مدل‌یابی شایستگی هیجانی- اجتماعی معلمان براساس عوامل فردی و بافتی و تاثیر آن بر احساس تعلق به مدرسه دانش-آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان‌شناسی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران

2 گروه روان‌شناسی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران.

3 3- دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

4 استادیار، گروه روان‌شناسی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران.

چکیده

هدف پژوهش تعیین برازش مدل‌ شایستگی هیجانی- اجتماعی معلمان بر اساس عوامل فردی و بافتی و تاثیر آن بر احساس تعلق به مدرسه دانش‌آموزان بود.
پژوهش حاضر یک پژوهش توصیفی از نوع همبستگی بوده و جامعه آماری را کلیه معلمان شاغل در مدارس (ابتدایی، متوسطه اول و متوسطه دوم) و دانش‌آموزان در حال تحصیل در همان مدارس در منطقه 2 شهرستان دهلران در سال تحصیلی 98-97 تشکیل دادند که از بین آنها تعداد 150 نفر از معلمان و 150 نفر از دانش‌آموزان به عنوان گروه نمونه انتخاب و مورد بررسی قرار گرفتند. ابزار پژوهش شامل پرسشنامه شایستگی هیجانی-اجتماعی معلمان، مقیاس فرسودگی شغلی، مقیاس هوش هیجانی و پرسشنامه احساس تعلق به مدرسه بود و داده‌های بدست آمده در دو بخش توصیفی و استنباطی مورد بررسی قرار گرفتند.
نتایج نشان داد که عوامل فردی بر شایستگی هیجانی-اجتماعی معلمان اثر مستقیم دارد، عوامل بافتی بر شایستگی هیجانی اجتماعی معلمان، اثر معکوس دارد، شایستگی هیجانی اجتماعی بر احساس تعلق دانش آموزان اثر مستقیم دارد. پس از آن، عوامل بافتی بیشترین تاثیر را بر متغیر شایستگی هیجانی اجتماعی داشتند (37/0-=β(. بررسی شاخص‌های برازش مدل حاکی از آن است که مدل مورد نظر برازش مطلوبی با داده‌ها دارد.
براساس یافته‌های این پژوهش می‌توان گفت که عوامل فردی و بافتی بر شایستگی هیجانی اجتماعی معلمان تاثیر داشتند که اثر عوامل فردی مستقیم و اثرعوامل بافتی معکوس بوده است. و همچنین شایستگی هیجانی اجتماعی معلمان بر احساس تعلق دانش‌آموزان تاثیر مستقیم داشته است و پس از آن عوامل بافتی بیشترین تاثیر را بر متغیر شایستگی هیجانی اجتماعی داشته‌اند.

کلیدواژه‌ها

عنوان مقاله [English]

Modeling teachers 'emotional-social competence based on individual and contextual factors and its effect on students' sense of belonging to school

نویسندگان [English]

  • Fariba Hemmati 1
  • Zahra Abbas pour Azar 2
  • Hassan Asadzadeh 3
  • Abdolhassan Farhangi 4
1 PhD student, Department of Psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran.
2 Department of Psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran.
3 Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran.
4 Assistant Professor, Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
چکیده [English]

The aim of this study was to determine the fit of teachers 'emotional-social competence model based on individual and contextual factors and its effect on students' sense of belonging to school.
The present study is a descriptive correlational study and the statistical population consisted of all teachers working in schools (elementary, junior high and high school) and students studying in the same schools in District 2 of Dehloran city in the academic year of 1997-98. Among them, 150 teachers and 150 students were selected and studied as a sample group. The research instruments included teachers' emotional-social competency questionnaire, burnout scale, emotional intelligence scale and school sense questionnaire, and the obtained data were examined in two descriptive and inferential sections.
The results showed that individual factors have a direct effect on teachers' emotional-social competence, contextual factors have an inverse effect on teachers' social and emotional competence, social emotional competence has a direct effect on students' sense of belonging. After that, tissue factors had the greatest effect the variable of social emotional competence (β = -0.37). The study model fit indices indicates the model has a good fit with the data.
Based on the findings of this study, it can be said that individual and tissue factors had effect teachers' social and emotional competence, which the effect of direct individual factors and the effect of inverse tissue factors. Also, teachers 'social-emotional competence had a direct effect on students' sense belonging, and then contextual factors had the greatest impact the social-emotional competence variable.

کلیدواژه‌ها [English]

  • emotional social competence of teachers
  • individual and contextual factors
  • sense of belonging to school
  • students

