Reza Sheibanifar
Abstract
Extended AbstractAbstractThe corona epidemic has put a lot of pressure on teachers in terms of curricula. Therefore, the present study was conducted to investigate the burnout of teachers with regard to the mediating role of self-control and social support in corona epidemic. The research design was ...
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Extended AbstractAbstractThe corona epidemic has put a lot of pressure on teachers in terms of curricula. Therefore, the present study was conducted to investigate the burnout of teachers with regard to the mediating role of self-control and social support in corona epidemic. The research design was descriptive and correlative and its population included 110 primary school teachers in Boroujerd in the academic year 2020-2021. The sample size was 86 people who were selected by means of simple random sampling method. The applied questionnaires included the Sherborne and Stewart (1991) Social Support Scale, Tangier Self-Control (2004), and Masslash Occupational Burnout (1981). Data were analyzed by means of SPSS-21 software. Findings of the study showed a significant negative relationship (r = -0.752) between self-control and teachers' burnout. Also, there was a negative and significant relationship between social support and teachers' burnout (r = -0.821); Therefore, it can be concluded that high self-control and social support of people around are associated with reducing teacher burnout. Due to the corona epidemic, this crisis is affecting the performance of teachers and provides the ground for their burnout. Given this issue, it is necessary to provide training and support systems and self-control training to prevent burnout of teachers in the corona epidemic.IntroductionThe epidemic of Corona has had a lot of pressure on teachers in terms of physical and emotional. Conditions with stress and severe anxiety, emergencies, and the occurrence of natural disasters can create a risk of mental and psychological complications in teachers. Studies have shown that there is a significant relationship between the prevalence of corona and mental health problems such as stress, burnout and anxiety (Mo, et al, 2020; Nemati et al, 2020; Wu, et al, 2020). The rapid prevalence of corona pervasive disease has a great pressure on physical, social, economic and mental health of the whole community, especially teachers. Beside facing inconsistencies such as mortality, among the causes of occupational burnout, there are factors such as: low social support, high occupational pressure, lack of job security, low rights and benefits, decision-making in emergency situations based on inadequate information and accountability for the results of this decisions, effort with psychological pressure to avoid any mistake, (Talaei et al, 2008; Saberi, et al, 2008), the conflict of roles and values, lack of forces or their inappropriate distribution (Anoosheh et al, 2008) noted.The prevalence of the Corona virus creates a situation in which the psychological and physical aspects of the job burnout of teachers was investigated as one of the most important current issues. In this research, the two components of "social support" and "self-control" rules, one representative of the human social dimension and the other representative of the individual (self) human beings, tried to consider the separate effects of the society and the person himself on teachers' job burnout. One reason of conducting the present study was lack of the studies of any kind, with the mentioned variabels in epidemic corona on the teachers. In addition, considering the importance of job burnout and the limited research in this area, the present study seeks to answer this question that if there is a relationship between self-control and social support on one hand, and teachers' job burnout on the other. Therefore, the overall purpose of this research is to investigate the job burnout of teachers due to the mediative role of self-control and social support in corona epidemic.Theoretical FrameworkSince birth, humans live in a network of social relationships, and as Vigotsky says; community is the origin of the psyche of human being, which forms by the process of connection (Leontiev, 2005). People may take care of their decisions or control it, or hurriedly interrupt their inner feelings in decision-making, which are referred to self-control behavior (Bashirir et al, 2012).In the research as a study of the relationship between social support and burnout of girls' school teachers, Saeedi (2017) showed that there was a significant relationship between social support and job burnout. This means that the higher the level of social support the lower the job burnout. Ernani (2016) in the research, as determining the contribution of control of emotions and self-control and assessment of psychological stress in the prediction of job burnout in the female nurses, showed that there is a significant negative relationship between self-control and job burnout, that in this regard, he suggested self-control promotion to reduce job burnout.MethodologyThe research design was descriptive and correlative. The statistical population of the study consisted of 110 primary school teachers in Boroujerd, in the academic year of 2020-2021. 86 people participated in the research that were selected by random sampling method. In order to check more closely, the research was conducted one year after the commencement of the epidemic disease. The completion of the questionnaire was so that concluded only teachers with at least 10 years of job background. Data were collected by means of SHERBURN & STEWART (1991) social support scale questionair, Tanji (2004) self-control scale questionnaire, and Maslach, (1981) Job burnout scale. Discussion and ResultsDemographic data analysis of the descriptive indices of the study showed that in the sample set of 86 people; informational support has an average of 3.72 and the standard deviation of 0.47, devise support has an average of 3.99 and the standard deviation of 0.42, self-esteem support has an average of 3.53 and the standard deviation of 0.6, social network support has an average of 16.4 and a standard deviation of 0.51, initial self-control has an average of 61.6 and a standard deviation of 0.48, preventive self-control has an average of 61.6 and 0.42 standard deviation, and burnout Job has an average of 2/18 and a standard deviation is 0.34; therefore, the mean dimensions of social support and self-control of cutting point 3 were higher (in the middle limit of the 5 Likert spectrum), and therefore the dimensions of social support and self-control were high, while the mean