نمایش مختصر رکورد

dc.contributor.authorEbrahimi, Mojtabaen_US
dc.contributor.authorMohammadzadeh, Rajab Alien_US
dc.contributor.authorShojaei, Ali Asgharen_US
dc.date.accessioned1402-03-11T03:29:44Zfa_IR
dc.date.accessioned2023-06-01T03:29:44Z
dc.date.available1402-03-11T03:29:44Zfa_IR
dc.date.available2023-06-01T03:29:44Z
dc.date.issued2023-01-01en_US
dc.date.issued1401-10-11fa_IR
dc.date.submitted2023-02-07en_US
dc.date.submitted1401-11-18fa_IR
dc.identifier.citationEbrahimi, Mojtaba, Mohammadzadeh, Rajab Ali, Shojaei, Ali Asghar. (2023). Modeling the Structural Relationships of Job Stressors and Teachers' Autonomy Support with the Mediation of Emotional Exhaustion. Iranian journal of Learning and Memory, 5(20)en_US
dc.identifier.issn2645-5455
dc.identifier.issn2645-5447
dc.identifier.urihttps://journal.iepa.ir/article_169612.html
dc.identifier.urihttps://iranjournals.nlai.ir/handle/123456789/977437
dc.description.abstractThe purpose of the present study was to model the structural relationships of job stressors and teachers' autonomy support with mediation of emotional exhaustion. This research was descriptive of the correlation type by the method of structural equations. The statistical population included all the teachers of first and second grade of secondary schools in Noor's and Chamestan's public schools in the academic year of 2019-2020, that based on Cochran's formula and stratified random sampling method, 240 people were selected. The tools of this research were the job stressor factors questionnaire of Otero-Lopez et al. (2006), the teacher as social context questionnaire Welborn et al. (1992) and the teachers' burnout inventory of Maslach et al. (1996). All analyzes were done by structural equation modeling method. The findings indicated that the structural relationship model of job stressors and teachers' autonomy support with the mediation of emotional exhaustion in teachers of first and second grade of secondary schools has favorable fit and significance. In this research, all the direct and indirect paths that lead to the prediction of teachers' autonomy support have been significant. The research's results indicate that job stressors have a direct and indirect effect, through emotional exhaustion, on teachers' autonomy support and also emotional exhaustion directly affects autonomy support. Addressing these variables can be effective in solving the problems of teachers' autonomy support and increasing it.en_US
dc.languageEnglish
dc.language.isoen_US
dc.publisherIranian Educational Psychology Associationen_US
dc.relation.ispartofIranian journal of Learning and Memoryen_US
dc.subjectJob Stressor Factorsen_US
dc.subjectautonomy supporten_US
dc.subjectemotional exhaustionen_US
dc.subjectTeachersen_US
dc.subjectSchool Psychologyen_US
dc.titleModeling the Structural Relationships of Job Stressors and Teachers' Autonomy Support with the Mediation of Emotional Exhaustionen_US
dc.typeTexten_US
dc.typeOriginal Articleen_US
dc.contributor.departmentDepartment of Educational Psychology, Babol Branch, Islamic Azad University, Babol, Iranen_US
dc.contributor.departmentDepartment of Psychology, Payame Noor University, Tehran, Iranen_US
dc.contributor.departmentDepartment of Educational Sciences, Babol Branch, Islamic Azad University, Babol, Iranen_US
dc.citation.volume5
dc.citation.issue20
nlai.contributor.orcid0000-0001-9284-1306
nlai.contributor.orcid0000-0002-7305-8604
nlai.contributor.orcid0000-0002-1454-1057


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