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مدلیابی معادلات ساختاری بهزیستی روانشناختی معلمان براساس ذهنآگاهی و واکنشپذیری هیجانی با نقش میانجی حس انسجام | ||
| آموزش و کاوش در یادگیری، رفتار و شناخت | ||
| دوره 1، شماره 1، دی 1404، صفحه 73-86 اصل مقاله (911.91 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/elc.2026.77344.1006 | ||
| نویسندگان | ||
| افسانه محمدی1؛ عصمت حسن پور* 2 | ||
| 1کارشناس ارشد روانشناسی تربیتی، دانشگاه پیام نور، تهران، ایران | ||
| 2استادیار گروه علوم تربیتی و روانشناسی، دانشگاه پیام نور، تهران، ایران | ||
| چکیده | ||
| این این مطالعه با هدف مدلسازی بهزیستی روانشناختی معلمان بر اساس ذهنآگاهی و واکنشپذیری هیجانی با نقش میانجیگر حس انسجام انجام شد. پژوهش حاضر بهدنبال بررسی روابط ساختاری بین این متغیرها و تعیین میزان تأثیر مستقیم و غیرمستقیم ذهنآگاهی و واکنشپذیری هیجانی بر بهزیستی روانشناختی با میانجیگری حس انسجام در جامعه معلمان بود. این پژوهش در قالب یک طرح توصیفی-همبستگی و با استفاده از روش مدلسازی معادلات ساختاری انجام شد. جامعه آماری شامل تمامی معلمان زن مقطع متوسطه شهر سنندج که از میان آنها تعداد ۱۶۲ نفر بهروش نمونهگیری تصادفی ساده انتخاب شدند. برای گردآوری دادهها از پرسشنامههای استاندارد بهزیستی روانشناختی ریف (فرم ۱۸ سؤالی)، پرسشنامه ذهنآگاهی بائر و همکاران (FFMQ)، مقیاس واکنشپذیری هیجانی ناک و همکاران (ERS) و پرسشنامه حس انسجام آنتونووسکی (SOC-13) استفاده شد. روایی ابزارها بهروش محتوایی و صوری و پایایی آنها با محاسبه ضریب آلفای کرونباخ تأیید گردید. دادههای جمعآوری شده با استفاده از نرمافزارهای SPSS-25 برای آمار توصیفی و AMOS-24 برای مدلسازی معادلات ساختاری تحلیل شدند. مدل نهایی برازش قابل قبولی را نشان داد ( 078/0 RMSEA =، 917/0CFI = ، 32/2 χ²/df =) ذهنآگاهی و واکنشپذیری هیجانی هم بهصورت مستقیم (۹۱/۰ و /0۸۲ β= بهترتیب) و هم بهصورت غیرمستقیم با واسطه (۰۵/۰) تأثیر معناداری بر بهزیستی روانشناختی داشتند. حس انسجام نیز پیشبین مستقیم معناداری برای بهزیستی بود (۷۸ / ۰β =)، نتایج نشان میدهند که تقویت ذهنآگاهی، تنظیم واکنشپذیری هیجانی و افزایش حس انسجام میتوانند بهطور مؤثری بهزیستی روانشناختی معلمان را ارتقا دهند. | ||
| کلیدواژهها | ||
| بهزیستی روانشناختی؛ ذهنآگاهی؛ واکنشپذیری هیجانی؛ حس انسجام؛ مدلسازی معادلات ساختاری | ||
| عنوان مقاله [English] | ||
| Structural Equation Modeling of Teachers' Psychological Well-being Based on Mindfulness and Emotional Reactivity with the Mediating Role of Sense of Coherence | ||
| نویسندگان [English] | ||
| Afsaneh Mohammadi1؛ Esmat Hasanpour2 | ||
| 1Master in Educational psychology, Payame Noor University, Tehran, Iran | ||
| 2Assistant Professor, Department of Educational Science and Psychology, Payam Noor University, Tehran, Iran. | ||
| چکیده [English] | ||
| The present study purposed to model teachers' psychological well-being based on mindfulness and emotional reactivity, with the mediating role of sense of coherence. This research sought to investigate the structural relationships between these variables and determine the direct and indirect effects of mindfulness and emotional reactivity on psychological well-being through the mediation of sense of coherence among teachers. This study employed a descriptive-correlational design using structural equation modeling. The statistical population comprised all female secondary school teachers in Sanandaj, from whom 162 participants were selected through simple random sampling. Data were collected using standardized questionnaires including Ryff's Psychological Well-Being Scale (18-item version), the Five Facet Mindfulness Questionnaire (FFMQ) by Baer et al., the Emotional Reactivity Scale (ERS) by Nock et al., and Antonovsky's Sense of Coherence Scale (SOC-13). The validity of the instruments was confirmed through content and face validity, and their reliability was established by calculating Cronbach's alpha coefficients. The collected data were analyzed using SPSS-25 for descriptive statistics and AMOS-24 for structural equation modeling. The final model demonstrated an acceptable fit to the data (χ²/df = 2.32, CFI = 0.917, RMSEA = 0.078). Mindfulness and emotional reactivity exerted significant effects on psychological well-being both directly (β = 0.91 and β = 0.82, respectively) and indirectly through the mediating role (β = 0.05). Sense of coherence also emerged as a significant direct predictor of psychological well-being (β = 0.78).The findings suggest that enhancing mindfulness, regulating emotional reactivity, and strengthening sense of coherence can effectively promote teachers’ psychological well-being. | ||
| کلیدواژهها [English] | ||
| Psychological Well-being, Mindfulness, Emotional Reactivity, Sense of Coherence, Structural Equation Modeling (SEM) | ||
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