job burnout of the cutting point 4 was lower (the middle limit of the Likert 7 spectrum). And so the level of burnout has been lower.Considering that because the significance level of all components and sub-components is 0.000 and smaller than the error value of 0.05, for all components and sub-components the assumption zero denied, and the assumption one approved.Findings showed that there is a negative and significant relationship between self-control and its subscales of primary self-control and preventive self-control in the amount of -0.673, -0.709, respectively. Findings also showed that there is a meaningful negative relationship between social support and its subscales which include information support, social network support, self-esteem support, device support in the amount of -0.624, -0.678, -0.540, -0.587, respectively. ConclusionThe purpose of this study was to investigate the job burnout of teachers due to the role of self-control mediating and social support in corona epidemic. The findings of the research were consistent with the results of Ernani (2016), Bastami (2016), and Seibert et al (2016). In explaining this finding, it can be said that according to Barsirian et al (2012), the people with high self-control look after their decisions and control them, or involve in hurrying and mix their inner feelings with the decisions. Teachers with high self-control may have better results in long-term performance. The findings of the research were consistent with the results of Ghasemi (2019), and Dogan et al (2015). In explaining this finding, it can be said that when the mental pressure rises, those who have high social support do not show the signals of depression. And therefore social support, by increasing the correct understanding of stressful psychological events, reduces the effect of psychological stress. The results of the findings showed that social support in the epidemic of Corona played an important role in the self-confidence of teachers, and will be effective in dealing with their burnout.
management
Mitra Nouraldi
Abstract
Extended AbstractAbstractThe aim of this study was to determine the relationship between personality traits and social support, life satisfaction and academic performance of students of Payame Noor University of Yazd. The research method was descriptive-correlative. The statistical population of the ...
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Extended AbstractAbstractThe aim of this study was to determine the relationship between personality traits and social support, life satisfaction and academic performance of students of Payame Noor University of Yazd. The research method was descriptive-correlative. The statistical population of the study included 477 psychology students of Payame Noor University of Yazd in the academic year 2020-2021. The sample size of the study was 213 based on Krejcie and Morgan table which were selected by means of simple random sampling method. Data collection tools were Costa and McCray (1992) Personality Traits Questionnaire, Sherburn & Stewart (1991) Social Support Questionnaire, Diner Life Satisfaction Questionnaire (1985) and Pham and Taylor (1999) Academic Performance Questionnaire. In order to analyze the collected data, Pearson correlation coefficient test and multivariate regression test were used. Findings of this study showed that there is a significant relationship between the variable components of personality traits with social support, life satisfaction and academic performance (P <0.01). It seems that planning to educate children in the early years of education can be useful in order to create and strengthen personality tendencies and academic and psychological outcomes in later years of life.IntroductionRecognizing the personality traits of individuals and using appropriate educational models in order to promote educational goals in the educational program of students is of great importance. Personality means a specific pattern of reactions, cognitions, motivations and feelings that is relatively stable over time and is useful for distinguishing people from each other. Thus, the term personality includes all the characteristics necessary to describe recurring internal states and relatively stable patterns of interpersonal differences in feeling, thinking, trying, and acting and reacting (Sharifi, et al., 2021). In the model of the Big Five Personality Factors, they introduced five strong factors including extroversion-introversion, neuroticism, agreeableness, conscientiousness, and longing for new experiences (Tavakoli & Mansour Lakoorej, 2020). According to psychologists, personality creates boundaries for academic performance that may be adapted to environmental conditions and demands. The most important criterion for measuring learners in the educational process is academic performance and application of what has been learned (Amiri, 2021). Academic performance means the ability to prove success in achieving the outcome for which it is designed and planned (Lester, et al., 2013). Self-efficacy means feeling confident in one's ability to meet the requirements of education and educational activities. Emotional effects are related to a person's reaction to a set of emotions such as anxiety and worry. Planning means the ability to organize lesson activities in a specific and feasible manner and the proper use of time to accomplished educational assignments. Lack of control over outcome means the belief that increasing one's activities does not lead to the desired result. Motivation also refers to the empowerment of behavior for further study and academic motivation to obtain a higher score and obtain a job or to improve skills and general knowledge (Mohamadikarkani, et al., 2019). This study tries to answer the question whether there is a significant relationship between personality traits with social support, life satisfaction and academic performance of students of Payame Noor University of Yazd?Theoretical frameworkStudies have shown that there is a relationship between personality traits and academic performance. In a study over the students, Atash Afrooz and Araban showed that personality traits of openness and conscientiousness enhance academic performance by encouraging students to adopt an in-depth study approach. Compatibility personality traits also improve academic performance in students by adopting a strategic study approach (Atashafrouz & Araban, 2017). Ghasemi in a study on female high school students showed that there is a positive relationship between personality traits and academic performance (Ghasemi, 2016). Another factor related to personality traits is social