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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: International Journal of School Health
- نوع مقاله: Journal Article
- کلمات کلیدی: mental health,Teachers,Spiritual intelligence,Primary School
- چکیده:
- چکیده انگلیسی: Background: Teaching is a highly stressful occupation and teachers suffer from more mental health problems than other professions. Objectives : The current research was aimed to investigate the relationship between spiritual intelligence and mental health among primary school teachers.
Methods: A descriptive correlation design was applied in this study. The statistical population consisted of all teachers working in primary schools of Darreshahr in Ilam province during 2016 - 2017 academic year (N = 430), from whom 203 people were selected randomly as a sample, applying Cochran’s sample size formula. Data were collected through spiritual intelligence self‐report inventory-24 (SISRI-24) and general health questionnaire (GHQ). The collected data were analyzed using Pearson correlation coefficient and regression analysis.
Results: The results showed that the mean and standard deviation of mental health was 17.37 ± 9.32. In addition, findings indicated that the mean and standard deviation of spiritual intelligence and its components including critical existential thinking, personal meaning production, transcendental awareness, and conscious state expansion were 59.35 ± 12.88, 17.12 ± 4.22, 12.79 ± 3.50, 18.16 ± 4.98, and 11.26 ± 2.66, respectively. Furthermore, findings showed that there is a significant negative relationship between spiritual intelligence and mental health (- 0.43, P < 0.001). The results of the regression analysis showed that among the spiritual intelligence components, transcendental awareness (β = - 0.281, P < .001) and personal meaning production (β = - 0.244, P = 0.002) are better predictors for the teachers’ mental health.
Conclusions: According to the results of the present study, a higher level of spiritual intelligence leads to higher level of teachers’ mental health. Therefore, it is recommended that education officials develop programs for training and enhancing teachers’ spiritual intelligence that, in turn, can lead to the improvement of the teachers’ mental health.- انتشار مقاله: 11-10-1348
- نویسندگان: Karim Shateri,Ali Asghar Hayat,Hamdollah Jayervand
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of School Health
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,Achievement Goal,Achievement Emotion
- چکیده:
- چکیده انگلیسی: Background: In academic settings, the goals that students pursue have a significant impact on students’ motivation, performance and emotions, a condition known as achievement emotion. Objectives: The goal of this research is to assess the effect of accomplishment goal on achievement emotion of students. Patients and Methods: The study comprised 380 elementary students of grades four to six. They completed self-report questionnaires tapping Achievement Goals Questionnaire (AGQ) and Achievement Emotions Questionnaire (AEQ) in the classroom during a school session. All descriptive statistics, regression and confirmatory factor analyses, were performed using SPSS 19. Results: Simultaneous multiple regression of achievement goals on students’ achievement motivation showed that, each of the achievement goals predicts achievement emotions differently. The findings are fully presented in the result section. Conclusions: The results of this study revealed that achievement goal is a significant factor in predicting achievement emotions. Actually, these results present evidence of the advantages of mastery goals and the disadvantages of performance avoidance goals.
- انتشار مقاله: 11-10-1348
- نویسندگان: Naeimeh Kohoulat,Mohammad Reza Dehghani,Javad Kojuri,Ali Asghar Hayat
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of School Health
- نوع مقاله: Journal Article
- کلمات کلیدی: Health,School,Teachers
- چکیده:
- چکیده انگلیسی: Background: Organizational commitment is one of the most popular work attitudes, studied by the researchers. The high levels of employee commitment lead to several important outcomes at individual and organizational levels. Therefore, it is crucial to identify the factors that influence organizational commitment, with special reference to organizational health. Objectives: The purpose of this study is to examine the relationship between schools’ organizational health and teachers’ organizational commitment in Shiraz high schools. Patients and Methods: The statistical population consisted of Shiraz secondary school male teachers. The multistage cluster random sampling method was used to select 250 subjects based on Kersji and Morgans’ table (1978). The organizational health inventory (OHI) was used to measure the health of secondary schools. An organizational commitment scale was then utilized to measure teachers’ organizational commitment. One-Sample T- test, Pearson correlation and multiple regression tests were used for data analysis. Results: The findings indicated that schools’ organizational health and its dimensions including institutional integrity, consideration, resource support, morale and academic emphasis were at moderate level, but the initiating structure and principal influence were at low level. Also, teacher’s commitment and its dimensions (emotional commitment and continuance commitment) were at moderate level and normative commitment was at high level. The results showed that the correlation between schools’ organizational health and teachers’ commitment was 0.64, and the correlation coefficients between teachers’ commitment and institutional integrity, initiating structure, consideration, principal influence, resource support, morale and academic emphasis were 0.56, 0.44, 0.42, 0.22, 0.26, 0.16 and 0.65, respectively. The results indicated that the correlation between schools’ organizational health and emotional commitment, continuance commitment, and normative commitment were 0.62, 0.32, and 0.66, respectively. Finally, five dimensions of school health- institutional integrity, initiating structure, resource support, morale and academic emphasis positively predicted teacher commitment. Conclusions: The results of the present study are discussed with regard to developing the organizational health of schools and improving the organizational commitment of teachers. In other words, it can be concluded that teachers in a healthy school are committed to teaching and learning.
- انتشار مقاله: 11-10-1348
- نویسندگان: Ali Asghar Hayat,Naeimeh Kohoulat,Javad Kojuri,Hatam Faraji
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,Education,feedback,Learning,Online Systems
- چکیده:
- چکیده انگلیسی: Background: The present study aimed at investigating preferential factors of users of online learning systems of University of Hadith Sciences regarding ease of learning. Methods: The research was a survey. The studied population consisted of all students of virtual University of Hadith Science during year 2016, which included 200 individuals and the sample size, based on the Cochrane formula, was 132. Considering the fields of study, stratified random sampling proportional to size was used. According to the number of courses and students in each course, samples were selected randomly using the random number table. Finally, 122 students cooperated until the end of the data collection process. Lee and Kim’s (2015) standard questionnaire was used for data collection. This questionnaire contains 32 items and includes the following factors, the content variable with 4 indices and 10 questions, the feedback variable with 2 indices and 6 questions, the services variable with 5 indices and 12 questions, and the ease of learning as a dependent variable with 4 questions. Questions 29 to 32 are related to the 3 independent factors. For each item, a 5-point Likert-type scale was used. In this study, the PLS software was used for analysis of data. Results: Results of the study based on the approach of partial least squares indicated that the content of online learning with a coefficient of 0.32 and P = 0.01, online learning feedback with a coefficient of 0.31 and P = 0.01, and online learning services with a coefficient of 0.67 and P = 0.01 had a positive and significant effect on the ease of learning, and respectively predicted 11%, 10%, and 45% of the variance of ease of learning. Conclusions: According to the results, content, feedback, and services of online learning had a positive effect on the ease of learning. Design of a user friendly online learning system causes the users to find working with this system easier and feel less of a cognitive burden.
- انتشار مقاله: 11-10-1348
- نویسندگان: Raziyeh Yousof Boroujerdi,Mostafa Azizi,Ali Asghar Hayat,Meymanat Abedini Baltork
- مشاهده