Zohra Chiraghi; Fatemah Bohlool; hadi Elahai; Hooman Babadi
Abstract
The purpose of this research was to investigate the relationship between psychological capital and knowledge sharing and innovative work behavior with the mediation of job engagement in South East Khuzestan Water Company. The statistical population of this research included 200 employees of South East ...
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The purpose of this research was to investigate the relationship between psychological capital and knowledge sharing and innovative work behavior with the mediation of job engagement in South East Khuzestan Water Company. The statistical population of this research included 200 employees of South East Khuzestan Water Company in 1401, who were selected by random sampling. Data were collected through psychological capital questionnaire (Luthans et al., 2007), knowledge sharing questionnaire (Huy et al., 2010), innovative work behavior questionnaire (De Jong & Den Hartog, 2010) and job engagement scale (Schaufeli et al., 2001) data collection and analysis was done with the help of structural equation modeling method and using SPSS-24 and AMOS-24 software. The results showed that the proposed model had a relatively good fit with the data. The findings indicated a direct and significant relationship between psychological capital and knowledge sharing, innovative work behavior and job engagement. In addition, there was a positive and significant relationship between knowledge sharing and job engagement, as well as innovative work behavior and job enthusiasm. The results of the indirect paths showed that job engagement has a positive and significant effect on the relationship between psychological capital and knowledge sharing and on the relationship between psychological capital and innovative work behavior. Therefore, by strengthening the psychological capitals (resilience, self-efficacy, hope and optimism) in employees, job engagement will also increase, and then we will witness innovative work behaviors and knowledge sharing in the workplace.The purpose of this research was to investigate the relationship between psychological capital and knowledge sharing and innovative work behavior with the mediation of job engagement in South East Khuzestan Water Company. The statistical population of this research included 200 employees of South East Khuzestan Water Company in 1401, who were selected by random sampling. Data were collected through psychological capital questionnaire (Luthans et al., 2007), knowledge sharing questionnaire (Huy et al., 2010), innovative work behavior questionnaire (De Jong & Den Hartog, 2010) and job engagement scale (Schaufeli et al., 2001) data collection and analysis was done with the help of structural equation modeling method and using SPSS-24 and AMOS-24 software. The results showed that the proposed model had a relatively good fit with the data. The findings indicated a direct and significant relationship between psychological capital and knowledge sharing, innovative work behavior and job engagement. In addition, there was a positive and significant relationship between knowledge sharing and job engagement, as well as innovative work behavior and job enthusiasm. The results of the indirect paths showed that job engagement has a positive and significant effect on the relationship between psychological capital and knowledge sharing and on the relationship between psychological capital and innovative work behavior. Therefore, by strengthening the psychological capitals (resilience, self-efficacy, hope and optimism) in employees, job engagement will also increase, and then we will witness innovative work behaviors and knowledge sharing in the workplace.
mahshid shabani; shohreh ghorban shiroudi; javad khalatbari
Abstract
Introduction
The family, as the most fundamental cultural and social institution, has the most stable effect on its members, so that people's attitudes, behaviors, beliefs and emotions are deeply influenced by the family context. The bricks of a family are based on the emotional ties and personal trust ...
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Introduction
The family, as the most fundamental cultural and social institution, has the most stable effect on its members, so that people's attitudes, behaviors, beliefs and emotions are deeply influenced by the family context. The bricks of a family are based on the emotional ties and personal trust of each couple, which is not only comfort for the individual, but also for the whole family. The absence of each parent in the family environment due to divorce disturbs its balance, weakens the functions of the family, and reduces social supervision and control. As a result, addiction and delinquency, physical problems, psychological and social disturbances, and disorders of behavior increase in children. Children of divorce face intellectual, emotional, identity and social challenges in groups of friends due to receiving social stigma, which forms the basis for behavioral disorders in them. Therefore, The present study was conducted to develop a psychological capital training package and evaluate its Effectiveness on the alexitimia of the Students Engaged in Divorce with Externalized Behavior Disorder.
