با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 کارشناسی ارشد، روان‌شناسی عمومی، دانشگاه آزاد اسلامی، واحد تهران مرکز، تهران، ایران

2 استادیار، 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

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 rooteh 1
  • Omid Shokri 2

1 M.A, Psychology, Islamic Azad University Central Tehran Branch, Tehran, Iran

2 Assistant 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
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