الگو‌یابی ساختاری خودکارآمدی شغلی و انگیزش یادگیری بر یادگیری غیررسمی با نقش میانجی یادگیری رسمی (مورد مطالعه:کارکنان شرکت آب منطقه‌ای خراسان رضوی)

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 1، دوره 14، شماره 1 - شماره پیاپی 59، فروردین و اردیبهشت 1402، صفحه 20-1   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.26670.5329

نویسندگان

ابوالفضل قاسم زاده^{* 1}؛ مهدی کاتب²؛ روح اله مهدیون¹؛ محمد رزاقی³

¹دانشیار مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

²کارشناس ارشد آموزش و بهسازی منابع انسانی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

³دانشجوی دکتری مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران

تاریخ دریافت: 09 آذر 1399،  تاریخ بازنگری: 16 اردیبهشت 1400،  تاریخ پذیرش: 25 اردیبهشت 1400 

چکیده

مقدمه: هدف پژوهش حاضر، بررسی تاثیر خودکارآمدی شغلی و انگیزش یادگیری بر یادگیری غیررسمی کارکنان با در نظرگرفتن نقش میانجی یادگیری رسمی بود.
روش شناسی: پژوهش حاضر به لحاظ هدف کاربردی و از لحاظ  نحوه­ی گردآوری داده­ها توصیفی از نوع همبستگی مبتنی بر مدل­یابی معادلات ساختاری می­باشد. جامعه آماری پژوهش شامل همه ی کارکنان شاغل در شرکت آب منطقه­ای خراسان رضوی به تعداد 400 نفر بود. برای تعیین حجم نمونه از جدول مورگان استفاده شد و تعداد 196 نفر به عنوان نمونه انتخاب شدند که گزینش آن‌ها با استفاده از روش طبقه­ای نسبتی صورت گرفت. جهت اطمینان از برگشت پرسشنامه‌ها تعداد 205 پرسشنامه در جامعه آماری توزیع شد. به­منظور گردآوری داده­های پژوهش از چهار پرسشنامه استاندارد خودکارآمدی شغلی، انگیزش یادگیری، یادگیری غیر رسمی و یادگیری رسمی استفاده شد که ضریب آلفای کرونباخ آن­ها به ترتیب 76/0، 76/0، 65/0 و 86/0 به دست آمد و روایی صوری و محتوایی آن‌ها با استفاده از نظر متخصصان تایید شد. تجزیه­و­تحلیل داده­ها به روش مدل­یابی معادلات ساختاری و با استفاده از دو نرم­افزار SPSS و LISREL انجام شد.
یافته­ ها: نتایج نشان داد: بین متغیرهای خودکارآمدی شغلی و یادگیری غیررسمی و همچنین بین متغیرهای انگیزش یادگیری و یادگیری غیررسمی رابطه مستقیم و معنی­داری وجود ندارد. بین متغیرهای یادگیری رسمی و یادگیری غیررسمی و همچنین بین هر کدام از متغیرهای خودکارآمدی شغلی و انگیزش یادگیری به­طور مستقیم با یادگیری رسمی رابطه  مثبت و معنی­داری وجود دارد. متغیرهای خودکارآمدی شغلی و انگیزش یادگیری به واسطه نقش میانجی یادگیری رسمی با یادگیری غیررسمی رابطه غیرمستقیم و معنی­داری داشتند.
نتیجه ­گیری: بنابراین براساس یافته­های پژوهش نقش میانجی یادگیری رسمی و رابطه مستقیم بین متغیر یادگیری رسمی نیز با متغیر یادگیری غیررسمی تایید گردید. اما مسیر مستقیم خودکارآمدی شغلی و انگیزش یادگیری با یادگیری غیررسمی تایید نشد بلکه رابطه این مسیر با میانجی‌گری یادگیری رسمی تایید گردید.

کلیدواژه‌ها

خودکارآمدی شغلی؛ انگیزش یادگیری؛ یادگیری غیررسمی؛ یادگیری رسمی

عنوان مقاله [English]

Structural modeling of job self-efficacy and learning motivation on non-formal learning with a mediating role of formal learning (Case study: Khorasan Razavi Regional Water Company employees)

نویسندگان [English]

abolfazl ghasemzadeh¹؛ mahdi kateb²؛ rouhollah mahdiuon¹؛ mohammad razzaghi³

¹1. Associate Professor of Educational Administration, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

²2. M.A. in Training and Development Human Resource, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

³Ph. D Student in Educational Administration, Faculty of Literature and Humanities, Urmia University, Urmia, Iran

چکیده [English]

Introduction: The purpose of this study was to investigate the effect of job self-efficacy and learning motivation on informal learning of employees by considering the mediating role of formal learning.
Methods: This research is applied in terms of purpose and based on a descriptive correlational research method based on structural equation modeling. The statistical population of this study included all all employees of the Khorasan Razavi Regional Water Company with 400 people. Morgan table was used to determine the sample size and 196 people were selected as the sample who were selected using the relative class method. 205 questionnaires were distributed in the statistical population to ensure the return of the questionnaires. In order to collect research data, four standard questionnaires of job self-efficacy, learning motivation, informal learning and formal learning were used. respectively, whose Cronbach's alpha coefficient is 0.76, 0.76, 0.65 and 0.86 was obtained and their content validity was confirmed by experts. Data analysis was performed by structural equation modeling using SPSS and LISREL software.
Results: The results showed that there is no direct and significant relationship between job self-efficacy and informal learning variables and also between learning motivation and informal learning variables. There is a positive and significant relationship between formal learning and informal learning and also between each of the variables of job self-efficacy and learning motivation directly with formal learning. The variables of job self-efficacy and learning motivation had an indirect and significant relationship with informal learning due to the mediating role of formal learning.
Conclusion: Therefore, based on the research findings, the mediating role of formal learning and the direct relationship between formal learning variable and informal learning variable were also confirmed. However, the direct path of job self-efficacy and learning motivation with non-formal learning was not confirmed, but the relationship between this path and formal learning mediation was confirmed.

کلیدواژه‌ها [English]

job self-efficacy, learning motivation, informal learning, formal learning

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