Method
The research method of the present study was thematic analysis through comparative method in the qualitative part and quasi-experimental with pretest, posttest, control group design and two-month follow-up period in the quantitative part. The statistical population of the present study included the students engaged in divorce with externalized behavior disorder who were studying in the first high school in the academic year 2020–21 in the city of Isfahan. 40 students engaged in divorce with externalized behavior disorder were selected through the purposive sampling method and randomly accommodated into experimental and control groups (each group of 20 students). The experimental group received ten 75-minute sessions of psychological capital training over two and a half months. 3 people from the experimental group and three from the control group quit participating in the study. The applied questionnaires in this study included alexitimia questionnaire (AQ) and children and adolescents behavioral inventory (CABI). The data from the study were analyzed through a mixed ANOVA via SPSS 23 statistical software.
Results
The results showed that the psychological empowerment package enjoys suitable content validity from the experts’ viewpoint. Furthermore, this package has had an effect on the alexitimia (f = 17.02, eta = 0.35, p≤0.001) of the students engaged in divorce with externalized behavior disorder. In addition, the results showed that the effect of the psychological empowerment package was stable on the alexitimia of the students engaged in divorce and the externalized behavior disorder of the patients with follow-up stages. After carefully examining the descriptive findings, it was found that the psychological empowerment package reduced the alexitimia of the students engaged in divorce with externalized behavior disorder in the pre-test and post-test stages.
Conclusion
According to the findings of the present study, it can be concluded that psychological capital training can be used as an efficient method to decrease alexitimia in the students engaged in divorce with externalized behavior disorder through employing the fundamentals of resilience, optimism, hope and self-efficacy. In addition, it should be said that psychological capital is introduced as a structure beyond social and internal capital and includes your identity in the direction of "what you are" and "what you can be". This process can cause changes in people's emotional processing and reduce their alexitimia.
Ali Sepahvand; Monirpour Nader; Majid Zargham Hajebi
Abstract
Introduction
In the last two decades, the academic conflict has attracted the attention of researchers and educators because of its comprehensiveness in describing students 'motivation and learning, as well as a strong predictor of students' performance, progress, and success in school. There are many ...
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Introduction
In the last two decades, the academic conflict has attracted the attention of researchers and educators because of its comprehensiveness in describing students 'motivation and learning, as well as a strong predictor of students' performance, progress, and success in school. There are many different definitions of academic conflict, with some researchers considering conflict as a process while others have conceptualized it as an outcome. The framework of student achievement blueprints includes several identified personality and psychological elements that potentially influence student achievement; In this regard, we can refer to psychological capital and self-determination. The aim of the present study was a model of academic engagement based on psychological capital mediated by self-determination.
Method
This research is applied in terms of purpose and correlational in terms of the descriptive method. The study population consists of all twelfth-grade female students in Tehran province in the academic year 2009-2010. The sample consisted of 305 twelfth-grade female students in Robat Karim and Parand who were selected by multi-stage sampling. Students answered the questionnaires on academic engagement (Rio, 2013), psychological capital (Lutans et al., 2007), and self-determination (Ryan and Desi, 2000). After collecting the data, they were analyzed using Spss-24 and Amos-21 software and Pearson correlation coefficient and structural equations.
Results
The assumed model was fitting in the research community. The results of the analysis showed that the mediating role of self-determination in the relationship between psychological capital and academic conflict is positive and significant and the proposed model explains 33% of the variance of students' academic conflict. The research findings showed that psychological capital and self-determination, directly and indirectly, predict 33% of the variance of academic engagement. Therefore, it can be concluded that psychological capital and academic engagement have a mutual effect, and in other words, a causality and circular relationship can be considered between psychological capital and academic engagement.
Conclusion
Based on the research findings, it was found that the effect of psychological capital is more indirect and self-determining than direct. As a result, students' self-determination and academic engagement increase with increasing psychological capital. Psychological capital facilitates the processes of being required to pay attention, interpret, and maintain positive and constructive emotions in interaction and participation with educational environments due to positive cognitive evaluation of events, which can lead to more involvement with materials. The lesson is to act at the optimal level and increase performance. In fact, people with higher self-efficacy use study and learning strategies more effectively to achieve the desired result, these people use cognitive and metacognitive strategies more, and in educational activities with planning Purposeful and comprehensive effort, overcome academic problems and challenges.
Amani ziba; Mohammad Bagher Kajbaf; Ali Reza Maredpour
Abstract
The purpose of this study was to educate and develop a package of indigenous compassion therapy on mental health, psychological capital and lifestyle of working women in Isfahan. The research method was qualitative research methods of with two experimental and control groups. The statistical population ...
