مدل معادلات ساختاری تبیین رابطه بین توانمندسازی روان‌شناختی و یادگیری مادام‌العمر با واسطه‌گری تاب‌آوری و خودکارآمدی

نوع مقاله : پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا، تهران، ایران.

2 دانشیار گروه روان شناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه الزهرا، تهران، ایران.

چکیده

چکیده
پژوهش حاضر با هدف بررسی نقش توانمندسازی روان‌شناختی، تاب‌آوری و خودکارآمدی بر میزان یادگیری مادام‌العمر تدوین شد. جامعه آماری پژوهش شامل کلیه کارمندان پیمانی بخش خصوصی شهر تهران در رده سنی 21 الی 64 سال و فارغ التحصیل در یکی از مقاطع دیپلم تا دکتری بودند که 200 نفر از آن‌ها به شکل در دسترس انتخاب شدند. روش پژوهش از منظر هدف، کاربردی و از نوع توصیفی-همبستگی و مدل معادلات ساختاری بود. ابزارهای جمع‌آوری داده شامل پرسشنامه‌های توانمندسازی روان‌شناختی توماس و ولتهوس (1990)، مقیاس تاب‌آوری کانر و دیویدسون (2003)، پرسشنامه خودکارآمدی عمومی جی‌اس‌ای 17 و پرسشنامه سواد یادگیری مادام‌العمر لی و تسای (2007) بود. یافته‌ها نشان داد که اثر مستقیم متغیرهای توانمندسازی روان‌شناختی، تاب‌آوری و خودکارآمدی بر متغیر یادگیری مادام‌العمر، معنادار است. همچنین اثر غیرمستقیم متغیر توانمندسازی روان‌شناختی بر متغیر یادگیری مادام‌العمر در صورتی که متغیرهای تاب‌آوری و خودکارآمدی میانجی باشد، معنادار است .(05/0>p) بنابراین، افزایش توانمندسازی روان‌شناختی در کارمندان به طور مستقیم و هم از طریق متغیرهای میانجی تاب‌آوری و خودکارآمدی بر یادگیری مادام‌العمر کارمندان نقش موثری ایفا می‌کند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Structural equation model explaining the relationship between psychological empowerment and lifelong learning through the mediation of resilience and self-efficacy

نویسندگان [English]

  • fariba ashrafinia 1
  • zahra Hashemi 2
1 Ph.D. student, Department of Educational psychology، Faculty of Education and Psychology، Alzahra University،Tehran، Iran.
2 Associate Professor، in Department of Educational Psychology، Faculty of Education and Psychology، Alzahra University، Tehran، Iran.
چکیده [English]

ABSTRACT
The current research conducted to investigate the role of psychological empowerment, resilience, and self-efficacy on lifelong learning. The study's statistical population included private sector contract employees of Tehran province, aged 21-64 and graduates from diploma to doctoral levels, a total of 200 individuals were selected through available sampling. In terms of its purpose, the research method was applied and utilized a descriptive-correlational research approach, with the structural equations model. Data collection tools included psychological empowerment questionnaire by Thomas and Velthouse (1990), resilience scale by Connor and Davidson (2003), GSA 17 general self-efficacy questionnaire, and lifelong learning literacy questionnaire by Li and Tsai (2007). The findings indicated that the direct effect of the variables of psychological empowerment, resilience and self-efficacy on lifelong learning was significant. Additionally, the indirect effect of psychological empowerment on lifelong learning was significant when resilience and self-efficacy acted as mediators. Therefore, boosting psychological empowerment in employees, directly and through mediating variables of resilience and self-efficacy influences their lifelong learning.

کلیدواژه‌ها [English]

  • employees
  • psychological empowerment
  • self-efficacy
  • resilience
  • lifelong learning
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