ORIGINAL_ARTICLE
امکان سنجی استقرار آموزش الکترونیکی در بانک سرمایه
مطالعه حاضر با هدف امکان سنجی استقرار آموزش الکترونیکی در بانک سرمایه انجام شد. روش پژوهش توصیفی بود. جامعه آماری در این پژوهش فراگیران، مدرسین، مسئولین و کارشناسان بخش های انفورماتیک و آموزش بودند. برای سنجش مؤلفه فرهنگی تعداد 16 نفر از مدرسین و 300 نفر از فراگیران، برای سنجش مولفه فنی تعداد 12 نفر از مسئولین و کارشناسان انفورماتیک و برای سنجش مولفه آموزشی تعداد 12 نفر از مسئولین و کارشناسان آموزش به روش سرشماری انتخاب شدند. ابزار گردآوری داده ها، پرسش نامه سنجش آمادگی فرهنگی، پرسش نامه سنجش آمادگی فنی و پرسش نامه سنجش آمادگی آموزشی بود. تجزیه و تحلیل داده ها با استفاده از آزمون آماری تی تک نمونه ای و آزمون خیدو انجام شد. یافته های این مطالعه نشان داد امکان استقرار نظام آموزش مجازی در بانک سرمایه از لحاظ زیرساخت های فرهنگی، فنی و آموزشی مورد تائید و خوب است (01/0>P). بنابراین، استقرار آموزش الکترونیکی در بانک سرمایه امکانپذیر است و برای پیشرفت آموزش الکترونیکی بانک باید به تربیت نیروی متخصص بیشتر، علاقهمند کردن پرسنل و ارتقاء امکانات سختافزاری و نرمافزاری پرداخته شود.
https://www.jmep.ir/article_114514_229f8055805b2fe65e320bd9ce2b34e4.pdf
2020-08-22
1
18
10.22034/jmep.2020.239041.1023
امکان سنجی
آموزش الکترونیکی
بانک سرمایه
ندا
محسنی
neda1361m@yahoo.com
1
دانشجوی دکترای مدیریت آموزشی ، دانشگاه ازاد واحد علوم تحقیقات ، تهران ، ایران
LEAD_AUTHOR
Abbasikasani, H., haji zeynalgabedini, M., & raisi, A. (2018). Pathology of University of Medical Sciences E-learning System based on Khan Model. Journal of Medical Education Development,12(4), 227-238. (In Persian)
1
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2
Ahanchian, A. R., & Lotfi, H. (2018). Performance management conjunction with human resources training and development: A way towards the effectiveness of training programs. Journal of Management Studies on Disciplinary Force Education,10(4), 41-69. (In Persian)
3
Amouzad, M., Ghahramani, M., & Golinezhad, E. (2014). The Study of Affecting Factors on the E-Learning Readiness in National Petrochemical Company Employees.Human Resource Management in Oil Industry,6(21),29-58. (In Persian)
4
Aparicio, M., Bacao, F., & Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388-399.
5
Azimi, R. (2020). Needs assessment of teachers working in exceptional education in the city of Tabriz to appropriate education and evaluation of its effects in implementation. Management and Educational Perspective, 1(2), 37-53. doi: 10.22034/jmep.2020.227749.1008 (In Persian)
6
Espinoza-Guzmán, J., & Zermeño, M. G. G. (2017). Maturity model for e-learning classroom, bimodal and virtual courses in higher education: A preliminary study. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 12(1), 19-31.
7
Farhangi, A., Yazdani, H., & Haghshenas, M. (2018). Identification of learning management systems functional areas and limitations (case study: e-learning center of university of Tehran). Journal of information technology management, 10(2), 331-354. (In Persian)
8
Feizi, K. & Behzadi, A. (2014). A Model for E-Learning Readiness Assessment of Organizations and Financial Institutions "Case Study: BMI", Journal of Technology of Education,8(3), 193-204. (In Persian)
9
Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449.
