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مدلیابی روابط بین استرس شغلی ادراکشده، سرمایه روانشناختی، تابآوری شغلی و سواد سلامت روان معلمان ابتدایی شهر شیراز | ||
| فصلنامه علمی روانشناسی کار | ||
| مقاله 3، دوره 4، شماره 1 - شماره پیاپی 11، مهر 1404، صفحه 33-42 اصل مقاله (818.81 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/jpsy.2025.74503.1091 | ||
| نویسندگان | ||
| فریبا تابع بردبار* 1؛ معصومه اسماعیلی2؛ سولماز مهرابی بیگدلی3 | ||
| 1دانشیار، گروه روانشناسی، دانشگاه پیام نور، تهران، ایران. | ||
| 2استادیار، گروه روانشناسی، دانشگاه پیام نور، تهران، ایران. | ||
| 3کارشناسی ارشد روانشناسی، دانشگاه پیام نور، تهران، ایران. | ||
| چکیده | ||
| پژوهش حاضر با هدف مدلیابی روابط بین استرس شغلی ادراکشده، سرمایه روانشناختی، تابآوری شغلی و سواد سلامت روان معلمان ابتدایی شهر شیراز انجام شد. روش پژوهش توصیفی همبستگی بود. نمونهای مشتمل بر250 نفر از معلمان مقطع ابتدایی ناحیه دو شهر شیراز به شیوه نمونهگیری در دسترس انتخاب شدند که پرسشنامههای استرس شغلی (HSE)، سرمایه روانشناختی لوتاز (2007)، تابآوری شغلی مورگان لیون (2001) و سواد سلامت روان (HELIA) منتظری و همکاران (1393) را تکمیل کردند. برای تحلیل دادهها پس از بررسی توزیع دادهها و معناداری روابط، مدل مفهومی تحقیق برازش داده شد و فرضیههای پژوهش با استفاده از نرمافزارهای Amos24 و Spss24 بررسی شد. نتایج نشان داد که بین سواد سلامت و استرس شغلی در معلمان رابطهای یافت نشد (118/0ß=، 128/0 (P=؛ اما بین تابآوری و استرس شغلی (277/0ß=، 000/0(P= و سرمایه روانشناختی و استرس شغلی (299/0ß=، 000/0(P= رابطه منفی معناداری وجود داشت. همچنین نتایج اثرات غیر مستقیم نشان داد که بین سواد سلامت با نقش واسطهای تابآوری و سرمایه روانشناختی بر استرس شغلی معلمان اثر غیر مستقیمی وجود داشت. بنابراین با توجه به روابط میان متغیرها و استرس شغلی، میتوان مدلهای درمانی مناسبی را در کاهش و درمان استرس شغلی در معلمان پیشنهاد داد. | ||
| کلیدواژهها | ||
| استرس شغلی ادراکشده؛ سرمایه روانشناختی؛ سواد سلامت روان؛ تابآوری شغلی | ||
| عنوان مقاله [English] | ||
| Modeling the Relationships Between Perceived Job Stress, Psychological Capital, Job Resilience and Mental Health Literacy of Elementary School Teachers in Shiraz | ||
| نویسندگان [English] | ||
| Fariba Tabe Bordbar1؛ Masomeh Esmaeili2؛ Solmaz Mehrabi Bigdeli3 | ||
| 1Associate Professor, Department of Psychology, Payame Noor University, Tehran, Iran. | ||
| 2Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran. | ||
| 3MS.c. of Psychology, Payame Noor University, Tehran, Iran. | ||
| چکیده [English] | ||
| The present study conducted with the aim of modeling the relationships between perceived job stress, psychological capital, job resilience and mental health literacy of elementary school teachers in Shiraz. The descriptive research method was correlational. A sample consisting of 250 elementary school teachers in two districts of Shiraz city selected using available sampling method, which completed job stress questionnaires (HSE), Lutaz's psychological capital (2007), Morgan Lyon's job resilience (2001) and mental health literacy (HELIA) by Muntzari et al. (2013). For data analysis, after examining the distribution of data and the significance of relationships, the conceptual model of the research was fitted and the research hypotheses examined using Amos24 and Spss24 software. The results showed that no relationship found between health literacy and job stress in teachers (p=0.128, ß=0.118), but there was a significant negative relationship between resilience and job stress (p = 0.000, β = −0.277) and between psychological capital and job stress (β = −0.299, p = 0.000). Also, the results of indirect effects showed that there was an indirect effect between health literacy with the mediating role of resilience and psychological capital on teachers' job stress. Therefore, according to the relationship between the variables and occupational stress, it is possible to propose appropriate treatment models to reduce and treat occupational stress in teachers. Perceived job stress, psychological capital, mental health literacy, job resilience. | ||
| کلیدواژهها [English] | ||
| Perceived Job Stress, Psychological Capital, Mental Health Literacy, Job Resilience | ||
| مراجع | ||
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