مدل ارتباطی هوش هیجانی و اشتیاق شغلی با نقش واسطه گری کمال گرایی مثبت ومنفی در بین معلمان دبیرستانهای شیراز

فصلنامه علمی روش ها و مدل های روانشناختی

دوره 12، شماره 46، بهمن 1400، صفحه 1-16   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jpmm.2022.25863.3174

نویسندگان

بهنوش قدرقدرجهرمی¹؛ محمد خیر^{* 2}؛ نادره سهرابی³؛ سیامک سامانی⁴

¹دانشجوی دکتری روان‌شناسی تربیتی، گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

²استاد، گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.

³استادیار، گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.ایران.

⁴دانشیار، گروه روان‌شناسی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران.

تاریخ دریافت: 20 شهریور 1399،  تاریخ بازنگری: 30 شهریور 1400،  تاریخ پذیرش: 16 بهمن 1400 

چکیده

مقدمه: بر اساس پژوهش‌های گذشته، با وجود این‌که اشتیاق شغلی معلمان یکی از موارد با اهمیت در نظام تعلیم و تربیت می­باشد، ولی در ایران کم‌تر به این موضوع پرداخته شده است. از سوی دیگر، هوش هیجانی معلم، تأثیر بسزایی در تعامل معلم با دانش آموزان و اثربخشی آموزش دارد. به همین دلیل، این پژوهش با هدف بررسی مدل ارتباطی بین هوش­هیجانی و اشتیاق­شغلی و نقش واسطه­ای کمال­گرایی مثبت و منفی در بین معلمان متوسطه دوم شیراز انجام شد.
روش: این پژوهش، یک پژوهش کاربردی به روش پژوهش همبستگی است و به گونه خاص از نوع مدل­یابی معادلات ساختاری می‌باشد. در این پژوهش، جامعه آماری، معلمان دبیرستان­های متوسطه دوم چهار ناحیه شیراز در سال تحصیلی 99-1398 است که از طریق روش نمونه گیری خوشه ای دو مرحله­ای و با استفاده از فرمول کوکران و خطای 5 درصد حجم تقریبی نمونه مورد نیاز مشخص شد و 128 نفر زن و 103 نفر مرد به عنوان نمونه پژوهش، انتخاب شدند. برای سنجش متغیرهای پژوهش، از پرسش‌نامه‌های هوش هیجانی شات (1998)، اشتیاق­شغلی شاوفلی (2002) و کما­ل­گرایی تری شورت (1995) استفاده و روایی و پایایی آن‌ها نیز بررسی شد. به منظور ارزیابی مدل‌های مفروض از روش معادلات ساختاری نرم افزار  SPSSوAMOS استفاده گردید.
یافته­ها: یافته­های پژوهش نشان می­دهد که کمال­گرایی مثبت و منفی، هر دو نقش واسطه­ای معناداری میان هوش هیجانی و اشتیاق شغلی دارند. افزایش کمال­گرایی مثبت  و کاهش کمال­گرایی منفی، به طور غیر مستقیم، باعث افزایش اثر هوش هیجانی بر اشتیاق­شغلی می­شود.
نتیجه­گیری: بر اساس مدل ذکر شده در پژوهش، با تدوین برنامه­هایی به منظور افزایش مهارت هوش­هیجانی معلمان، افزایش کمال­گرایی مثبت و کاهش کمال­گرایی منفی می‌توان اشتیاق­شغلی را افزایش داد و از آنجا که پیشرفت تحصیلی دانش­آموزان با اشتیاق شغلی معلمان رابطه مستقیم معنادار دارد، بنابراین، برنامه تدوین شده، موجب اثربخشی بیش‌تر معلم در کلاس درس می­گردد.

کلیدواژه‌ها

اشتیاق شغلی؛ کمال‌گرایی مثبت؛ کمال‌گرایی منفی؛ هوش هیجانی

عنوان مقاله [English]

Relational model between Emotional intelligence and Work Engagement with Mediating Role of Positive and Negative perfectionism among High school teachers in Shiraz

نویسندگان [English]

behnoosh ghadarghadr jahromi¹؛ Mohammad khayyer²؛ Nadereh Sohrabi³؛ siamak Samani⁴

¹Ph.D. Student in Educational Psychology, Department of psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

²Ph.D. in psychology ,Professor, Department of psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

³Ph.D. in psychology, Assistant professor, Department of Psychology, University of Islamic Azad, Marvdasht, Iran

⁴Ph.D. in psychology, Associate professor, Department of Psychology, Shiraz branch, Islamic Azad university, Shiraz, Iran

چکیده [English]

The purpose of this study is to investigate the Relationship model between Emotional Intelligence and Work Engagement with the mediating role of Positive perfections and Negative Perfections among High school teachers in Shiraz . This research is correlational studies and using structural equation modeling for testig the hypothsis. In this study, the statistical population is considered to be High School Techers in four districts of Shiraz in 1398. The sample size is 231 teachers composed of 128 females and 103 males, that were selected by two -stage cluster sampling. The instruments for measureing the variables, were Schutte's Emotional Intelligence(1998), Schaufeli's work Engagement(2002) and Terry-Short 's perfectionism(1995). The results were obtained using descriptive statistic and inferential statistic. In order to test the proposed model, the structural equation method was used. The results showed that both Positive Perfections and Negative Perfections have a significant mediating role between Emotional Intelligence and Work Engagement.

کلیدواژه‌ها [English]

Work Engagement, Positive Perfectionism, Negative Perfectionism, Emotional Intelligence

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