10
Grayson, DR, Anderson, T. (2005). E-learning in the 21st century, Zarei Zavaraki, Safaei Movahed, Saeed, Tehran, Science and Technology, First Edition(In Persian)
11
Kamaliyan, A. & Fazel, A. (2009). The Examination of Prerequisites and Evaluation of Facilities of Electronic Learning System, Journal of Technology of Education, 4(1), 13. (In Persian)
12
Laurillard, D. (2013). Rethinking university teaching: A conversational framework for the effective use of learning technologies. Routledge.
13
Mirabi, V., & Omidi, A. (2015). Understanding the effective factors in choosing virtual education courses in Bank Maskan, using the ANP method. International Conference on Modern Reaearch in Managenment & Industrial Engineering, 30 November 2015, IRIB International Conference Center, Tehran. (In Persian)
14
Mirsaidi, G., Imani, M. N., & Nazem, F. (2016). Evaluation of organizational infrastructure affecting the use of E-learning. Quarterly Journal of Nursing Management, 5(2), 51-58. (In Persian)
15
Parkes, M., Stein, S., & Reading, C. (2015). Student preparedness for university e-learning environments. The Internet and Higher Education, 25, 1-10.
16
Purnomo, S., & Lee, Y. H. (2010). An assessment of readiness and barriers towards ICT program implementation: Perceptions of agricultural extension officers in Indonesia. International Journal of Education and Development using ICT, 6(3), 19-36.
17
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18
Shaeidi, A., & Sadeghzadh, S. H. (2012). Assessing Various Models of Design Electronic Learning. Media,3(3), 33-38. (In Persian)
19
Tarjoman, L., & Siadat, S. H. (2019). Possibility of having E-learning in high schools of rural and nomadic areas in Lorestan province., Journal of Management and Planning in Educational Systems, 12(22), 311-338. (In Persian)
20
Walkington, C. A. (2013). Using adaptive learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes. Journal of Educational Psychology, 105(4), 932.
21
Weru, J. W., Iravo, M. A., & Sakwa, M. (2013). The relationship between training and development on performance of state owned corporations. International Journal of Academic Research in Business and Social Sciences, 3(9), 57.
22
ORIGINAL_ARTICLE
ارزیابی میزان اثربخشی آموزشی دورههای تخصصی مدیریت پروژه در بهبود عملکرد مدیران فنی؛ موردمطالعه: یکی از سازمانهای نیروهای مسلح
این پژوهش با استفاده از مدل کرک پاتریک به ارزیابی اثربخشی آموزشی دورههای تخصصی مدیریت پروژه که برای بهبود عملکرد مدیران فنی یکی از سازمانهای نیروهای مسلح برگزار گردیده است میپردازد. تحقیق از حیث هدف، کاربردی و به لحاظ انجام کار از نوع پیمایشی است. جامعه آماری را کلیه مدیران فنی شرکتکننده در دوره (60 نفر) و 10 نفر از مدیران ارشد سازمان تشکیل میدهند. دادههای موردنیاز بهوسیله پرسشنامه محقق ساخته جمعآوری گردیده است. برای ارزیابی سطوح رفتار و نتایج از مصاحبههای نیمه ساختمند با مدیران و پرسشنامههای بسته-باز پاسخ کمک گرفته شده است. در بررسی روایی پرسشنامهها از نظرات خبرگان سازمان و دانشگاه و برای بررسی پایایی نیز آلفای کرونباخ استفاده شده که مقدار آلفای بهدستآمده پایایی مناسب پرسشنامهها را نشان میدهد. اطلاعات گردآوریشده با استفاده از آمار توصیفی و استنباطی و با کمک نرمافزار SPSS22 تجزیهوتحلیل شدهاند. برای تحلیل دادههای کیفی حاصل از مصاحبه نیمه ساخت مند و سؤالات بسته-باز پاسخ نیز از روش تحلیل محتوا با استفاده از تحلیل مقولهبندی استفاده گردیده است. نتایج تحقیق نشان میدهد که واکنش فراگیران به نحوه سازماندهی و برگزاری دوره مدیریت پروژه مثبت بوده و رضایت آنان حاصل گردیده است. نتایج ارزیابی هر یک از سطوح یادگیری، رفتار و نتایج نیز نشان میدهد که ارتباط نزدیکی بین نتایج مورد انتظار با اهداف تعریف شده برقرار است که این مؤید اثربخشی دوره برگزار شده است.