مراجع

  1. Gummadam P, Pittman LD, Ioffe M. School belonging, ethnic identity, and psychological adjustment
    among ethnic minority college students. The Journal of Experimental Education. 2016 Apr 2;84(2):289-
    306. [Link]
    2. Duggins SD, Kuperminc GP, Henrich CC, Smalls-Glover C, Perilla JL. Aggression among adolescent
    victims of school bullying: Protective roles of family and school connectedness. Psychology of violence.
    2016 Apr;6(2):205. [Link]
    3. Joyce HD, Early TJ. The impact of school connectedness and teacher support on depressive symptoms in
    adolescents: A multilevel analysis. Children and youth services review. 2014 Apr 1;39:101-7. [Link]
    4. Oldfield J, Humphrey N, Hebron J. The role of parental and peer attachment relationships and school
    connectedness in predicting adolescent mental health outcomes. Child and Adolescent Mental Health.
    2016 Feb;21(1):21-9. [Link]
    5. Curby TW, Brown CA, Bassett HH, Denham SA. Associations between preschoolers' social–emotional
    competence and preliteracy skills. Infant and Child Development. 2015 Sep;24(5):549-70. [Link]
    6. Morris P, Mattera S, Castells N, Bangser M, Bierman K, Raver CC. Impact findings from the Head Start
    CARES demonstration: National evaluation of three approaches to improving preschoolers’ social and
    emotional competence. Available at SSRN 2477974. 2014 Jun 17. [Link]
    7. Russell BS, Lee JO, Spieker S, Oxford ML. Parenting and preschool self-regulation as predictors of social
    emotional competence in 1st grade. Journal of Research in Childhood Education. 2016 Apr 2;30(2):153-
    69. [Link]
    8. Turki FJ, Jdaitawi M, Sheta H. Fostering positive adjustment behaviour: Social connectedness,
    achievement motivation and emotional-social learning among male and female university students.
    Active Learning in Higher Education. 2018 Jul;19(2):145-58. [Link]
    9. Abzari M, Shahin A, Abasaltian A. Developing a conceptual framework for knowledge sharing behavior
    by considering emotional, social and cognitive intelligence competencies. Kuwait Chapter of Arabian
    Journal of Business and Management Review. 2014 Sep;33(2579):1-2. [Link]
  2. 10. Rohland BM, Kruse GR, Rohrer JE. Validation of a single‐item measure of burnout against the Maslach
    Burnout Inventory among physicians. Stress and Health: Journal of the International Society for the
    Investigation of Stress. 2004 Apr;20(2):75-9. [Link]
    11. Shamloo ZS, Hashemian SS, Khoshsima H, Shahverdi A, Khodadost M, Gharavi MM. Validity and
    reliability of the Persian version of the Maslach Burnout Inventory (General Survey Version) in Iranian
    population. Iran J Psychiatry Behav Sci. 2017 Jun 1;11(2):1-9. [Link]
    12. Jonker CS, Vosloo C. The psychometric properties of the Schutte emotional intelligence scale. SA Journal
    of Industrial Psychology. 2008;34(2):21-30. [Link]
    13. Hajibabaee F, Farahani MA, Ameri Z, Salehi T, Hosseini F. The relationship between empathy and
    emotional intelligence among Iranian nursing students. International journal of medical education.
    2018;9:239. [Link]
    14. Sugar I. Measurement of School Connectedness (MOSC) modified connectedness questionnaire for
    secondary schools. University of Southern California; 2012. [Link]
    15. Akbaribalootbangan A, Najafi M, Babaee J. The factorial structure of subjective well-being questionnaire
    in adolescent of Qom city. Journal of School of Public Health and Institute of Public Health Research.
    2016 Jun 10;14(1):45-58. [Link]
    16. Knopik T, Oszwa U. Self-determination and development of emotional-social competences and the level
    of school achievements in 10–11-year-old Polish students. Education 3-13. 2019 Nov 1:1-6. [Link]
    17. Humphries ML, Williams BV, May T. Early childhood teachers' perspectives on social-emotional
    competence and learning in urban classrooms. Journal of applied school psychology. 2018 Apr
    3;34(2):157-79. [Link]
    18. Koivula M, Huttunen K, Mustola M, Lipponen S, Laakso ML. The emotion detectives game: Supporting
    the social-emotional competence of young children. InSerious games and edutainment applications 2017
    (pp. 29-53). Springer, Cham. [Link]
    19. Shumka EM. Multimethod assessment of social-emotional competence in children with selective mutism
    (Doctoral dissertation, University of British Columbia). [Link]
    20. Lam LT, Wong EM. Enhancing social-emotional well-being in young children through improving
    teachers’ social-emotional competence and curriculum design in Hong Kong. International Journal of
    Child Care and Education Policy. 2017 Dec 1;11(1):5. [Link]
    21. King EK, La Paro KM. Teachers’ emotion minimizing language and toddlers’ social emotional
    competence. Early Education and Development. 2018 Nov 17;29(8):989-1003. [Link]
    22. Domitrovich CE, Durlak JA, Staley KC, Weissberg RP. Social‐emotional competence: An essential factor
    for promoting positive adjustment and reducing risk in school children. Child development. 2017
    Mar;88(2):408-16. [Link]
    23. Russell BS, Lee JO, Spieker S, Oxford ML. Parenting and preschool self-regulation as predictors of social
    emotional competence in 1st grade. Journal of Research in Childhood Education. 2016 Apr 2;30(2):153-
    69. [Link]
    24. Oberle E. Social-emotional competence and early adolescents’ peer acceptance in school: Examining the
    role of afternoon cortisol. PloS one. 2018 Feb 20;13(2):e0192639. [Link
مجله دانشکده پزشکی دانشگاه علوم پزشکی مشهد
دوره 64، شماره 3
مرداد و شهریور 1400
صفحه 3423-3433

فایل ها

هم رسانی

ارجاع به این مقاله

آمار