Seyedey Robabeh Ghaderi; SOMAIEH SALEHI; Fahimeh Nikkhah
Abstract
IntroductionAccording to Dawis and Lofquist’s theory of job adjustment, people bring their needs to the workplace and the workplace provides them with needs. The individual and the work environment must adapt to some degree. Having job adjustment in any institution and organization can reduce the ...
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IntroductionAccording to Dawis and Lofquist’s theory of job adjustment, people bring their needs to the workplace and the workplace provides them with needs. The individual and the work environment must adapt to some degree. Having job adjustment in any institution and organization can reduce the consequences of work stress in employees. The present study aimed to determine whether self-compassion has a mediating role in the relationship between social commitment and self-esteem with job adjustment.MethodThe method of the present study was descriptive-correlational. 480 male and female employees working in the education department of Tehran's 19th district in 2019-20 were selected by the convenient sampling method and completed Self-Compassion Scale )Neff, 2003(, Social Commitment Questionnaire (Carroll, 1991(, Self-Esteem Scale )Rosenberg, 1989(, and Job Adjustment Questionnaire )Dawis & Lofquist, 1984(. Data analysis was performed using structural equation modeling in AMOS-24 software. ResultsThe results showed that social commitment has a direct and significant effect on job adjustment (P<0.01), and self-compassion has a direct and significant effect on job adjustment (P<0.01). The indirect effect of social commitment and self-esteem on job adjustment is significantly mediated by self-compassion (P<0.01). Social commitment, self-esteem, and self-compassion explain 21% of the variance of employee job adjustment. DiscussionIn this study, the mediating role of self-compassion in the relationship between predictor variables and job adjustment was confirmed. Therefore, it is suggested that self-compassion should be considered as a training program for school counselors and psychologists, clinical psychologists, and therapists.
Fahimeh Nikkhah; Somaieh Salehi
Abstract
Introduction Education specialists have increasingly focused on studying the factors that influence academic achievement over the last three decades (Gibbsons, 2007). As positive psychology progresses, its applications to the workplace are expanding, such as positive organizational behavior, positive ...
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Introduction Education specialists have increasingly focused on studying the factors that influence academic achievement over the last three decades (Gibbsons, 2007). As positive psychology progresses, its applications to the workplace are expanding, such as positive organizational behavior, positive organizational research, and more recently, psychological capital (Golparvar, Fathi, Kazemi,& Rahmati azar monabadi., 2019). The psychological resources created by the positive emotions of the employees may lead to positive psychological states in the employees, such as their sense of psychological security (Ardalan, Ghanbari, Zandi, & Seif Panahi, 2013). Therefore, considering the role of teachers as the most important factor in the success of the educational system, as well as the role of their psychological capital and psychological security in students' inner passion and motivation, these two can improve the teaching-learning environment and thus to improve students' academic achievement. The aim of the present study was to investigate teachers' psychological capital and psychological security with students' academic achievement. Method The research method was descriptive-correlational type. The statistical population of the study consisted of teachers and high school students of the district 6 of the Ministry of Education in Tehran. From this population, 50 teachers and 184 students were selected by convenience sampling method. Data were collected using Lutz Psychological Capital, Edmonson Pychological Security, and Saatchi Educational Achievement Questionnaires. Data were analyzed by Pearson correlation and regression analysis. Results Findings showed that teachers' psychological capital and psychological security have positive and significant relationship with academic achievement. According to the results of multiple regression analysis, the variables of hope, resilience, optimism, efficiency, team usefulness, psychological safety, and learning behavior and team performance of teachers at a significance level less than 0.05 can predict students' academic achievement. Among the components of psychological capital, resilience, optimism, and efficacy are the most important predictors of student achievement. Discussion Given the importance of teachers’ psychological capital, it is recommended that school principals select teachers with this charateristic, provide opportunities such as educational courses, conferences and congresses and desirable educational quality. Also, giving teachers the freedom to act, increasing mutual respect, honesty, and openness in the workplace will enhance teachers' sense of psychological security.