https://www.jmep.ir/article_114513_107ca71fb5770ca7605add2fe49dafb7.pdf
2020-08-22
19
38
10.22034/jmep.2020.237888.1022
ارزشیابی
اثربخشی آموزشی
مدیریت پروژه
الگوی کرک پاتریک
سعید
هداوند
hadavand.s@yahoo.com
1
دانشجوی دکتری، گروه مدیریت آموزشی، دانشکده مدیریت و اقتصاد، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، تهران، ایران
LEAD_AUTHOR
Abili K, Sobhaninejad M, Youzbashi A. (2010).Examining the factors affecting the effectiveness of training courses, case study: Iran national oil company, Human Resource Management in Oil Industry; 1 (2):59-76. (In Persian).
1
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Alexandros, G. Sahinidis, John Bouris. (2017). Employee perceived training effectiveness relationship to employee attitudes, Journal of European Industrial Training, 40(2): 63-76
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American Management Institute. (2002). Project Manager Development Framework, First edition, Newtown Square (PA, USA), American Management Institute, P.28
4
Ayton, J.E. (2006). In Cervices Training for Teacher in Nzo Schwa in Organizations (3rd), New Jersey: Prentice Hall, P.6
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7
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8
Figg, W. (2014). Evaluating Training Programs: the Four Level", International Journal of Science Education, 36(23): 651-663.
9
Grossman, R., & Salas, E. (2019). The transfer of training: what really
10
matters, International Journal of Training and Development, 23(3): 61-74.
11
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12
Hossinikhah, A; Safaee Movahed, S; Peymaniyan. Sh. (2015). Evaluating the Effectiveness of MBA Training Course in Iranian National Gas Company Based on Kirk Patrick Model , Quarterly Journal of Training & Development of Human Resources, 2(4): 59-76 . (In Persian)
13
Industry Report (2020). Training magazine’s exclusive analysis of the U.S, training industry. Training, 57(12/14): 8–24
14
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15
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16
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17
Mann, S., Robertson. (2019). what should training evaluations evaluate?
18
Journal of Euroopean Industrial Training, 20 (9):14.
19
Razmi, amirmokhtar. Namati. Mohammadali. Zamanimoghadam, afsaneh. (2019). the peresentation of a comperehensive system of effective training for the standard iso 10015, Journal of new approaches in educational management, 9(35): 21. (In Persian).
20
Sanjari, A., Gharayi Ashtiani, M. (2014). Strategic-Indigenous Model for Evaluating Performance of Employees and Managers of I.R. IRAN'S Military Forces. Defense Studies, 12(1): 24. (In Persian).
21
Schneider, K. (2018). Transfer of Learning in Organizations; Springer International Publishing, Switzerland.
22
Spence, L. (2011). Coaching and training transfer: a phenomenological inquiry into combined training-coaching programmers, International Journal of Evidence Based Coaching and Mentoring, Special Issue, 5 (2):114.