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The purpose of this study was to educate and develop a package of indigenous compassion therapy on mental health, psychological capital and lifestyle of working women in Isfahan. The research method was qualitative research methods of with two experimental and control groups. The statistical population included all working women referring to counseling centers in the age group of 25 to 45 years in Isfahan and the sample size included 30 people, 15 of whom were placed in the experimental group and 15 in the control group and selected by purposive sampling. Indigenous compassion therapy for women in the experimental group (in 8 sessions) was performed twice a week for 90 minutes. Measurement tools included the Goldberg General Health Questionnaire (1972), the Lutatz Psychological Capital Questionnaire (2007), and the Miller Smith Lifestyle Questionnaire (1988). Multivariate and univariate analysis of covariance and repeated measures analysis of variance were used to analyze the data. The results showed that there was a significant difference at the level of ⍺ = 0.05 between the mean scores of lifestyle tests, mental health and psychological capital of women in the experimental and control groups. The effect size indicates that in the post-test scores, the lifestyle variable is 33%, the mental health variable is 66%, and in the psychological capital variable is 40%, it is affected by the indigenous compassionate education package. Therefore, it can be concluded that indigenous compassion education has an effect on lifestyle, mental health and psychological capital of women working in the present study.
saman haddadi ahmadsaraei; abdolzahra naami; amin hosseny moghaddam
Abstract
Introduction Regarding to today's competitive world and the key role of human resources in the success and failure of organizations and the importance of employees' emotions in their mental health and their psychological well-being, this study aimed to investigate the effect of imposing dissonance emotions ...
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Introduction Regarding to today's competitive world and the key role of human resources in the success and failure of organizations and the importance of employees' emotions in their mental health and their psychological well-being, this study aimed to investigate the effect of imposing dissonance emotions on psychological health and emotional commitment of employees, with the moderating role of emotional intelligence and psychological capital. The emotional labor was first introduced in 1983 by the American sociologist Hochschild, and then attracted much attention. Hochschild (1983) believed it has two types: surface acting and deep acting. Surface acting occurs when a person expresses particular emotions without really experiencing them. In other words, the person adjusts the feelings that he expresses and considers himself merely as an actor. On the other hand, a deep acting occurs when a person experiences the feelings he expresses. Hochschild (1983) stated that managing occupational excitement (deep acting) requires a lot of effort and it costs a lot to the person. Mental health is one of the variables that dissonance emotions can affect it. Carl Menanger's (1990) definition of mental health is that the individual compromises with the world around him/her as much as possible, so that his/her effective and beneficial happiness can be fully realized. Another factor that has been examined as the result of dissonance emotions in this study is emotional commitment. commitment as "the degree of identification of a person with a particular organization and the degree of involvement and engagement with that organization." The emotional commitment refers to the linkage and replication of the employee with the organization. Increasing emotional commitment means increasing the sense of loyalty, belonging, and solidity (Meyer, Allen and Smith, 1993). Considering the existing research background, a number of variables can be considered as moderating the relationship between disagreement with mental health and emotional commitment. In this study, the role of emotional intelligence and psychological capital has been investigated. Method The statistical population of this study was all employees of all branches of Maskan Bank of Ahvaz. Multi-stage random sampling was used to collect the data. In this research, 121 employees of Ahvaz branch of Sepah bank participated. Since the present study was descriptive, Pearson correlation and regression tests were used to describe and analyze the demographic characteristics of descriptive variables such as mean and standard deviation, as well as to test the research hypotheses. The analyzes were performed using SPSS version 22 software. In this study, for collecting data, the questionnaire of the imposition of dissonant emotions (Naring et al., 2000), mental health (Goldberg & Hiller, 1979), emotional commitment (Allen & Meyer, 1990), emotional intelligence (Shot et al., 1998) and psychological capital (Lutans et al., 2007), were used. Results The results of regression analysis showed that the imposition of dissonant emotions has a significant role in decreasing mental health and emotional commitment of employees. In addition, emotional intelligence and psychological capital managed to modify the relationship between these variables. In other words, emotional intelligence and psychological capital were able to reduce the effect of imposing dissonance emotions on mental health and emotional commitment. Accordingly, it is suggested to design and implement a series of educational programs to increase emotional intelligence and psychological capital in order to reduce the effect of imposing dissonance emotions on the mental health and emotional commitment of employees. Conculsion Accordingly, it is suggested to design and implement a series of educational programs to increase emotional intelligence and psychological capital in order to reduce the effect of imposing dissonance emotions on the mental health and emotional commitment of employees.
