Personal responsibility and emotions about teaching among teachers: the mediating role of academic optimism
The purpose of this study was to investigate the mediating role of academic optimism in relationship between primary school teachers emotions about teaching and their personal responsibility. 287 teachers were selected from primary school teachers in Tehran 18th educational district using cluster sa...
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| Format: | Article |
| Language: | fas |
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Organization for educational research and planning
2018-05-01
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| Series: | فصلنامه نوآوریهای آموزشی |
| Subjects: | |
| Online Access: | https://noavaryedu.oerp.ir/article_79144_511e35fb3c1c72a0b9c0ea3d5c2066c8.pdf |
| _version_ | 1797689797832081408 |
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| author | Toobā Chegini Masoud Gholamali Lavasani |
| author_facet | Toobā Chegini Masoud Gholamali Lavasani |
| author_sort | Toobā Chegini |
| collection | DOAJ |
| description | The purpose of this study was to investigate the mediating role of academic optimism in relationship between primary school teachers emotions about teaching and their personal responsibility. 287 teachers were selected from primary school teachers in Tehran 18th educational district using cluster sampling method. The participants completed the academic optimism scale(Beard, Hoy & Woolfolk Hoy, 2010), the Achievement Emotions Questionnaire for Teachers (AEQ- Frenzel, Pekrun & Goetz, 2010) and personal responsibility scale (Lauermann and Karabenick,2013). The proposed model fit was examined through path analysis. Emotions about teaching among teachers explained 14% of the variance in academic optimism. Academic optimism and emotions about teaching among teachers accounted for 39% of the variance in personal responsibility. The results indicated that enjoy, positively and significantly predicted personal responsibility directly and indirectly through academic optimism. Anger, negatively and significantly predicted personal responsibility through academic optimism, but the mediating role of academic optimism in the relationship between anxiety and personal responsibility was not confirmed. Thus, the results imply the importance and the role of academic optimism and anger control in improving personal responsibility that should be considered by educational experts and authorities. |
| first_indexed | 2024-03-12T01:50:35Z |
| format | Article |
| id | doaj.art-b07f807f6067448fbbdaf0b1bcca7aa7 |
| institution | Directory Open Access Journal |
| issn | 1735-1235 |
| language | fas |
| last_indexed | 2024-03-12T01:50:35Z |
| publishDate | 2018-05-01 |
| publisher | Organization for educational research and planning |
| record_format | Article |
| series | فصلنامه نوآوریهای آموزشی |
| spelling | doaj.art-b07f807f6067448fbbdaf0b1bcca7aa72023-09-08T13:42:37ZfasOrganization for educational research and planningفصلنامه نوآوریهای آموزشی1735-12352018-05-0117272079144Personal responsibility and emotions about teaching among teachers: the mediating role of academic optimismToobā Chegini0Masoud Gholamali Lavasani1MA in Educational Psychology, Graduated from University of Tehran (corresponding author)(PhD), University of TehranThe purpose of this study was to investigate the mediating role of academic optimism in relationship between primary school teachers emotions about teaching and their personal responsibility. 287 teachers were selected from primary school teachers in Tehran 18th educational district using cluster sampling method. The participants completed the academic optimism scale(Beard, Hoy & Woolfolk Hoy, 2010), the Achievement Emotions Questionnaire for Teachers (AEQ- Frenzel, Pekrun & Goetz, 2010) and personal responsibility scale (Lauermann and Karabenick,2013). The proposed model fit was examined through path analysis. Emotions about teaching among teachers explained 14% of the variance in academic optimism. Academic optimism and emotions about teaching among teachers accounted for 39% of the variance in personal responsibility. The results indicated that enjoy, positively and significantly predicted personal responsibility directly and indirectly through academic optimism. Anger, negatively and significantly predicted personal responsibility through academic optimism, but the mediating role of academic optimism in the relationship between anxiety and personal responsibility was not confirmed. Thus, the results imply the importance and the role of academic optimism and anger control in improving personal responsibility that should be considered by educational experts and authorities.https://noavaryedu.oerp.ir/article_79144_511e35fb3c1c72a0b9c0ea3d5c2066c8.pdfacademic optimismresponsibilityenjoyanxietyanger |
| spellingShingle | Toobā Chegini Masoud Gholamali Lavasani Personal responsibility and emotions about teaching among teachers: the mediating role of academic optimism فصلنامه نوآوریهای آموزشی academic optimism responsibility enjoy anxiety anger |
| title | Personal responsibility and emotions about teaching among teachers: the mediating role of academic optimism |
| title_full | Personal responsibility and emotions about teaching among teachers: the mediating role of academic optimism |
| title_fullStr | Personal responsibility and emotions about teaching among teachers: the mediating role of academic optimism |
| title_full_unstemmed | Personal responsibility and emotions about teaching among teachers: the mediating role of academic optimism |
| title_short | Personal responsibility and emotions about teaching among teachers: the mediating role of academic optimism |
| title_sort | personal responsibility and emotions about teaching among teachers the mediating role of academic optimism |
| topic | academic optimism responsibility enjoy anxiety anger |
| url | https://noavaryedu.oerp.ir/article_79144_511e35fb3c1c72a0b9c0ea3d5c2066c8.pdf |
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