23
Tennat, Ch. (2013). Evaluation of Training and Development Program, Journal of American
24
ORIGINAL_ARTICLE
نقش میانجی شادکامی و انگیزش تحصیلی در رابطه میان خودراهبری یادگیری با پذیرش اجتماعی در دانش آموزان دختر دوره دوم ابتدایی شهرستان تنکابن
مطالعه حاضر با هدف تعیین نقش میانجی شادکامی و انگیزش تحصیلی در رابطه میان خودراهبری یادگیری با پذیرش اجتماعی در دانش آموزان دختر دوره دوم ابتدایی شهرستان تنکابن انجام شد. انجام شد. روش پژوهش توصیفی - همبستگی بود. جامعه این تحقیق دانش آموزان دختر دوره دوم ابتدایی شهرستان تنکابن بودند. با استفاده از روش نمونهگیری تصادفی خوشهای 204 دانشآموز انتخاب شدند. ابزار جمعآوری دادهها پرسشنامه انگیزش تحصیلی والراند و همکاران (1992)، پرسشنامه پذیرش اجتماعی کراون و مارلو (1960)، پرسشنامه خودراهبری یادگیری فیشر و همکاران (2001) و پرسشنامه شادکامی آکسفورد بود. تجزیهوتحلیل دادهها با استفاده از مدلسازی معادلات ساختاری نشان داد در مدل تحقیق اثر مستقیم متغیر پیشبین و ملاک برابر با 38/0 بود، اثر غیرمستقیم در صورت وجود متغیر میانجی شادکامی 600/0 و اثر غیرمستقیم در صورت وجود متغیر میانجی انگیزش تحصیلی 510/0 بود که با توجه به کمتر بودن اثر مسیر مستقیم از مسیرهای غیرمستقیم بنابراین وجود متغیرهای میانجی شادکامی و انگیزش تحصیلی تأثیر را افزایش میدهد و نقش میانجی در فرضیه تحقیق مورد تأیید واقع شد.
https://www.jmep.ir/article_114515_6a3e29fcc3ffdaba7b7c788a36de094e.pdf
2020-08-22
39
58
10.22034/jmep.2020.241484.1027
شادکامی
انگیزش تحصیلی
خودراهبری یادگیری
پذیرش اجتماعی
سمیرا
پالی
samira_pali@yahoo.com
1
استادیار و عضو هیات علمی ، گروه علوم تربیتی ، دانشگاه آزاد اسلامی تنکابن ، ایران
LEAD_AUTHOR
لیلا
اذعانی
leylaezani@gmail.com
2
کارشناس ارشد روانشناسی تربیتی ، دانشگاه آزاد اسلامی واحد تنکابن، ایران
AUTHOR
Asgari, F; Zeinodini Meymand. Z, (2016), The Relationship between Happiness and Learning among Third Millennium School Students, The Second International Conference on New Research in the Field of Educational Sciences, Psychology and Social Studies, Iran, Qom. (In Persian)
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2
Ajam, A. A. (2016). The prediction of academic self-efficacy through social well-being of students at University of Medical Sciences. EDUCATIONAL STRATEGIES, 9(1), 71-78. (In Persian)
3
Argyle, M., & Lu, L. (1990). The happiness of extraverts. Personality and individual differences, 11(10), 1011-1017.
4
Bahadori khosroshahi, J., Habibi Kaleybar, R. (2017). The Effectiveness of Communication Skills Training on Academic Motivation and Academic Adjustment of High School Students. Journal of Instruction and Evaluation, 10(39), 151-173. (In Persian)
5
Bempechat, J., Li, J., & Ronfard, S. (2016). Relations Among Cultural Learning Beliefs, Self‐Regulated Learning, and Academic Achievement for Low‐Income Chinese American Adolescents. Child development.
6
Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24-32.
7
Bahadori khosroshahi, J., Habibi Kaleybar, R. (2017). The Effectiveness of Communication Skills Training on Academic Motivation and Academic Adjustment of High School Students. Journal of Instruction and Evaluation, 10(39), 151-173. (In Persian)
8
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9
Fisher, M. J., & King, J. (2010). The self-directed learning readiness scale for nursing education revisited: A confirmatory factor analysis. Nurse education today, 30(1), 44-48.
10
Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse education today, 21(7), 516-525.
