نقش پیش‌بینی کنندگی انگیزش-‌ پیشرفت، سرمایه‌ روانشناختی و فعالیت‌ بدنی در کیفیت ‌زندگی ‌کاری معلمان مدارس استثنایی استان مرکزی در سال 1397

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناس ارشد بالینی، گروه روانشناسی، دانشکده علوم انسانی و تربیتی، دانشگاه آزاد اسلامی واحد تبریز، ایران

2 کارشناسی ارشد، گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، ایران

3 دانشجوی دکتری، گروه علوم اجتماعی، دانشکده علوم انسانی و تربیتی، دانشگاه آزاد اسلامی واحد تبریز، ایران

4 کارشناس ارشد، گروه روانشناسی، دانشکده علوم انسانی و تربیتی، دانشگاه آزاد اسلامی واحد تبریز، ایران

چکیده

مقدمه و اهداف
انگیزش-‌پیشرفت، سرمایه ‌روانشناختی و فعالیت‌ بدنی از جمله سازه‌های مهم در تمامی عرصه‌های زندگی به­ خصوص کیفیت ‌زندگی ‌کاری کارکنان برای کسب عملکرد بهتر در محیط‌ کاری است. در این راستا کیفیت ‌زندگی‌ کاری معلمان مدارس استثنایی به عنوان موضوع مهم مطرح می‌باشد. هدف از اجرای پژوهش حاضر، بررسی نقش پیش‌بینی­‌کنندگی انگیزش‌-پیشرفت، سرمایه ‌روانشناختی و فعالیت ‌بدنی در کیفیت ‌زندگی ‌کاری معلمان مدارس استثنایی استان مرکزی در سال 1397 بود.
مواد و روش­ ها
پژوهش حاضر یک مطالعه توصیفی از نوع همبستگی است که جامعه‌آماری آن تمامی معلمان شاغل (400 نفر) در مدارس استثنایی استان مرکزی در سال تحصیلی 98-1397 بود که با استفاده از روش نمونه‌گیری تصادفی ساده، تعداد 196 نفر به عنوان نمونه انتخاب گردید. ابزارهای گردآوری اطلاعات عبارت بودند از پرسش­نامه‌های انگیزش-‌پیشرفت هرمانز، سرمایه ‌روانشناختی لوتانز، فعالیت ‌بدنی بک و کیفیت‌ زندگی‌ کاری والتون. برای تجزیه‌وتحلیل داده‌ها از ضریب همبستگی پیرسون و تحلیل رگرسیون خطی چندگانه با استفاده از نرم­افزار SPSS نسخه 19 استفاده شد.
یافته ­ها
نتایج همبستگی پیرسون نشان داد که سرمایه ‌روانشناختی (001/0=p، 79/0=r)، انگیزش‌-پیشرفت (001/0=p، 63/0=r) و فعالیت‌ بدنی (001/0=p، 51/0=r) با کیفیت ‌زندگی ‌کاری معلمان مدارس استثنایی رابطه مثبت معنا‌دار دارد. همچنین سرمایه ‌روانشناختی (56/0=B)، انگیزش-پیشرفت (27/0=B) و فعالیت بدنی (20/0B=) به ترتیب می‌تواند تغییرات مربوط به کیفیت‌ زندگی ‌کاری را در معلمان مدارس استثنایی به صورت معنا‌داری پیش‌بینی کند و 71 درصد از واریانس کیفیت ‌زندگی‌ کاری توسط این متغیر‌ها تبیین می‌شود.
نتیجه ­گیری
می‌توان نتیجه‌گیری کرد سرمایه ‌روانشناختی، انگیزش‌-پیشرفت و فعالیت‌ بدنی نقش تعیین‌کننده‌ای در کیفیت ‌زندگی ‌کاری معلمان مدارس استثنایی دارند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Role of Predictability of Achievement Motivation, Psychological Capital, and Physical Activity on the Quality of Work Life in Teachers of Exceptional Schools in Markazi Province in 2018

نویسندگان [English]

  • Habib Adel 1
  • Fatemeh Taheri 2
  • Yavar Jamali Gharakhanlou 3
  • Fariba Sattarpour Iranaghi 4
1 Dept. of Psychology, School of Human and Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 Dept. of Psychology and Education of Exceptional Children, Faculty of Education and Psychology, University of Tehran, Tehran, Iran
3 Dept. of Social Sciences, School of Human and Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran
4 Dept. of Psychology, School of Human and Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده [English]

Background and Aims: Achievement motivation, psychological capital, and physical activity are among the important structures in all areas of life, especially the quality of work life of employees, for better performance in the work environment. In this regard, quality of working life of teachers of students in exceptional schools is an important fact to study. The aim of the present study was to investigate the role of predictability of achievement motivation, psychological capital, and physical activity on the quality of work life of teachers of exceptional schools in Markazi province in 2018.
Materials and Methods: A descriptive and correlational study was carried out on the statistical population of all employed teachers (no=400) in exceptional schools in Markazi Province between 2018-2019. For this purpose, 196 teachers were selected using simple random sampling method. Data collection tools included Hemans Achievement Motivation, Luthans psychological capital, Beck's Physical Activity, and Watton's Quality of Work Life. To analyze the data, Pearson correlation coefficient and multiple linear regression analysis were used in SPSS, version 19.
Results: There was a significant correlation between psychological capital (r=0.79, p=0.001), achievement motivation (r=0.63, p=0.001), physical activity (r=0.51, p=0.001), and quality of work life. Also, the results showed that psychological capital (B=0/79), achievement motivation (B=0/27), and physical activity (B=0/20), respectively can significantly predict the change in the quality of work life in teachers of exceptional schools and these variables account for 71% of the quality of work life variance
Conclusion: It can be concluded that psychological capital, achievement motivation, and physical activity play major roles on the quality of work life in teachers of exceptional schools.

کلیدواژه‌ها [English]

  • Achievement Motivation
  • psychological capital
  • physical activity
  • Quality of work life
  • Teachers of Exceptional schools
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