Leila Soleimani; Yusuf Dhghni
Abstract
Develomental assets consist of opportunity, values and skills that increase adolescents' achievements at school and result in reduction of risky behaviors and play a protective role in psychological well-being. Current study aims to review mediating role of psychological capital in relationship between ...
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Develomental assets consist of opportunity, values and skills that increase adolescents' achievements at school and result in reduction of risky behaviors and play a protective role in psychological well-being. Current study aims to review mediating role of psychological capital in relationship between developmental assets and academic achievements. For this purpose, 463 students (junior and senior high-school) of Bushehr city (259 boys and 204 girls) were selected by cluster sampling method and they responded to Developmental Assets Scale of Minnesota and Psychological Capital Scale of Luthans. Structural equation modeling was used and the results of analyzing data indicated that there was a meaningful and positive relationship between psychological capital and developmental assets. Also, meaningful relationship between psychological capital and educational achievements, mediated by developmental assets was obtained. The results of structural equation modeling suggests that the model fitted the data. With regard to these findings, it can be said that psychological capital has a mediating role in the relationship between developmental assets and educational achievements. Accordingly, with regard to such variables as developmental assets and increase of psychological capital, the rate of students' academic achievements could be increased.
Sh. Araban; N. Arshadi; A. Neisi; K. Beshlideh
Abstract
The purpose of this study was designing and testing a model of some personal (psychological capital, basic psychological needs), job related (job characteristics, job stress), and organizational variables (servant leadership, organizational ethical climate) as antecedents of organizational well-being. ...
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The purpose of this study was designing and testing a model of some personal (psychological capital, basic psychological needs), job related (job characteristics, job stress), and organizational variables (servant leadership, organizational ethical climate) as antecedents of organizational well-being. The statistical population of the present research included all employees of National Iranian South Oil Company (NISOC). 384 employees were selected by multi-stage random sampling method. Instruments used in the present study were Personally Expressive Activities Questionnaire (PEAQ), Psychological Capital Questionnaire (PCQ), Servant Leadership Survey (SLS), Organizational Ethical Climate Questionnaire (OECQ), Job Stress Questionnaire (JSQ), Basic Psychological Needs at Work Scale (BPNWS), and Job Content Questionnaire (JCQ). Structural equation modeling (SEM) through AMOS-18 software package was used for data analysis. Results showed that the proposed model fit the data properly. Moreover, direct positive relationships of the psychological capital, basic psychological needs, job characteristics, servant leadership, organizational ethical climate with organizational well-being, and direct negative relationship of job stress with organizational well-being were confirmed. Bootstrap procedure for testing indirect effect revealed that organizational ethical climate mediated the relationship between servant leadership and organizational well-being.
A. Neisi; N. Arshdi; A. Rahemi
Volume 18, Issue 1 , June 2011, , Pages 19-46
Abstract
The purpose of this study was to examine the casual relationship of psychological capital with positive emotions, psychological well-being, job performance and job engagement. The participants of this study were 263 nurses of public hospitals (228 females; 35 males) in Shiraz. Participants completed ...
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The purpose of this study was to examine the casual relationship of psychological capital with positive emotions, psychological well-being, job performance and job engagement. The participants of this study were 263 nurses of public hospitals (228 females; 35 males) in Shiraz. Participants completed Psychological Capital, Task Performance, Organizational Citizenship Behavior, Job Engagement, Psychological Well-being and Positive Emotions Questionnaires. Structural equation modeling (SEM) through AMOS-18 and SPSS-18 software packages was used for data analysis. Results showed that the overall model fit indices were relatively good. Better fit were obtained by linking the errors of 2 paths. Psychological capital was related positively to psychological well-being, positive emotions, job performance and job engagement and positive emotions was related positively to psychological well-being as well. In addition, positive emotions mediated the relationship between psychological capital and psychological well-being.
