| تعداد نشریات | 282 |
| تعداد نشریات سازمان | 80 |
| تعداد شمارهها | 3,186 |
| تعداد مقالات | 35,332 |
| تعداد مشاهده مقاله | 51,393,671 |
| تعداد دریافت فایل اصل مقاله | 91,299,025 |
نقش ویژگیهای شخصیتی در نیکبودی تحصیلی دانشجویان کشاورزی دانشگاه بوعلی سینا | ||
| پژوهش مدیریت آموزش کشاورزی | ||
| مقاله 8، دوره 8، شماره 37، شهریور 1395، صفحه 97-109 اصل مقاله (321.55 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22092/jaear.2016.106884 | ||
| نویسنده | ||
| سعید کریمی* | ||
| استادیار/گروه ترویج و آموزش کشاورزی، دانشگاه بوعلی سینا | ||
| چکیده | ||
| تحقیقات نشان میدهد که شخصیت یکی از عاملهای کلیدی موثر در نیکبودی گروههای مختلف شغلی است. اما بررسیهای بسیار کمی در این زمینه در بین دانشجویان انجام شده است. بنابراین هدف این پژوهش آن است که با استفاده از نظریه پنج عاملی شخصیت، روابط بین ویژگیهای شخصیتی و سه نوع مختلف نیکبودی تحصیلی (مشغولیت، دلزدگی و فرسودگی) دانشجویان کشاورزی را بررسی و تبیین کند. در این پژوهش علّی– رابطهای، دانشجویان کشاورزی دانشگاه بوعلی سینا جامعه آماری را تشکیل دادند (1870=N) که از میان آنان، بر پایه جدول بارتلت،260 تن به روش نمونهگیری تصادفی به عنوان نمونه آماری انتخاب شدند. دادههای پژوهش با استفاده از چهار مقیاس استاندارد شده شامل نسخه کوتاه 15 گویهای پنج عامل شخصیت، نسخه دانشجویی مقیاس مشغولیت کاری اوترخت، نسخه دانشجویی مقیاس دلزدگی اوترخت و مقیاس فرسودگی تحصیلی مسلش گردآوری شد. از آزمون همبستگی اسپیرمن و رگرسیون ترتیبی برای تحلیل دادهها استفاده شد. تحلیل رگرسیون ترتیبی نشان داد که وظیفهشناسی با مشغولیت تحصیلی رابطهی مثبت و معنیدار و با دلزدگی و فرسودگی تحصیلی رابطهی منفی و معنیدار داشت. اما روانرنجوری با مشغولیت تحصیلی رابطهی منفی و معنیدار و با دلزدگی و فرسودگی تحصیلی رابطهی مثبت و معنیدار داشت. همچنین توافقپذیری تنها با فرسودگی تحصیلی و تجربهپذیری هم تنها با دلزدگی تحصیلی رابطه منفی معنیدار داشتند. نتایج به دست آمده بیانگر آن است که ویژگیهای شخصیتی میتوانند 5 تا 16 درصد از احتمال تغییرپذیری ابعاد نیکبودی دانشجویان را تبیین کنند. | ||
| کلیدواژهها | ||
| ویژگیهای شخصیتی؛ نیکبودی تحصیلی؛ مشغولیت تحصیلی؛ دلزدگی تحصیلی؛ فرسودگی تحصیلی | ||
| عنوان مقاله [English] | ||
| The role of personality traits in academic wellbeing of agricultural students of Bu-Ali Sina University | ||
| چکیده [English] | ||
| Literature shows that personality is one of the key factors that affect well-being of different professional groups. However, little research has been undertaken related with university students. Thus, drawing on the Five Factor Personality Model, current study investigates relations between personality traits and three different kinds of well-being – engagement, boredom, and burnout- among agricultural students. The study adopted a cause-correlational method. The statistical population of this research consisted of 1780 agricultural students at Bu-Ali Sina University. According to Bartlett’s table, a sample of 260 students was chosen through random sampling method. Data was collected using four standardized self-administered scales including 15-item Big Five Inventory, Utrecht Work Engagement Scale- Student Survey, Utrecht Boredom Scale and Maslach Burnout Inventory- Student Survey. Spearman correlation formula and ordinal regression analysis was run to analyze the data. SPSSwin20 was used to do statistical analysis. The results indicate that conscientiousness and neuroticism were significantly related to each well-being dimension. In addition, agreeableness was only significantly related to burnout and openness to experience being only significantly related to boredom. In total, results indicate that personality traits can explain 5 to 16 percent of the variance in students’ well-being. | ||
| کلیدواژهها [English] | ||
| Personality traits, Academic wellbeing, Academic engagement, Academic Boredom, Academic burnout | ||
| مراجع | ||
|
سوار، ک. و بشلیده، ک. (1389). بررسی ارتباط میان ویژگیهای شخصیتی با فرسودگی تحصیلی در دانشآموزان مقطع دبیرستان شهر اهواز. دستاوردهای روانشناختی، 17(1)، 102-89. حبیبپور، ک، و ر. صفری، (1390). راهنمای جامع کاربرد SPSS در تحقیقات پیمایشی (تحلیل دادههای کمی). تهران: انتشارات متفکران. Alarcon, G., Eschleman, K. J., & Bowling, N. A. (2009). Relationship between personality variables and burnout: A meta-analysis. Work and Stress, 3, 244–263.