11
Fallah Kafshgari, R; Heydari, Sh; Yahyazadeh, S. (2015). Evaluating smart and traditional schools in terms of efficiency in creating self-regulated learners in line with the evolution of the Fifth Development Plan system. Educational Planning Studies, 4 (8), 35-62. (In Persian)
12
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13
Haghdadi, M; Haghdadi,A; Shafiei, E. (2017), Happiness and Learning, 3rd National Conference on Science and Technology of Educational Sciences, Social Studies and Psychology of Iran, Tehran. (In Persian)
14
Kareshki, H., & Garavand, H. (2013). Testing Factorial Structure of Self-Directed Scale and Its Relationship with Academic Motivation in University Students. Journal of Applied Psycology Research, 3(4), 59-74.
15
kiani, Z., mazaheri, M. (2018). A comparative survey of the happiness between boys and girls high-school students in Zahedan city. Journal of Educational Psychology Studies, 15(31), 199-216. (In Persian)
16
Kordloo, A., Behrangi, M. (2020). The effect of intellectual scaffolding on educational management in the application of new educational technologies on academic motivation and academic achievement in science courses for female students in the fifth grade of elementary school. Management and Educational Perspective, 2(1), 19-33. doi: 10.22034/jmep.2020.231073.1012. (In Persian)
17
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18
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19
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20
ORIGINAL_ARTICLE
رابطه اخلاق حرفهای با مدیریت تعارض در مدیران دبیرستانهای غرب استان مازندران
مطالعه حاضر با هدف تعیین رابطه بین اخلاق حرفهای و مؤلفههای مدیریت تعارض در مدیران دبیرستانهای غرب استان مازندران انجام شد. این پژوهش با روش توصیفی- همبستگی انجام شد. جامعه آماری آن شامل کلیه مدیران دبیرستانهای غرب استان مازندران بودند که با استفاده از جدول مورگان نمونهای به حجم 152 نفر بر اساس روش نمونهگیری تصادفی طبقهای نسبی انتخاب شدند. ابزار جمعآوری دادهها پرسشنامه اخلاق حرفهای بهاگیر (1390) و پرسشنامه سبک مدیریت تعارض پوتنام و ویلسون (1982) بود. تجزیهوتحلیل دادهها با استفاده از ضریب همبستگی پیرسون نشان داد بین اخلاق حرفهای با سبک تعارض رقابتجویی و اجتنابی رابطه منفی و معناداری وجود دارد (05/0> P). همچنین بین اخلاق حرفهای با سبک تعارض همکاری، مصالحه و سازش رابطه مثبت و معناداری وجود داشت (05/0> P). نتیجه این مطالعه نشان میدهد در بررسی سازمانهای کم بازده، میتوان تنزل اخلاق حرفهای را یکی از عوامل مؤثر در سوء مدیریت تعارض و کاهش بهرهوری در نظر گرفت.
https://www.jmep.ir/article_114516_5b7ca3a8500ef54e2be97cb16e47fea2.pdf
2020-09-20
59
76
10.22034/jmep.2020.242850.1028
اخلاق حرفهای
مدیریت تعارض
مدیران سازمانهای آموزشی
مهدی
شعبانی آزادبنی
shabaniazadboni@gmail.com
1
کارشناس ارشد مدیریت آموزشی ، دانشگاه آزاد اسلامی واحد دماوند ،ایران
LEAD_AUTHOR
محمود
صفری
safari@damavandiau.ac.ir
2
استادیار ، عضو هیات علمی و رئیس دانشگاه آزاد اسلامی واحد دماوند،ایران
AUTHOR
