پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 41 |
| تعداد شماره‌ها | 1,164 |
| تعداد مقالات | 10,041 |
| تعداد مشاهده مقاله | 18,754,806 |
| تعداد دریافت فایل اصل مقاله | 13,021,679 |
رابطة باورهای خودکارآمدی ادراک شده و تعامل معلم ـ دانشآموز: نقش واسطهای هیجانات معلم | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| مقاله 4، دوره 6، شماره 3 - شماره پیاپی 23، بهمن 1397، صفحه 37-52 اصل مقاله (326.03 K) | ||
| نوع مقاله: پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/etl.2019.5405 | ||
| نویسندگان | ||
| زهرا سادات میرهاشمی روته1؛ امید شکری* 2 | ||
| 1کارشناسی ارشد، روان‌شناسی عمومی، دانشگاه آزاد اسلامی، واحد تهران مرکز، تهران، ایران | ||
| 2استادیار، روان‌شناسی تربیتی، دانشگاه شهید بهشتی، تهران، ایران | ||
| چکیده | ||
| مطالعة حاضر با هدف آزمون نقش واسطهای هیجانات معلم در رابطة باورهای خودکارآمدی معلمان و تعامل معلم ـ دانشآموز انجام شد. 329 معلم زن به نسخة کوتاه مقیاس خودکارآمدی معلم (TSES-SF، شوارزر، اسچیتزر و دیتنر، 1999)،سیاهه هیجانات معلم (TEI، چن، 2016) و پرسشنامه تعامل معلم ـ دانشآموز (QTI؛ لارداسمی و کنی، 2001) پاسخ دادند. در مطالعة حاضر، از روش مدلیابی معادله ساختاری استفاده شد. نتایج نشان داد که اثر باورهای خودکارآمدی معلم با هیجانات مثبت معلم و تعامل مثبت با دانشآموز، مثبت و معنادار و با هیجانات منفی معلم و تعمل منفی معلم با دانشآموز، منفی و معنادار بود. همچنین، نتایج نشان داد اثر هیجانات مثبت بر تعامل معلم ـ دانشآموز مثبت و معنادار و با تعامل منفی معلم با دانشآموز، منفی و معنادار بود. علاوه بر این، نتایج نشان داد اثر هیجانات منفی بر تعامل مثبت معلم با دانشآموز منفی و معنادار و با تعامل منفی معلم با دانشآموز، مثبت و معنادار بود. نتایج مربوط به مدل مفروض نیز نشان داد که مدل مفروض واسطهمندی نسبی هیجانات معلم در رابطة باورهای خودکارآمدی معلمان با تعامل معلم ـ دانشآموز با دادهها برازش مطلوبی داشت. همچنین، نتایج نشان داد که در مدل مفروض، به ترتیب 54 و 57 درصد از پراکندگی نمرات رفتار رابطة بینفردی مثبت معلم ـ دانشآموز و رفتار رابطة بینفردی مثبت معلم ـ دانشآموز از طریق باورهای خودکارآمدی معلمان و هیجانات معلم تبیین شد. به طور کلی، نتایج نشان میدهد که بخشی از واریانس مشترک بین دوایر مفهومی باورهای خودکارآمدی معلمان و مدل رفتار رابطة بینفردی معلم ـ دانشآموز، نتیجة تغییرپذیری در هیجانات مثبت و منفی معلم است. | ||
| کلیدواژه‌ها | ||
| باورهای خودکارآمدی ادراک شده؛ هیجانات معلم؛ تعامل معلم ـ دانشآموز؛ تحلیل واسطهای | ||
| عنوان مقاله [English] | ||
| The Relationship between Perceived Self-Efficacy Beliefs with Interpersonal Teacher-Student Behavior: The Mediating role of Teacher Emotions | ||
| نویسندگان [English] | ||
| Zahra sadat Mirhashemi rooteh1؛ Omid Shokri2 | ||
| 1M.A, Psychology, Islamic Azad University Central Tehran Branch, Tehran, Iran | ||
| 2Assistant Professor, Educational Psychology, Shahid Beheshti University, Tehran, Iran | ||
| چکیده [English] | ||
| This study examined the mediating effect of teacher emotions on the relationship between teachers’ perceived self-efficacy beliefs and interpersonal teacher behavior. In a sample consisting of 329 women teachers, the Teacher Self-Efficacy Scale-Short Form (Schwarzer, Schmitz & Daytner, 1999), the Teacher Emotion Inventory (TEI, Chen, 2016) and the Questionnaire on Teacher Interaction (QTI, Lourdusamy & Khine, 2001) were administered. Structural equation modeling was used to assess the mediating effects of teacher emotions on the relationship between teachers’ perceived self-efficacy beliefs and interpersonal teacher behavior. Results showed that there is a positive significant correlation between teachers’ perceived self-efficacy beliefs with positive emotions and positive interpersonal teacher behavior and a negative significant correlation with negative emotions and negative interpersonal teacher behavior. Results also indicated that there is a negative significant correlation between positive emotions with negative interpersonal teacher behavior and a positive significant correlation whit positive interpersonal teacher behavior and there is a negative significant correlation between negative emotions with positive interpersonal teacher behavior and a negative significant correlation whit negative interpersonal teacher behavior. Results showed that the partially mediated model of teacher emotions on the relationship between teachers’ perceived self-efficacy beliefs and interpersonal teacher behavior had acceptable fit to data. In these hypothesized models, teachers’ perceived self-efficacy beliefs and teacher emotions accounted for 54% and 57% of the variance in positive and negative interpersonal teacher behavior, respectively. In sum, these finding show that the part of available variance in positive and negative interpersonal teacher behavior in the context of prediction by teachers' perceived self-efficacy beliefs, accounted for teacher emotions. | ||
