مقاله انگلیسی رضایت از زندگی معلم: یک مدل معادله ساختاری تحلیل کننده تنظیم هیجانی شخصیت
ترجمه نشده

مقاله انگلیسی رضایت از زندگی معلم: یک مدل معادله ساختاری تحلیل کننده تنظیم هیجانی شخصیت

عنوان فارسی مقاله: رضایت از زندگی معلم: یک مدل معادله ساختاری تحلیل کننده تنظیم هیجانی شخصیت، رضایت شغلی ذاتی و عاطفه
عنوان انگلیسی مقاله: Teachers’ life satisfaction: A structural equation model analyzing the role of trait emotion regulation, intrinsic job satisfaction and affect
مجله/کنفرانس: تدریس و آموزش معلم- Teaching and Teacher Education
رشته های تحصیلی مرتبط: روانشناسی، علوم تربیتی
گرایش های تحصیلی مرتبط: روانشناسی صنعتی و سازمانی، روانشناسی بالینی، مدیریت آموزشی
کلمات کلیدی فارسی: ملعم ها، آموزش ابتدایی، تنظیم هیجان، رضایت از زندگی، رضایت شغلی، مدلسازی معادله ساختاری
کلمات کلیدی انگلیسی: Teachers, Primary education, Emotion regulation, Life satisfaction, Job satisfaction, Structural equation modeling
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus - Master Journals List - JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.tate.2022.103668
دانشگاه: Rey Juan Carlos University, Spain
صفحات مقاله انگلیسی: 10
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2022
ایمپکت فاکتور: 3.706 در سال 2020
شاخص H_index: 123 در سال 2021
شاخص SJR: 1.966 در سال 2020
شناسه ISSN: 0742-051X
شاخص Quartile (چارک): Q1 در سال 2020
فرمت مقاله انگلیسی: PDF
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: بله
آیا این مقاله مدل مفهومی دارد: دارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: دارد
آیا این مقاله فرضیه دارد: ندارد
کد محصول: E16154
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست مطالب (انگلیسی)

Highlights

Abstract

Keywords

1. Introduction

2. Methods

3. Results

4. Discussion

5. Conclusion

Acknowledgments

References

بخشی از مقاله (انگلیسی)

Abstract

Teaching is an emotionally demanding profession that can negatively affect teacher well-being. This cross-sectional study aimed to test a comprehensive structural equation model of both the direct and indirect (through affect and intrinsic job satisfaction) relationships between trait emotion regulation and life satisfaction in a sample of 404 Spanish teachers. The model obtained good fit (S–B χ2 = 319.142, df = 201, p < .001; CFI = 0.957; RMSEA = 0.038). Outcomes suggested that: i) positive and negative affect mediates the relationship between trait emotion regulation and both life and job satisfaction; ii) job satisfaction is the main determinant of life satisfaction. Practical implications and limitations are also discussed.

 

1. Introduction

Teaching is considered an especially demanding profession dominated by cognitive, social and emotional demands that are potentially aggravated by external factors related to political or organizational structures (Lomas et al., 2017). The emergence of positive psychology (Seligman & Csikszentmihalyi, 2000) has contributed to the current focus of researchers and the educational community, not only on reducing negative aspects (e.g., stress, burnout, etc.) but, also, on enhancing the positive aspects (e.g., self-efficacy, emotional capacities, etc.) that generate higher levels of well-being and satisfaction in teachers (Chan, 2011).

The present study aims to increase the knowledge about the way in which certain individual emotional resources are able to promote teacher's job and life satisfaction. Beyond analyzing the possible contribution of trait emotion regulation and affect on life satisfaction, the main goal lies in deepening the relationships that the aforementioned emotional variables establish with each other and with the teacher well-being outcomes, all of this by testing a structural equation model.

 

1.1. Teacher satisfaction

Life satisfaction is the cognitive component of subjective well-being. It is a widely explored construct in psychology that refers to individuals’ overall evaluations of their life as a whole (Diener & Diener, 1995). The level of life satisfaction experienced by an individual will depend on the result obtained when comparing life conditions (i.e., achievements) with standards established by the individual themself to define a good life (i.e., expectations) (Diener et al., 1985). Thus, an individual with high life satisfaction judges the conditions in which their life develops positively. Despite its relevance in the educational field, empirical studies on life satisfaction in teachers are still relatively scarce (especially when compared to studies which address variables such as teacher job satisfaction) (Dağlı & Baysal, 2017). Moreover, considering research findings that life satisfaction is lower in teachers compared to the general population (Office for Standards in Education, 2019), it is interesting to delve deeper into those variables capable of positively affecting teacher life satisfaction. Some of the main determinants of life satisfaction will be reviewed below.