Sulmaz farzaneh; heman mahmoudfakhe; samad Abedi
Abstract
The purpose of this study was to investigate the relationship between character strengths and job occupation with the mediating role of teachers' emotions. The research method was descriptive-correlational and the statistical population was all 1400 primary school teachers in District 2 of Urmia, of ...
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The purpose of this study was to investigate the relationship between character strengths and job occupation with the mediating role of teachers' emotions. The research method was descriptive-correlational and the statistical population was all 1400 primary school teachers in District 2 of Urmia, of which 301 were selected by cluster sampling method and on the basis of Klein (2011) rule and based on the number of variables. Data collection tools were standardized questionnaires of character strengths of Seligman and Patterson (2004), Shuffle et al. (2002) and Chen Teachers' emotions (2016). Validity (content and structure) and reliability (Cronbach's alpha coefficient) of the questionnaires indicated that the measuring instruments had good validity and reliability. The results of testing the hypotheses by SPSS and PLS software and using correlation tests and structural equation modeling showed that the teachers' character strengths have a positive and significant relationship with job occupation. The relationship between character strengths and teachers' emotions is positive and significant. Teachers' emotions have a positive and significant relationship with their job occupation and finally, the relationship between teachers' character strengths and job occupation, mediated by teachers' emotions, is positive and significant.
Samad Abedi; Bahman saeidipour; Mehran Farajollahi; MohammadHasan Seif
Volume 2, Issue 8 , May 2015, , Pages 43-68
Abstract
The aim of this research is studying the relationship between the variables of Intelligence beliefs, epistemological beliefs, and motivational beliefs with each other as well as their role in self - regulated learning strategies (Cognitive and Metacognitive Strategies) of Payame Noor University students ...
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The aim of this research is studying the relationship between the variables of Intelligence beliefs, epistemological beliefs, and motivational beliefs with each other as well as their role in self - regulated learning strategies (Cognitive and Metacognitive Strategies) of Payame Noor University students in a causal Model framework and through Path Analysis. in order to test the hypotheses, a sample of 600 students from Payame Noor University centers were selected randomly by using multiple cluster sampling and stratified sampling, and answered a self - report questionnaire consisting scales of the epistemological beliefs (Schommer, 1993; revised by Manavipour, 2012), educational self-efficiency and self-regulated learning strategies (Pintrich & De Groot, 1990), intelligence beliefs (Abd-El-Fattah & Yates, 2006), and achievement goals (Middleton & Midgley, 1997). Results indicated that the proposed causal model after revision enjoys a good fit index, and the variables described 29 and 35 percent of the total variance of cognitive and metacognitive strategies. In general, according to the results of this study, intelligence beliefs not only have a direct effect but also can indirectly have an impact on students’ self-regulated learning strategies through epistemological beliefs, achievement goals, and educational self - efficiency. Also, Results indicated that students’ intelligence beliefs, especially incremental intelligence beliefs, through the mediation of epistemological beliefs, achievement goals, educational self - efficiency, can be effective on students’ self - regulated learning strategies and finally their performance. Therefore, it is essential that these beliefs be enhanced through enriching the living and learning contexts.