support. Social support refers to tangible informational, emotional, and instrumental responses that one receives from others (Mahdian & Ghaffari, 2016). Azizi & Shahbazian's study of migraine patients showed that the relationships between all five personality dimensions with irrational beliefs and perceptions of social support were significant (Azizi & shahbaziyan Khonig, 2018). life satisfaction is a factor that can be related to people's personality traits. According to Diner, life satisfaction is the positive perception and pleasant feeling of a person according to his values, needs and desires towards different realms or qualities of life (Diener, et al., 2003). The idea that life satisfaction is hidden in potential growth, self-realization and satisfaction of needs is rooted in the theory of humanism and positive psychology (Kvintova & Sigmund, 2016). People with higher life satisfaction use more effective and appropriate coping styles, experience deeper emotions, have better general health, and have fewer personality problems (Haroonrashidi & Sharifinia, 2021). Life satisfaction has a significant effect on all aspects of personality, the quality of action and reaction toward the life events (Ilanloo, et al., 2020).MethodologyThe present study was descriptive correlative. This research was also applied in terms of purpose. The statistical population of the study included 15,000 students of Payame Noor University of Yazd in the academic year 2020-2021. Due to the large size of the statistical population, the researcher limited his statistical population to 477 psychology students. The sample size was 213 based on Krejcie and Morgan table. Costa and McCray personality traits questionnaire, Sherborne and Stewart social support questionnaire, Diner life satisfaction questionnaire and Pham and Taylor academic performance questionnaire were used to collect information. In order to analyze the collected data, Pearson correlation coefficient test and multivariate (focal) regression test were used by SPSS statistical software.Discussion and ResultsThe highest mean of variable components of personality traits is related to extraversion-introversion component with an average of 35.74 with standard deviation of 8.73, the lowest mean of variable of personality traits is drelated to neurotic component with average of 26.67 with standard deviation of 8.98, the mean of social support variable is 70.99 with a standard deviation of 11.18, the average variable of life satisfaction is 15.97 with a standard deviation of 5.83, the average variable of academic performance is 71.10 with a standard deviation of 11.21.The significance level of Kolmogorov-Smirnov test for all studied variables is more than 0.05. Therefore, the test result is not significant for any of the variables and as a result, the distribution of all variables is normal, so parametric tests can be used to test the research hypotheses. Multivariate (focal) regression statistical test has been used to test the research hypothesis. The value of Wilkes's lambda statistic is 0.831, which is significant at the level of α = 0.01. Therefore, it can be said that there is a significant relationship between the components of personality traits as "predictor variables" with social support, life satisfaction and academic performance as "criterion variable" with a probability of 0.99. The root correlation value of the first root is 0.590, the percentage of common variance between the two combinations of predictor and property variables is 59%. Therefore, it can be said with 99% probability that 59% of variable components of personality traits based on the variables of social support, life satisfaction, and academic performance is predictable. The first focal correlation is significant and in the first focal correlation, respectively, the variables of racism (-0.799), extroversion-introversion (0.724), longing for new experiences (0.716), agreeableness (0.719) Conscientiousness (0.727) show predictability and the greatest effect of these variables on the criterion variables (neuroticism, conscientiousness, extraversion-introversion, agreeableness, eagerness to new experiences) are predictable, respectively. In the first focal correlation, the neuroticism variable was 79.9%, the conscientiousness variable was 72.7%, the extroversion-introversion variable was 72.4%, the agreeableness variable was 71.9%, and the desire for new experiences variable was 71.6%. Predictable components of social support are life satisfaction and academic performance, and in general it can be said that the predictive power of variable components of personality traits (neuroticism, conscientiousness, extraversion-introversion, agreeableness, eagerness to experience Fresh) for social support, life satisfaction and academic performance is (73.70) percent.ConclusionThe aim of this study was to determine the relationship between personality traits with social support, life satisfaction and academic performance of students of Payame Noor University of Yazd. Findings of this study showed that there is a relationship between the variable components of personality traits with social support, life satisfaction and academic performance. Regarding the relationship between personality traits and academic performance, the present finding was consistent with the study of Atashafrouz and Araban (2017), Ghasemi (2016), Moradi (2015) and Tamannaeifar and Mansourinik (2014). Explaining this finding, it can be said that neuroticism is a negative predictor of academic performance, this aspect of personality trait includes sensitivity of having unreal thoughts, weak control over desires, tendency to experience psychological disturbance in the form of agitation, anger, dejection, shame, hate, and a range of negative emotions; Regarding the relationship between personality traits and life satisfaction, the present finding is consistent with the study of Diner et al. (2003), Blunti et al. (2004), Joshanloo and Afshari (2011), Volodina et al. (2019) and Dehghani (2018).. In explaining this finding, it can be said that the extrovert has a strong predetermined goal and desire. These positive traits in extroverted personalities help to solve problems in the educational environment through planning and perseverance and increase life satisfaction. Regarding the relationship between personality traits and social support, the present finding is consistent with the study of Baranzuk (2019), Kokraviz et al. (2008) and Azizi and Shahbazian Khooniq (2018). In explaining this finding, it can be said that people with a high degree of extraversion have a greater desire and interest in their work and try to show their creativity.