Archambault, I., Janosz, M., Fallu, J. -S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32, 651–670.
Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of art. Journal of Managerial Psychology, 22, 309–328.
Bakker, A. B., Tims, M., & Derks, D. (2012). Proactive personality and job performance: The role of job crafting and work engagement. Human Relations, 65, 1359–1378.
Bakker, A. B., Van der Zee, K. I., Lewig, K. A., & Dollard, M. F. (2006). The relationship between the big five personality factors and burnout: A study among volunteer counselors. Journal of Social Psychology, 146, 31–50.
Boyce, C. J., Wood, A.M., & Ferguson, E. (2016). For better or for worse: The moderating effects of personality on the marriage-life satisfaction link. Personality and Individual Differences, 97, 61–66.
Bresó, E., Salanova, M. & Schaufeli, W.B. (2007). In search of the ‘third dimension’ of burnout. Applied Psychology: An International Review, 56, 460-478
Celik, G. T., & Oral. E. L. (2013). Burnout Levels and Personality TraitsˇThe Case of Turkish Architectural Students. Creative Education, 4(2), 124-131.
Costa, P. T., &McCrae, R. R. (1992). Normal personality assessment in clinical practice: The NEO personality inventory. Psychological Assessment, 4, 5–13.
Crawford, E. R., LePine, J. A., & Rich, B. (2010). Linking job demands and resources to employee engagement and burnout: A theoretical extension and meta-analytic test. Journal of Applied Psychology, 95, 834–848.
De Feyter, T., Caers, R., Vigna, C., & Berings, D. (2012). Unraveling the impact of the Big Five personality traits on academic performance: The moderating and mediating effects of self-efficacy and academic motivation. Learning and Individual Differences, 22(4), 439-448.
Fisher, C. D. (1993). Boredom at work: A neglected concept. Human Relations, 46, 395–417.
Fisher, C. D. (1998). Effects of external and interruptions on boredom at work: Two studies. Journal of Organizational Behavior, 19, 503–522.
Fredrickson, B. L. (1998).What good are positive emotions? Review of General Psychology, 2, 300–319.
Hahn, E., Gottschling, J., & Spinath, F. M. (2012). Short measurement of personality—validity and reliability of the GSOEP Big Five Inventory (BFI-S). Journal of Research in Personality, 46, 355-359.
Inceoglu, I., & Warr, P. (2012). Personality and job engagement. Journal of Personnel Psychology, 10, 177–181.
Judge, T.A., Bono, J. E., Erez, A., & Locke, E. A. (2005). Core self-evaluations and job and life satisfaction: The role of self-concordance and goal attainment. Journal of Applied Psychology, 90, 257–268.
Kim, H. J., Shin, K. H., & Swanger, H. (2009). Burnout and engagement: A comparative analysis using the big five personality dimensions. International Journal of Hospitality Management, 28, 96–104.
Lang, F. R., John, D., Lüdtke, O., Schupp, J., & Wagner, G. G. (2011). Short assessment of the Big Five: robust across survey methods except telephone interviewing. Behavioral Research Methods, 43, 548-67.
Langelaan, S., Bakker, A. B., Van Doornen, L. J. P., & Schaufeli, W. B. (2006). Burnout and work engagement: Do individual differences make a difference? Personality and Individual Differences, 40, 521–532.
Mann, S., & Robinson, A. (2009). Boredomin the lecture theatre: An investigation into the contributors, moderators and outcomes of boredom amongst university students. British Educational Research Journal, 35, 243–258.
Maslach, C., Jackson, S. E., & Leiter,M. P. (1996). MBI: TheMaslach burnout inventory: Manual. Palo Alto, CA: Consulting Psychologists Press.
Mauno, S., Kinnunen, U., & Ruokolainen, M. (2007). Job demands and resources as antecedents of work engagement: A longitudinal study. Journal of Vocational Behavior, 70, 149-171.
