بررسی تأثیر بهزیستی بر خودپنداره و توسعه حرفه ای با میانجیگری جنسیت و تجربه تدریس

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

2 گروه زبان انگلیسی، واحد مراغه، دانشگاه آزاد اسلامی، مراغه، ایران

چکیده

در کنار جنبه‌های شناختی یادگیری زبان، سایر عوامل می‌توانند شکست/موفقیت عمومی آموزش زبان را توضیح دهند. بدلیل کم توجهی به عوامل عاطفی در یادگیری زبان، بررسی این عوامل امری دشوار بنظر می رسد. محققان حوزه روانشناسی در مطالعات روانشناختی خود در مقایسه با احساسات مثبت بیشتر احساسات منفی مانند غم و عصبانیت را نظر گرفته اند و این عناصر را در ارتباط با زبان آموزان مورد بررسی قرار داده اند. از این رو، نقش عواطف مثبت به اندازه کافی مورد بررسی قرار نگرفته است، به ویژه در مورد مدرسان زبان انگلیسی. پژوهش حاضر با میانجیگری جنسیت و تجربه تدریس سعی در بررسی تأثیر بهزیستی بر خودپنداره و توسعه حرفه ای دارد. بدین منظور 220 مدرس زبان انگلیسی مرد و زن مقطع مهارتی پیشرفته با حداقل 5 سال سابقه بر اساس نمونه گیری در دسترس انتخاب شدند. ابزارها شامل پرسشنامه بهزیستی PERMA توسعه یافته توسط باتلر و کرن (2016)، توسعه حرفه ای (PD) طراحی شده توسط افشار و قاسمی (2018) و پرسشنامه خودپنداره رابسون (SCQ) تهیه شده توسط رابسون (1989) بود. پایایی (ضریب آلفای کرونباخ) و روایی (روایی محتوایی) پرسشنامه ها تضمین شد. داده‌های جمع‌آوری‌شده بر اساس تحلیل همبستگی و مدل‌سازی معادلات ساختاری (SEM) با استفاده از SPSS 24.0 و Amos 8 مورد تجزیه و تحلیل قرار گرفت. نتایج نشان دادند که هیچ رابطه ساختاری معناداری بین بهزیستی و توسعه حرفه ای با میانجیگری جنسیت و تجربه تدریس وجود ندارد. یافته های این پژوهش پیامدهای نظری و عملی مهمی برای معلمان، روانشناسان مدارس، مربیان معلمان، طراحان برنامه درسی و پژوهشگران دارد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the Effect of Well-Being on Self-Concept and Professional Development with the Mediation of Gender and Teaching Experience

نویسندگان [English]

  • Somaiyeh Molavi 1
  • Davud Kuhi 2
  • Saeideh Ahangari 1
1 Department of English Language Teaching, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
2 Department of English Language Teaching, Maragheh Branch, Islamic Azad University, Maragheh, Iran.
چکیده [English]

Along with the cognitive aspects of language learning, some other factors can explain the general failure/success of language education. Due to the dearth of attention to the emotional factors contributing to language learning in the field of EFL, it seems a thorny issue to study these factors. Scholars in the realm of psychology have considered negative emotions, such a sadness and anger, than to positive emotions in their psychological studies and these elements have been examined in relation to EFL learners. The role of positive emotions has not been investigated sufficiently, especially in terms of EFL teachers. To this end, 220 male and female EFL teachers of advanced proficiency level with at least 5 years of teaching experience were selected based on convenient sampling. The instruments included the well-being PERMA Questionnaire developed by Butler and Kern (2016), Professional Development (PD) designed by Afshar and Ghasemi (2018), and Robson Self-Concept Questionnaire (SCQ) developed by Robson (1989). The reliability (Cronbach’s alpha coefficient) and validity (content validity) of the questionnaires were ensured. The collected data was analyzed based on a correlation analysis and structural equation modeling using SPSS 24.0 and Amos 8. The obtained results revealed that there is a significant structural relationship between well-being and self-concept with the mediation of gender and experience. However, there is no significant structural relationship between well-being and professional development with the mediation of gender and experience. The findings of this study have important theoretical for teachers, school psychologists, teacher educators, curriculum designers and researchers.

کلیدواژه‌ها [English]

  • Gender
  • Professional Development
  • Self-Concept
  • Teaching Experience
  • Well-Being

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 13، شماره 3
آذر 1402
صفحه 457-476

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