اثر سرمایه روان‌شناختی بر اشتیاق شغلی، تعهد شغلی و خشنودی شغلی: نقش میانجی‌ عواطف شغلی

هدف از پژوهش حاضر بررسی نقش میانجی عواطف شغلی در رابطه بین سرمایه روان‌شناختی ‌با اشتیاق شغلی، تعهد شغلی و خشنودی شغلی بود. طرح پژوهش همبستگی از طریق الگویابی معادلات ساختاری است که یک روش همبستگی چند متغیری می‌باشد. جامعه آماری پژوهش شامل کلیه کارکنان دانشگاه فرهنگیان استان خوزستان می‌باشند که از بین آن‌ها تعداد 150 از طریق روش نمونه­گیری چندمرحله­ای به‌عنوان نمونه انتخاب شدند. ابزار پژوهش شامل پرسش‌نامه سرمایه روان‌شناختی (luthans et al., 2007)، مقیاس بهزیستی عاطفی مرتبط با شغل (van katwyk et al., 2000)، پرسش‌نامه اشتیاق شغلی (schaufeli et al., 2002)، پرسش‌نامه خشنودی شغلی (judge bono, 2000) و پرسش‌نامه تعهد شغلی (blau boal, 1989) بود. ارزیابی الگوی پیشنهادی از طریق الگویابی معادلات ساختاری و با استفاده از نرم‌افزارهای spss و amos ویراست 23 انجام گرفت. نتایج حاکی از اثر مستقیم سرمایه روان‌شناختی بر عواطف مثبت، عواطف منفی، اشتیاق شغلی، تعهد شغلی و خشنودی شغلی، اثر مستقیم عواطف مثبت و عواطف منفی بر اشتیاق شغلی، تعهد شغلی و خشنودی شغلی‌ و اثر غیرمستقیم سرمایه روان‌شناختی بر اشتیاق شغلی، تعهد شغلی و خشنودی شغلی از طریق عواطف مثبت و عواطف منفی بود. بنابراین می­توان با آموزش سرمایه روان‌شناختی به کارکنان، علاوه بر کاهش عواطف منفی و بهبود عواطف مثبت آنان، باعث افزایش اشتیاق شغلی، تعهد شغلی و خشنودی شغلی کارکنان شد.

investigating the mediating role of job emotions in the relationship between psychological capital and job engagement, job commitment and job satisfaction in farhangian university of khuzestan province.

introductionthe role of assessors and their training in order to increase accuracy and reduce errors in the results of the assessment center is undeniable. two types of schema and frame of reference (for) training are commonly used in rater training. also, there have always been differences between the results of the assessment center and the results of self, peer, and observer evaluation. therefore, the purpose of this research was to identify the moderating role of two types of schema training and the behavioral frame of reference (for) of the assessor in the relationship between the results of the assessment center and the performance evaluation of self, peers and supervisors. methodfor this purpose, in the first phase of the research, assessment skills were trained to two groups of phd and senior psychology students with different orientations using a schema and behavioral of frame of reference, and the third group was not provided with any training as a control group that asked them to assess two groups of 28 managers of the industrial complex located in isfahan city. it is necessary to explain that the evaluated competencies included judgment, leadership, planning, interpersonal relations and information processing. these competencies were in fact finding simulation exercises, group discussion, role playing and oral presentation. then, after 6 months in the second phase of the study, managers, peers and supervisors were asked to complete the performance appraisal form (nouri .et al, 2007) to be used as a criteria variable in the analysis. pearson product-moment correlation coefficient and fisher z-transformation, the relationship between results of assessment center and performance appraisal (self, peer and supervisor) and the correlation difference were investigated. resultsone of the most important results has been the effectiveness of training of assessors. in other words, the training of assessors of the schema and behavioral frame of reference (for) has been effective. although the correlation between performance evaluation and assessment center’s results with assessors who received schema training is slightly higher than assessors who received behavioral training, this difference was not statistically significant. discussiontraining the assessors of the reference framework, either behaviorally or schematically, is one of the basic aspects of the assessment center (ac) and providing accurate results along with error reduction. although there are differences between these types of training, but based on the results of this research, it can be concluded that the appraisal of self, peer, and supervisor are more similar to evaluators who have been trained in a schematic way. this result is due to the fact that in this type of training, the generality of behavior is evaluate, while in behavioral training, individual behaviors are observed,  recorded, classified, and evaluated. in addition, assessor training methods as well as the direction of future research and practical and research suggestions are discussed.