McCrae, R. R. (2009). Personality profiles of cultures: Patterns of ethos. European Journal of Personality, 23, 205–227.
McCrae, R. R., & Costa, P. T., Jr. (2003). Personality in adulthood. A five factor theory perspective. New York: The Guildford Press.
McGeown, S. P., Putwain, D., Geijer Simpson, E., Boffey, E., Markham, J., & Vince, A. (2014). Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics. Learning and Individual Differences, 32, 278-286.
Mojsa-Kaja, J., Golonka, K., & Marek, T. (2015). Job burnout and engagement among teachers - Worklife areas and personality traits as predictors of relationships with work. International Journal of Occupational Medicine and Environmental Health, 28(1),102–119.
Mostert, K., & Rothmann, S. (2006). Work-related well-being in the South African police service. Journal of Criminal Justice, 34, 479–491.
Noftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: Big Five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93, 116–130.
Reijseger, G., Schaufeli, W. B., Peeters, M. C. W., Taris, T. W., Van Beek, I., & Ouweneel, E. (2013). Watching the paint dry at work: Psychometric examination of the Dutch boredom scale. Anxiety, Stress, and Coping, 26, 508–525.
Roberts, B. W., & Del Vecchio, W. F. (2000). The rank-order consistency of personality traits from childhood to old age: A quantitative review of longitudinal studies. Psychological Bulletin, 126, 3–25
Salanova, M., Schaufeli, W., Martinez, I., & Breso, E. (2009). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress & Coping, 23, 53-70.
Salanova, M., Schaufeli,W., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress and Coping, 23, 53–70.
Salgado, J. F. (1997). The five factor model of personality and job performance in the European Community. Journal of Applied Psychology, 82, 30–43.
Salmela-Aro, K., Savolainen, H. & Holopainen, L. (2008).Depressive symptoms and school burnout during adolescence. Journal of Youth and Adolescence, 6, 34-45.
Schaufeli, W. B., & Taris, T. W. (2005). The conceptualization and measurement of burnout: Common ground and worlds apart. Work and Stress, 19, 256–262.
Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: Across-national study. Educational and Psychological Measurement, 66, 701–716.
Schaufeli, W. B., Pinto, A. M., & Bakker, A. B. (2009). Job demand, job resources and their relationship with burnout and engagement: a multisample study. Journal of Organizational Behavior, 25, 293- -315.
Schaufeli, W. B.,Martínez, I.,Marqués-Pinto, A., Salanova,M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross national study. Journal of Cross-Cultural Psychology, 33, 464–481.
Schaufeli, W.B., & Salanova, M. (2007). Efficacy or inefficacy, that’s the question: Burnout and engagement, and their relationships with efficacy beliefs. Anxiety. Coping & Stress, 20, 177_196.
Schupp, J. & Gerlitz, J. Y. (2008). BFI-S: Big Five Inventory-SOEP. In: Glöckner-Rist, A., ed. Zusammenstellung sozialwissenschaftlicher Items und Skalen [Compilation of social-scientific items and scales]. Bonn: GESIS.
Sharp, J. G., Hemmings, B., & Kay, R. (2015). Towards a model for the assessment of student boredom and boredom proneness in the UK higher education context. Journal of Further and Higher Education, 1-33.
Spector, P. E. (2006). Method variance in organizational research. Truth or urban legend? Organizational Research Methods, 9, 221–232.
Srivatsava, S., John, O. P., Gosling, S. D., & Potter, J. (2003). Development of personality in early and middle adulthood: Set like plaster or persistent change? Journal of Personality and Social Psychology, 84, 1041–1053.
Sulea, C., van Beek, I., Sarbescu, P., Virga, D., & Schaufeli, W. B. (2015). Engagement, boredom, and burnout among students: Basic need satisfaction matters more than personality traits. Learning and Individual Differences, 42, 132-138.
Sulea, C., Virga, D., Maricutoiu, L. P., Schaufeli,W., Dumitru, C., & Sava, F. A. (2012). Work engagement asmediator between job characteristics and positive and negative extra role behaviors. Career Development International, 17, 188–207.
Suls, J. (2001). Affect, stress, and personality. In J. P. Forgas (Ed.), Handbook of affect and social cognition (pp. 392–409). Mahwah, NJ: Lawrence Erlbaum.
Van Beek, I., Taris, T.W., Schaufeli,W. B., & Brenninkmeijer, V. (2014). Heavywork investment: Its motivational make-up and outcomes. Journal of Managerial Psychology, 29, 46–62.
| ||
|
آمار تعداد مشاهده مقاله: 1,390 تعداد دریافت فایل اصل مقاله: 1,063 |
||