سیاستگذاری، برنامه ریزی و مدیریت آموزشی
Leyla Mohammadi; Mohammad Mojtabazadeh
Abstract
Objective: The present study was conducted with the aim of structural analysis of personality traits, organizational commitment and job motivation with the mediating role of self-control in teachers and principals of elementary schools for girls.
Methods: This research, in terms of purpose, was applied; ...
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Objective: The present study was conducted with the aim of structural analysis of personality traits, organizational commitment and job motivation with the mediating role of self-control in teachers and principals of elementary schools for girls.
Methods: This research, in terms of purpose, was applied; In terms of data collection method, was descriptive, of the survey type; and in terms of the nature of the data, was quantitative. Statistical population, have been including all teachers and principals of elementary schools for girls in the academic year 2022-2023 to the number of 369 people. The sampling method was multi-method sampling. The sample size, according to Krejcie and Morgan table (1970), there were 225 people. The data collection tool, was HEXACO Traits Personality (2013), Allen and Mayer organizational commitment questionnaire (1990), Herzberg job motivation questionnaire (2004) and Tangney, Baumeister & Boone self-control questionnaire (2004). To analyze the data, in addition to descriptive statistical techniques, the following inferential statistics techniques were used Step by Step Regression and Structural Equation Modeling.
Findings: The research findings showed, relationship between personality traits, organizational commitment, job motivation and self-control of teachers and principals was positive and significant (P<0/01). Furthermore, the mediating role of self-control in the effect on personality traits, organizational commitment and job motivation of teachers and principals was confirmed.
Conclusion: It is concluded that, to improve the professional performance of teachers and school administrators; the institution of education must take steps in order to strengthen personality traits and setting the stage for an organizational commitment and job motivation; and also optimizing self-control.
سیاستگذاری، برنامه ریزی و مدیریت آموزشی
Sheida Alimoradi; MohammadAzad Abdollahpour
Abstract
The main purpose of the current research was the relationship between Hexako's personality traits and non-commitment to civic ethics: investigating the mediating role of human agency in students. The research method was descriptive-correlative in terms of data collection.which was conducted in the academic ...
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The main purpose of the current research was the relationship between Hexako's personality traits and non-commitment to civic ethics: investigating the mediating role of human agency in students. The research method was descriptive-correlative in terms of data collection.which was conducted in the academic year of 1400-1401. The statistical population was all students of the Faculty of Medical Sciences of the Islamic Azad University, Mahabad branch (nursing and midwifery). Through Klein's rule (20 samples for each hidden variable), 200 samples were considered. The data collection tool was Hexaco de Vries' standard personality traits questionnaire (2013), Caprara et al.'s non-commitment to civil ethics questionnaire (2009) and Cote's human agency questionnaire (1997). The results of data analysis using the structural equation method in AMOS software showed that human agency has a mediating role in the relationship between the personality traits of honesty-humility, extroversion, agreeableness and openness to experience with non-commitment to civil ethics, but human agency has a mediating role in the relationship between The personality traits of excitability and tribalism did not play a role with lack of commitment to civil ethics. It was also found that there is a negative and significant relationship between the personality traits of honesty-humility, extroversion, pleasantness, conscientiousness and openness to experience with lack of commitment to civic ethics, but irritability did not show a relationship with lack of commitment to civic ethics, on the other hand, between personality traits Honesty-humility, extroversion, agreeableness and openness to experience had a positive relationship with human agency,
Yasaman Aghili mehrizi; Somayeh Pourehsan; Afsaneh Towhidi
Volume 16, Issue 57 , July 2022, , Pages 91-104
Abstract
The aim of the present study was to investigate the relationship between personality traits and coping styles with academic burnout: the mediating role of academic procrastination in female high school students in Kerman. The research is a correlational design and the sample group was 498 students of ...
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The aim of the present study was to investigate the relationship between personality traits and coping styles with academic burnout: the mediating role of academic procrastination in female high school students in Kerman. The research is a correlational design and the sample group was 498 students of arithmetic and God-fearing schools in the academic year of 2019-2020 who were selected by multi-stage cluster sampling method. The tools used in this study included Maslash burnout list (2002), Andler and Parker stress coping style list (1990), Neo personality traits list (1992), and Solomon and Roth Bloom's list of academic procrastination (1994). Indirect path of personality traits (extraversion / introversion (-0/31), neuroticism (0/301), openness to experience (-0/25), adaptation (-0/23), conscientiousness (-0/21)) is significant through academic procrastination on burnout plus the indirect path of style (p<0/001). Coping with stress (problem-oriented (-0/32), emotion-driven (0/30), social engagement, and distraction (-0/19)) is significant through academic procrastination on burnout (p<0/001). Therefore, since people use stress coping styles according to their personality traits and characteristics, teaching stress coping strategies and skills to people with personality traits (extroversion, introversion). Neuroticism, conscientiousness and adaptation and openness to experience) in addition to reducing academic procrastination is also effective in reducing academic burnout.
Noorgaldi Yazdani; Hqamzeh Ganji; Hassan Pashasharifi; Khadijeh Abolmaali
Volume 12, Special Issue , June 2018, , Pages 195-214
Abstract
The purpose of this study was to provide a structural model of the relationship between personality traits, intelligence beliefs and meta-cognitive awareness with test anxiety by mediating the educational self-efficacy in male students. This research was a correlation research and structural equation ...
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The purpose of this study was to provide a structural model of the relationship between personality traits, intelligence beliefs and meta-cognitive awareness with test anxiety by mediating the educational self-efficacy in male students. This research was a correlation research and structural equation model. The statistical population consisted of all secondary school students in Bojnourd who were studying in the academic year of 1399- 1395. The multi-stage cluster sampling method was used. The test anxiety questionnaire (Abolghasemi et al., 1996) was designed to measure the variables The questionnaire of intelligence beliefs by Abdolfattah and Yeats (2006), the test anxiety questionnaire (TAI), NEO-FFI, metacognitive awareness scale (Mokhtari and Richard, 2002), Morgan and Jinns's academic self-efficacy scale (1999) used. The results showed that all factor loads of the markers are meaningful on their own variables. Also, all of the direct path coefficients of the exogenous variables including personality traits, intelligence beliefs and metacognitive awareness to academic self-efficacy, and academic self-efficacy to test anxiety were significant at the alpha level of 0.05. In addition, the model could account for more than 58% of academic self-efficacy and 30% of test anxiety changes. Also, the indirect effects of personality traits, metacognitive awareness and intelligence beliefs on test anxiety were significant through academic self-efficacy.
Hassan Mahmoudian; Ali Delavar; Noorali Farrokhi; Ahmad Borjali
Abstract
Concerns have been made about the personality characterize indices after the appearance of personality tests. In this regard, the aim of the present study was to compare the relationship between personality traits and social desirability in students with honest and faking responses. The present study ...
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Concerns have been made about the personality characterize indices after the appearance of personality tests. In this regard, the aim of the present study was to compare the relationship between personality traits and social desirability in students with honest and faking responses. The present study was a causal-comparative study in which 235 students completed the research questionnaire. Subjects were randomly assigned into two groups: honest and faking. To collect the data in this study, NEO's personality questionnaire (1992) and social desirability scale by Crown and Marlow (1960) were used. The findings showed that there is a relationship between personality dimensions and social desirability, and this relationship is not meaningful between the two groups. Therefore, we can say that we must propose methods for controlling the probabilistic effect of social desirability in studies with a five-factor personality model.