| کلیدواژه‌ها [English] | ||
| Perceived Self-Efficacy Beliefs, Teacher Emotions, Interpersonal Teacher Behavior, Mediation Analysis | ||
| مراجع | ||
|
صادقی فرزین، اعظم، شکری، امید، پورشهریار، حسین و باقریان، فاطمه (1393). تنیدگی شغلی، راهبردهای مقابله‌ای و فشارها: الگوی تغییرناپذیری جنسی. فصلنامة روان‌شناسی تحولی: روان‌شناسان ایرانی، سال دهم، شمارة 40، 408-393. قربانی، زینب، شکری، امید.، فتح آبادی، جلیل و شریفی، مسعود (زیر چاپ). رابطة نیرومندهای منشی معلمان با خودکارآمدی ادراک شدة آنها برای آموزش اخلاقی دانش‌آموزان: نقش واسطهای رفتار رابطة بین فردی معلم. پژوهشنامة روان‌شناسی مثبت. موحدی، محمد حسن (1395). رابطه بین نیرومندی‌های منشی و رفتارهای سلامت با نقش واسطهای هیجانات در معلمان. پایان نامه کارشناسی ارشد. دانشگاه آزاد اسلامی، واحد تهران مرکز. نوری، انور، شکری، امید و شریفی، مسعود (1392). تنیدگی شغلی و بهزیستی عاطفی معلمان: آزمون الگوی اثر میانجی‌گر باورهای خودکارآمدی. فصلنامة روان‌شناسی کاربردی، سال هفتم، شماره 4 (28)، 76-59.
Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99, 241-252.
Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers' emotions and instructional behavior for their students' emotions - An experience sampling analysis. Teaching and Teacher Education, 43, 15-26.
Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95 (4), 821–832.
Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77.
Covington, M. V. (2000). Goal theory, motivation, and school achievement: an integrative review. Annual Review of Psychology, 51, 171-200.
Covington, M. V., & Roberts, B. (1994). Self-worth and college achievement: motivational and personality correlates. In P. R. Pintrich, D. R. Brown, & C. E. Weinstein (Eds.), Students’ motivation, cognition, and learning (pp.157-188). Mahwah, NJ: Lawrence Erlbaum.
Cross, D. I., & Hong, J. (2012). An ecological examination of teachers' emotions in the school context. Teaching and Teacher Education, 28, 957-967.
Dweck, C., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
Jiang, J., Vauras, M., Volet, S., & Wang, Y. (2016). Teachers' emotions and emotion regulation strategies: Self- and students' perceptions. Teaching and Teacher Education, 54, 22-31.
Hagenauer, G., & Volet, S. E. (2014b). Teacher-student relationship at university: an important yet under-researched field. Review of Education, 40, 370-388.
Horn, J. E. V., Taris, T. W., Schaufeli, W. B., & Schreurs, P. J. G. (2004). The structure of occupational well-being: A study among Dutch teachers. Journal of Occupational and Organizational Psychology, 77, 365–375.
Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling (2ndedition). New York, NY: Guilford Press.
Lapsley, D. K., & Narvaez, D. (2006). Character education. In A. Renninger & I. Siegel (Eds.), Handbook of Child Psychology (W. Damon & R. Lerner, Series Eds.) (Vol. 4, pp. 248-296). New York: Wiley.
Lourdusamy, A., & Khine, M. S. (2001). Self-evaluation of interpersonal behavior and classroom interaction by teacher trainees. Paper to be presented at the International Educational Research Conference, University of Notre Dame, Fremantle, Western Australia, 2-6 December 2001.
Martin, A. J. (2002). Motivation and academic resilience: developing a model for student enhancement. Australian Journal of Education, 46, 34-49.
Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 413-440.
Martin, A. J. (2008). Motivation and engagement in diverse performance settings: testing their generality across school, university/college, work, sport, music, and daily life. Journal of Research in Personality, 42, 1607-1612.
Martin, A. J. (2009). Motivation and engagement in the workplace: examining a multidimensional framework and instrument from a measurement and evaluation perspective. Measurement and Evaluation in Counseling and Development, 41, 223-243.
