Structural modeling of the relationship between teachers’ power sources and educational gain with the mediating role of the psychosocial climate of Kabul University
The aim of this study was to investigate the structural relationship between teachers' power sources, educational gain, and the mediating role of the psychosocial climate in high school classrooms. Participants included 362 students (223 females and 125 males) who were randomly selected through...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2024-04-01
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| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844024053118 |
| _version_ | 1797213365534195712 |
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| author | Mustafa Rezaei Masoumah Jafari Mujeeb Rahman Rahmani |
| author_facet | Mustafa Rezaei Masoumah Jafari Mujeeb Rahman Rahmani |
| author_sort | Mustafa Rezaei |
| collection | DOAJ |
| description | The aim of this study was to investigate the structural relationship between teachers' power sources, educational gain, and the mediating role of the psychosocial climate in high school classrooms. Participants included 362 students (223 females and 125 males) who were randomly selected through cluster sampling. All participants voluntarily completed questionnaires about teacher power sources, psychosocial classroom climate, and educational gain. Structural equation modeling and Smart PLS 3.3.2 software were used to analyze the data.The findings indicated a significant positive relationship between teachers' power sources and educational gain. There was also a positive and significant relationship between teachers' power sources and the psychosocial classroom climate. Conversely, a negative relationship was found between the psychosocial classroom climate and educational gain. Moreover, the results showed a positive and significant relationship between teachers' power sources and educational gain, with the psychosocial classroom climate mediating this relationship. These findings emphasize the importance of teachers' optimal use of various power sources to create a favorable psychosocial classroom climate, which can significantly contribute to students' educational gain. |
| first_indexed | 2024-04-24T10:57:07Z |
| format | Article |
| id | doaj.art-1cefe07f0381486287ba7884ea93e0d4 |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-04-24T10:57:07Z |
| publishDate | 2024-04-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-1cefe07f0381486287ba7884ea93e0d42024-04-12T04:45:33ZengElsevierHeliyon2405-84402024-04-01108e29280Structural modeling of the relationship between teachers’ power sources and educational gain with the mediating role of the psychosocial climate of Kabul UniversityMustafa Rezaei0Masoumah Jafari1Mujeeb Rahman Rahmani2Corresponding author.; Faculty of Psychology and Educational Sciences, Kabul University, AfghanistanFaculty of Psychology and Educational Sciences, Kabul University, AfghanistanFaculty of Psychology and Educational Sciences, Kabul University, AfghanistanThe aim of this study was to investigate the structural relationship between teachers' power sources, educational gain, and the mediating role of the psychosocial climate in high school classrooms. Participants included 362 students (223 females and 125 males) who were randomly selected through cluster sampling. All participants voluntarily completed questionnaires about teacher power sources, psychosocial classroom climate, and educational gain. Structural equation modeling and Smart PLS 3.3.2 software were used to analyze the data.The findings indicated a significant positive relationship between teachers' power sources and educational gain. There was also a positive and significant relationship between teachers' power sources and the psychosocial classroom climate. Conversely, a negative relationship was found between the psychosocial classroom climate and educational gain. Moreover, the results showed a positive and significant relationship between teachers' power sources and educational gain, with the psychosocial classroom climate mediating this relationship. These findings emphasize the importance of teachers' optimal use of various power sources to create a favorable psychosocial classroom climate, which can significantly contribute to students' educational gain.http://www.sciencedirect.com/science/article/pii/S2405844024053118Teacher powerPsychosocial classroom climateEducational gain |
| spellingShingle | Mustafa Rezaei Masoumah Jafari Mujeeb Rahman Rahmani Structural modeling of the relationship between teachers’ power sources and educational gain with the mediating role of the psychosocial climate of Kabul University Heliyon Teacher power Psychosocial classroom climate Educational gain |
| title | Structural modeling of the relationship between teachers’ power sources and educational gain with the mediating role of the psychosocial climate of Kabul University |
| title_full | Structural modeling of the relationship between teachers’ power sources and educational gain with the mediating role of the psychosocial climate of Kabul University |
| title_fullStr | Structural modeling of the relationship between teachers’ power sources and educational gain with the mediating role of the psychosocial climate of Kabul University |
| title_full_unstemmed | Structural modeling of the relationship between teachers’ power sources and educational gain with the mediating role of the psychosocial climate of Kabul University |
| title_short | Structural modeling of the relationship between teachers’ power sources and educational gain with the mediating role of the psychosocial climate of Kabul University |
| title_sort | structural modeling of the relationship between teachers power sources and educational gain with the mediating role of the psychosocial climate of kabul university |
| topic | Teacher power Psychosocial classroom climate Educational gain |
| url | http://www.sciencedirect.com/science/article/pii/S2405844024053118 |
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