Akhavan alaf, A., Shahbazi, M., & Naseri, M. (2016). A Review of Concepts and Principles of Conflict Management, 5th International Conference on Accounting and Management and 2nd Conference on Entrepreneurship and Open Innovation, Tehran, Mehr Ishraq Conference, https://www.civilica.com/Paper-MOCONF05-MOCONF05_198.html. (In Persian)
1
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27
ORIGINAL_ARTICLE
بررسی اثرات فرهنگسازمانی بر ابعاد سازمان یادگیرنده (موردمطالعه: دانشگاههای آزاد استان گیلان)
مطالعه حاضر با هدف بررسی اثرات فرهنگسازمانی بر ابعاد سازمان یادگیرنده کارکنان و مدیران دانشگاههای آزاد استان گیلان انجام شد. این پژوهش از نوع توصیفی – پیمایشی بود. جامعه آماری این پژوهش شامل کلیه کارکنان و مدیران دانشگاههای آزاد استان گیلان بودند. برای تعیین حجم نمونه از فرمول کوکران استفاده شد و نمونهای به حجم 270 نفر با روش نمونهگیری تصادفی ساده انتخاب شد. ابزار جمعآوری دادهها پرسشنامههای استاندارد فرهنگسازمانی رابینز (1996) و سازمان یادگیرنده مارسیک و واتکینز (2003) بودند. تجزیهوتحلیل دادهها با استفاده از آزمون مدل معادلات ساختاری انجام شد. یافته این مطالعه نشان داد مدل تحقیق از برازندگی برخوردار است و فرهنگسازمانی بر ابعاد سازمان یادگیرنده مؤثر است. بر اساس نتایج این مطالعه بهتر است نقش مؤثر فرهنگسازمانی از سوی مدیریت سازمانهای آموزشی موردبازنگری جدی و تأکید قرار گیرد.
https://www.jmep.ir/article_114517_767ba004be7a239f210defabe3c4a6e8.pdf
2020-08-22
77
95
10.22034/jmep.2020.243532.1029
فرهنگسازمانی
ابعاد سازمان یادگیرنده
دانشگاههای آزاد استان گیلان
طالب
اقبالی برمچی
ta.eghbali1400@gmail.com
1
کارشناس ارشد مدیریت سیستم های اطلاعاتی ، دانشگاه آزاد اسلامی و احد قزوین .ایران
LEAD_AUTHOR
Abbasi, E., Kaboli, N., Farhadian, H. (2013). Study on Organizational Culture in Conservation Environment Organization: Use of Learning Organization Model. Iranian Journal of Agricultural Economics and Development Research, 44(2), 317-328. (In Persian)
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23
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24
ORIGINAL_ARTICLE
رابطه میان ادراک لیاقت، احساس انسجام و مسئولیتپذیری با خلاقیت شغلی دبیران دبیرستانهای دولتی دخترانه تنکابن
مطالعه حاضر با هدف تعیین رابطه بین ادراک لیاقت، احساس انسجام و مسئولیتپذیری با خلاقیت شغلی دبیران دبیرستانهای دولتی دخترانه تنکابن انجام شد. روش پژوهش توصیفی- همبستگی بود. جامعه آماری این تحقیق، شامل دبیران دبیرستانهای دخترانه تنکابن بودند. نمونه آماری شامل 182 نفر از دبیران بودند که با روش نمونهگیری تصادفی طبقهای انتخاب شدند. ابزار جمعآوری دادهها شامل پرسشنامه حس انسجام آنتونووسکی (1993)، پرسشنامه مسئولیتپذیری کارول (1991)، پرسشنامه خلاقیت شغلی جزنی (2003) و پرسشنامه ادراک لیاقت هارتر (1985) بود. تجزیهوتحلیل دادهها با استفاده از آزمون رگرسیون گامبهگام نشان داد میان ادراک لیاقت، احساس انسجام و مسئولیتپذیری با خلاقیت شغلی دبیران دبیرستانهای دولتی دخترانه تنکابن رابطه معناداری وجود دارد (05/0 > P) و متغیر مسئولیتپذیری و ادراک لیاقت بهترین پیشبینی کننده برای خلاقیت شغلی میباشند. .
