Pantea Birang Khojastehpour; Fariborz Dortaj; Fatemeh Ghaemi
Abstract
This research was conducted with the aim of mediating the role of job motivation in the relationship between stress coping strategies and social-emotional competence in primary teachers. The cross-sectional research method is correlational. The statistical population of the present study was made up ...
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This research was conducted with the aim of mediating the role of job motivation in the relationship between stress coping strategies and social-emotional competence in primary teachers. The cross-sectional research method is correlational. The statistical population of the present study was made up of all the teachers who were teaching in the elementary school of Tehran in 1400-1401, and among them, 350 people were selected by multi-stage cluster sampling method. In this research, tools of coping strategies (Lazarus and Folkman, 1985), job motivation (Robinson, 2004) and social-emotional competence (Boyatzis, 2007) were used, all of which had acceptable validity and reliability. In order to analyze the data, SPSS-V23 and Lisrel-V7.8 software were used. In order to respond to the research hypotheses, structural equation modeling was used. The research findings showed that the model has a good fit. The results showed that strategies to deal with stress have a direct effect on teachers' social-emotional competencies (p<0.05). Strategies to deal with stress have an indirect effect on primary teachers' job motivation (p<0.05). Career motivation has an indirect effect on social-emotional competencies of elementary teachers (p<0.05). Also, the results showed that the indirect effect of stress coping strategies with social-emotional competencies through the mediation of job motivation in primary teachers was confirmed with 95% confidence. Therefore, paying attention to the mentioned variables helps researchers and therapists in prevention and designing more suitable treatments.Key words: social-emotional competence, strategies to deal with stress, job motivation
Mania Isabakhsh; Ali Akbar Seif; Fariborz Dortaj
Volume 12, Special Issue , June 2018, , Pages 69-77
Abstract
This survey is done in order to determining the effect of emotional regulation on academic resilience and test anxiety of high school female students. The method of this study is a kind of pre and post-test experiment with group control. For this purpose, 40 students from 31 schools were selected ...
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This survey is done in order to determining the effect of emotional regulation on academic resilience and test anxiety of high school female students. The method of this study is a kind of pre and post-test experiment with group control. For this purpose, 40 students from 31 schools were selected after performing the screening pre-test and put into two groups (group one: with emotion regulation trainings, group two: without training) randomly. The first group then received ten training sessions while the other did not get any training. For pre and post-tests, academic resilience and test anxiety questionnaires were applied. Data then were analyzed using Analysis of Covariance test. Results showed that emotional regulation is effective on reducing test anxiety and enhancing academic resilience.
