Fariba Kalantari; seyed akbar Mosavi
Abstract
Aim: The aim of the present study was to investigate th Causal relationship between core self-evaluation, information processing styles and job compatibility, and the mediation of integrative self-knowledge in secondary school (second stage) teachers
Methods:The statistical population was all ...
Read More
Aim: The aim of the present study was to investigate th Causal relationship between core self-evaluation, information processing styles and job compatibility, and the mediation of integrative self-knowledge in secondary school (second stage) teachers
Methods:The statistical population was all Man and Woman secondary school teachers in Ramhormoz City in the academic year 1402-1401. The statistical sample included 420 people and were selected by one-stage cluster sampling method.To collect data, questionnaires of information processing styles (REI), central self-evaluations (CSES), integrated self-knowledge (ISK) and occupational adaptation of Shahrabi teachers were used. 55 questionnaires were excluded from the study due to incompleteness and outlier data of several variables. And the information of 366 people was subjected to final analysis using SPSS 26 and Amos 24 software. Descriptive statistics methods were used to calculate the mean and standard deviation, and inferential statistics and path analysis methods were used to test the hypotheses. Also, a significance level of 0.05 and in the form of two domains has been considered for all research analyses.
Results:The results of the fitted model showed that information processing styles of rationalism and central self-evaluations had a direct, positive and significan effect on Integrative self-knowledge. Experiential information processing style had a direct, negative and significant effect on Integrative self-knowledge. And Integrative self-knowledge also had a significant direct effect on job compatibility. Also, the information processing style of rationalism and central self-evaluations with the mediation of Integrative self-knowledge had an indirect, positive and significant effect on job compatibility.
Discussion: According to the fitted model, the two variables of central self-evaluation and rationalistic information processing style can increase the level of coherent Integrative self-knowledge. And the increase of Integrative self-knowledge as a mediating variable increases job compatibility in teachers. The results of this research can help to increase the quality of work and improve teachers' work interactions by identifying the variables that affect the job compatibility of teachers. and help education in order to attract more adaptable teachers and also hold in-service courses for current teachers to improve their level
Bahram Movahedzadeh; Hojatollah Derafsh; Ramin Kazempour
Abstract
Aim: The present research aimed to investigate the role of self-esteem and social anxiety in predicting problematic smartphone use (PSU) in middle school and high school students.Methods: This research was of descriptive-correlational type. The research statistical population included all male and female ...
Read More
Aim: The present research aimed to investigate the role of self-esteem and social anxiety in predicting problematic smartphone use (PSU) in middle school and high school students.Methods: This research was of descriptive-correlational type. The research statistical population included all male and female secondary school students in the city of Kazerun in the academic year 2022-2023. The research sample consisted of 333 students selected and assessed using a cluster sampling method. The Cell-Phone Over-Use Scale (COS), the Social Anxiety Questionnaire (SAQ), and the Self-Esteem Scale (SES) were used to measure the research variables. Research data were analyzed by Pearson’s correlation coefficient and multiple regression methods.Results: The research results indicated that self-esteem and social anxiety symptoms were correlated with PSU (P>0.05). On the other hand, the multiple regression analysis results demonstrated that 55% of PSU was explained by self-esteem and social anxiety. Moreover, according to the data analysis results, self-esteem was negatively and inversely related to PSU in such a way that by decreasing the self-esteem score, the amount of PSU increased.Conclusion: These findings denote that self-esteem and social anxiety play a substantial role in predicting PSU in students. Given that PSU is a serious problem that profoundly affects mental health, it is suggested that early intervention is essential in order to strengthen self-esteem and relieve social anxiety.