https://www.jmep.ir/article_114519_4b17ec9919b5262753037b2dab577d64.pdf
2020-08-22
97
112
10.22034/jmep.2020.246591.1034
ادراک لیاقت
احساس انسجام
مسئولیتپذیری
خلاقیت شغلی
اکرم
ترویجی
tarvijia@gmail.com
1
کارشناس ارشد رشته روانشناسی تربیتی،دانشگاه آزاد اسلامی واحد تنکابن،ایران
LEAD_AUTHOR
مرتضی
ترخان
mttmaster20@yahoo.com
2
دانشیار گروه روانشناسی و عضو هیات علمی دانشگاه آزاد اسلامی واحد تنکابن،ایران
AUTHOR
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1
Akdogan, A. A., Arslan, A., & Demirtaşc, Ö. (2016). A strategic influence of corporate social responsibility on meaningful work and organizational identification, via perceptions of ethical leadership. Procedia-Social and Behavioral Sciences, 235, 259-268.
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14
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Shojaie Baghini, F., bahrami, M. (2019). The Relationship between competency Perception and Anxiety and Loneliness in Orphaned Children in Pseudo-Family Centers. Policewomen Studies Journal, 2(29), 5-20. (In Persian)
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21
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22
Zareasadabadi, H., Sabetmaharlouee, A., Javanmardi, A., & Rokni, E. (2014(, Investigating the Relationship between Creativity in Programming and the Competency Dimensions of Managers and Employees of Fars Central Broadcasting Organization, 3rd Annual National Conference on Modern Management Sciences, Gorgan. (In Persian)
23
Zhu, Y. Q., Gardner, D. G., & Chen, H. G. (2018). Relationships between work team climate, individual motivation, and creativity. Journal of Management, 44(5), 2094-2115.
24
ORIGINAL_ARTICLE
بررسی نقش شبکههای اجتماعی و بازیهای کامپیوتری بر میزان پرخاشگری و اضطراب تحصیلی دانش آموزان دختر مقطع متوسطه دوره دوم منطقه 8 شهر تهران
مطالعه حاضر با هدف تعیین نقش شبکههای اجتماعی و بازیهای کامپیوتری بر میزان پرخاشگری و اضطراب تحصیلی دانشآموزان دختر مقطع متوسطه دوره دوم منطقه 8 شهر تهران انجام شد. روش مطالعه حاضر توصیفی - همبستگی بود. جامعه آماری این مطالعه شامل دانشآموزان دختر مقطع متوسطه دوره دوم منطقه 8 شهر تهران در سال تحصیلی 99-1398 بودند. حجم نمونه بر اساس جدول کرجسی و مورگان 347 نفر تعیین شد که براساس روش نمونه گیری خوشهای تصادفی انتخاب شدند. ابزار گردآوری داده ها تلفیق و تلخیصی از پرسشنامه های استاندارد و محقق ساخته بود. تجزیه و تحلیل داده ها با استفاده از روش معادلات ساختاری نشان داد استفاده از شبکههای اجتماعی بر میزان پرخاشگریو اضطراب تحصیلی دانشآموزان تأثیر منفی و معناداری دارد (05/0>p). استفاده از بازیهای کامپیوتری بر میزان اضطراب تحصیلی دانشآموزان تأثیر مثبت و معناداری دارد (05/0>p). پیشنهاد می شود استفاده از شبکه های اجتماعی مجازی در خدمت اهداف آموزشی دوره دبستان مورد توجه قرار گیرد.
https://www.jmep.ir/article_114520_e8c8f449395124255b48e1a642a59141.pdf
2020-08-22
113
132
10.22034/jmep.2020.240980.1026
نقش شبکههای اجتماعی
بازیهای کامپیوتری
پرخاشگری
اضطراب تحصیلی
زهرا
بالازاده
zahrabalazadah@yahoo.com
1
دانشجوی کار شناسی ارشد، مدیریت آموزشی ،دانشگاه آزاد اسلامی واحد تهران شمال، ایران
LEAD_AUTHOR
Alizadeh Derakhshi, S. (2015). Investigating the relation between the use of virtual social networks with procrastination and academic anxiety among dormitory students of Allameh Tabatabai University. Master’s Thesis. Tehran: Allameh Tabatabai University. (In Persian)
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8
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