایستگی تدریس آنلاین و خودکارآمدی دیجیتال با نقش واسطه‌ای تنظیم هیجانات بود. روش‌شناسی: پژوهش از لحاظ هدف کاربردی و از لحاظ شیوه اجرا توصیفی- همبستگی است. جامعه آماری شامل کلیه معلمان دوره‌ی ابتدایی شهر کرمانشاه بود. حجم نمونه بر اساس نرم‌افزار جی پاور تعیین و 124 نفر برآورد گردید. ابزارهای گردآوری داده‌های پژوهش شامل پرسشنامه‌های شایستگی معلمان در آموزش آنلاین پالیوان (2021)، خودکارآمدی دیجیتال هولکام، کینگ و براون (2004)، تنظیم هیجانات گراس و جان (2003) و فرسودگی دیجیتال ارتن و اوزدمیر (2020) بود. برای تجزیه و تحلیل داده‌ها از نرم‌افزار SmatrPLS به روش معادلات ساختاری و تحلیل مسیر، استفاده شد. یافته‌ها: یافته‌های پژوهش نشان داد که شایستگی تدریس آنلاین و خودکارآمدی دیجیتال بر فرسودگی دیجیتال اثر منفی و معناداری دارند. شایستگی تدریس آنلاین و خودکارآمدی دیجیتال بر تنظیم هیجانات اثر مثبت و معناداری دارند. همچنین تنظیم هیجانات بر فرسودگی دیجیتال اثر منفی و معناداری دارد. علاوه بر این، شایستگی تدریس آنلاین و خودکارآمدی دیجیتال با نقش میانجی تنظیم هیجانات بر فرسودگی دیجیتال اثر منفی و معناداری دارند. بنابراین، مدل مدل علی فرسودگی دیجیتال بر اساس شایستگی تدریس آنلاین و خودکارآمدی دیجیتال با نقش واسطه‌ای تنظیم هیجانات با مدل تجربی برازش دارد. نتیجه‌گیری: معلمان برخوردار از شایستگی تدریس آنلاین و خودکارآمدی دیجیتال و با راهبردهای تنظیم هیجانات مثبت فرسودگی دیجیتالی کمتری را در محیط کار احساس می‌کنند. | ||
| کلیدواژه‌ها | ||
| فرسودگی دیجیتال؛ شایستگی تدریس آنلاین؛ خودکارآمدی دیجیتال؛ تنظیم هیجانات | ||
| عنوان مقاله [English] | ||
| Causal Model of Digital Burnout Based on Online Teaching Competence and Digital Self-Efficacy with the Mediating Role of Emotion Regulation | ||
| نویسندگان [English] | ||
| Faramarz Soheili1؛ Ali Abdi2؛ Maryam Moradi3 | ||
| 1Associate Professor, Department of Knowledge and Information Science, Payame Noor University, Tehran, Iran. | ||
| 2Associate Professor, Department of Educational Science, Payame Noor University, Tehran, Iran. | ||
| 3M. A., Department of Educational Sciences, Payame Noor University, Tehran, Iran. | ||
| چکیده [English] | ||
| Introduction the aim of this study was to determine the fit of the causal model of digital burnout based on online teaching competence and digital self-efficacy with the mediating role of emotion regulation. Methodology The research is applied in terms of purpose and descriptive-correlational in terms of implementation method. The statistical population included all primary school teachers in Kermanshah in the academic year 2024-2025, numbering 10723 people. The sample size was determined based on the Krejci and Morgan (1997) table and was estimated at 375 people, who were selected using the convenience sampling method. Finally, 124 questionnaires were collected. The research tools included the Palivan Teacher Competency in Online Education Questionnaire (2021), Holcomb, King, and Brown's Digital Self-Efficacy (2004), Gross and John's Emotion Regulation (2003), and Orton and Ozdemir's Digital Burnout (2020). Descriptive statistics indicators including mean, standard deviation, frequency, and percentage were used to analyze the data. Also, to answer the research hypotheses, the results were analyzed using the SmatrPLS software using the structural equation and path analysis method. Findings Online teaching competence and digital self-efficacy have a negative and significant effect on digital burnout. Online teaching competence and digital self-efficacy have a positive and significant effect on emotion regulation. Also, emotion regulation has a negative and significant effect on digital burnout. In addition, online teaching competence and digital self-efficacy have a negative and significant effect on digital burnout with the mediating role of emotion regulation. Therefore, the causal model of digital burnout based on online teaching competence and digital self-efficacy with the mediating role of emotion regulation fits the empirical model. Conclusion Teachers with online teaching competence and digital self-efficacy and with positive emotion regulation strategies have knowledge, skills, abilities, attitudes, and confidence in how to use digital technology in education. They also control their emotions and feelings when using digital technology. | ||
| کلیدواژه‌ها [English] | ||
| Digital Burnout, Online Teaching Competence, Digital Self-efficacy, Emotion Regulation | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 33 تعداد دریافت فایل اصل مقاله: 21 |
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