Martin, A. J., & Marsh, H. W. (2003). Fear of failure: friend or foe? Australian Psychologist, 38, 31-38.
McAdams, D. (2009). The moral personality. In D. Narvaez & D. K. Lapsley, (Eds.) Personality, identity, and character: Explorations in moral psychology (pp. 11-29). New York: Cambridge University Press.
Melby, L. C. (1995). Teacher efficacy and classroom management: A study of teacher cognition, emotion, and strategy usage associated with externalizing student behavior. Unpublished doctoral dissertation, University of California, Los Angeles.
Moore, W., & Esselman, M. (1992). Teacher efficacy, power, school climate and achievement: A desegregating district’s experience. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Narvaez, D. (2006). Integrative ethical education. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development, (pp. 703-733). Mahwah, Erlbaum.
Narvaez, D., Vaydich, J. L., Turner, J. C., & Khmelkov, V. (2008). Teacher self-efficacy for moral education: Measuring teacher self-efficacy for moral education. Journal of Research in Character Education, 6(2), 3–15.
Oplatka, I., & Eizenberg, M. (2007). The perceived significance of the supervisor, the assistant, and parents for career development and survival of beginning kindergarten teachers. Teaching and Teacher Education, 23, 339-354.
Parker, P. D., & Martin, A. J. (2009). Coping and buoyancy in the workplace: Understanding their effects on teachers’ work-related well-being and engagement. Teaching and Teacher Education, 25, 68–75.
Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28, 503-513.
Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17, 51-65.
Schwarzer, R., Boehmer, S., Luszczynska, A., Mohamed, N. E., & Knoll, N. (2005). Dispositional self-efficacy as a personal resource factor in coping after surgery. Personality and Individual Differences, 39, 807-818.
Schwarzer, R., & Knoll, N. (2007). Functional roles of social support within the stress and coping process: A theoretical and empirical overview. International Journal of Psychology, 42, 243–252.
Schwarzer, R., Schmitz, G.S., & Daytner, G.T. (1999). The Teacher Self-Efficacy scale [On-line publication]. Available at: http://www.fu-berlin.de/gesund/skalen/t_se.htm.
Schwerdtfeger, A., Konermann, L., & Schonhofen, K. (2008). Self-efficacy as a health-protective resource in teachers? A biopsychological approach. Health Psychology, 27 (3), 358–368.
Seifert, T. (2004). Understanding student motivation. Educational Research, 46, 137-149.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99 (3), 611–625.
Solomon, D., Watson, M., & Battistich, V. (2002). Teaching and schooling effects on moral/prosocial development. In V. Richardson (Ed.), Handbook of Research on Teaching, (pp. 566-603). Washington, D.C., American Educational Research Association.
Sutton, R. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7(4), 379-398.
Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: a review of the literature and directions for future research. Educational Psychology Review, 15, 327-358.
Thompson, T. (2004). Failure-avoidance: parenting, the achievement environment of the home and strategies for reduction. Learning and Instruction, 14, 3-26.
Taxer, J. L., & Frenzel, A. C. (2015). Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions. Teaching and Teacher Education, 49, 78-88.
VandeWalle, D., Brown, S., Cron, W., & Slocum, J. (1999). The influence of goal orientation and self-regulation tactics on sales performance: a longitudinal field test. Journal of Applied Psychology, 84, 249-258.
VandeWalle, D. (2001). Goal orientation: why wanting to look successful doesn’t always lead to success. Organizational Dynamics, 30, 162-171.
Walker, L. J., & Frimer, J. (2009). Moral personality exemplified. In D. Narvaez & D. K. Lapsley, (Eds.), Personality, identity, and character: explorations in moral psychology (pp. 232-255). New York: Cambridge University Press.
Watson, M. (2003). Learning to trust. San Francisco, Jossey-Bass.
Wei, M., Zhou, Y., Barber, C., & den Brok, P. (2015). Chinese students' perceptions of teacher–student interpersonal behavior and implications. System, 55, 134-144.
weston, R., & Gore, Jr. P. A. (2006). A brief guide to structural equation modeling. Journal of Counseling Psychology, 5, 719-751.
Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 88, 181-193.
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137-148.
Wubbels, T., Brekelmans, M., den Brok, P., & van Tartwijk, J. (2006). An interpersonal perspective on classroom management in secondary classrooms in the Netherlands. In C. Evertson, & C. Wienstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1161e1191). Mahwan, NJ: Lawrence Erlbaum Associates.
Wubbels, T., Créton, H. A., & Hooymayers, H. P. (1985). Discipline problems of beginning teachers, interactional teacher behavior mapped out. Presented at the annual meeting of the American educational research association, Chicago (ERIC document 260040).
Zembylas, M. (2005). Teaching with emotion: A postmodern enactment. Greenwich, CT: Information Age Publishing. | ||
|
آمار تعداد مشاهده مقاله: 1,005 تعداد دریافت فایل اصل مقاله: 948 |
||