رابطه‌ی آموزش مدیریت استرس با خودکارآمدی كاركنان
محورهای موضوعی : الگوهای تدوین برنامه های توسعه فردی
نسرین اسدی
1
(دانشگاه آزاد اسلامي تهران جنوب (مجتمع ولیعصر (عج)))
امینه احمدی
2
(دانشگاه آزاد اسلامی واحد تهران جنوب)
اسداله عباسی
3
(استادیار گروه علوم تربیتی، دانشگاه پیام نور،تهران،ایران)
کلید واژه: آموزش مدیریت استرس, خودکارآمدی, کارکنان سازمانهای دولتی, شهر تهران, سال ۱۳۹۹,
چکیده مقاله :
هدف كلي اين پژوهش ارائه الگوی آموزش مدیریت استرس و رابطه آن با خودکارآمدی کارکنان است . جامعه آماري اين پژوهش، شامل مدیران و کارکنان سازمانهای دولتی در سال 1399است. در این پژوهش از روش نمونه گیری هدفمند تعداد 220نفر به عنوان حجم نمونه استفاده شد به نحوی که در بخش کیفی از روش نمونه گیری هدفمند و بر اساس ملاک ورود (متخصصان و صاحب نظران با حداقل5 سال سابقه کارکه دوره آموزش مدیریت استرس را گذرانده اند) انتخاب شده اند.ابزارهای اندازه گیری در این پژوهش دو پرسشنامه استانداردوهنجاریابی شده شامل پرسشنامه استانداردمقابله باشرایط پراسترس توسط اندلروپارکر(1990)، پرسشنامه خودکارآمدی عمومی شوارترز و جروسالم (1992) بوده است.بعد از جمع آوري داده‌هاي پژوهش،اطلاعات و نتايج به دست آمده بااستفاده ازآمار توصيفي(ميانگين وانحراف معیار)و آمار استنباطي( تحليل رگرسیون) مورد تجزيه و تحليل قرار گرفتند. نتايج نشان دادكه راهبردهای مقابله با شرایط پر استرس بر خودکارآمدی افراد تاثیر متفاوتی دارند به نحوی که راهبرد مقابله مسئله مدار با خودکارآمدی رابطه مثبت معناداری دارد و اثر راهبرد مقابله مسئله مدار بر خودکارآمدی افزایشی است (05/0< p ) .به معنای دیگر هرچه برراهبرد مقابله مسئله مدار تاکید شود، خودکارآمدی افراد هم افزایش می‌یابد و در مقابل راهبرد مقابله هیجان مدار و راهبرد مقابله اجتناب مدار با خودکارآمدی رابطه منفی و کاهشی دارد (05/0< p ) به نحوی که هرچه برراهبرد هیجان مدار و راهبرد مقابله اجتناب مدار تاکید شود، خودکارآمدی افراد هم کاهش می‌یابد.
The purpose of this study was to provide a model of stress management training and its relationship with employees' self-efficacy. In terms of applied purpose, this research was a combination of exploratory data (qualitative and quantitative) and in terms of research implementation, it was a grounded theory approach (qualitative stage) and in terms of quantity, it was a cross-sectional survey. The study population in the qualitative section includes Professors and academic experts (psychology and social medical management specialists), according to the entry and exit criteria in the qualitative section and in the quantitative section including experts and managers who had taken stress management training. Sample size and sampling method in qualitative part based on the principle of theoretical saturation of 12 people using purposive sampling method and in quantitative part according to Cochran's formula 220 employees of Zanjan, Qazvin and Mazandaran Universities of Medical Sciences and the Ministry of Health and Medical Education in 2020 using a multi-stage sampling method. To collect data, a semi-structured interview method and a researcher-made questionnaire were used and in a quantitative section of the General Schwarvar and Jerosalm General Self-efficacy questionnaire (1992).To evaluate the validity and reliability of qualitative section data, credibility, conformability and transferability criteria were used. content validity and the opinion of several experts were used to confirm the validity of the tool in the quantitative part. The reliability of the questionnaires was calculated according to Cronbach's alpha formula. Cronbach's alpha coefficient of the researcher-made education questionnaire was 0.84 and Cronbach's alpha coefficient of 0.81 self-efficacy questionnaire, indicating that research tools have desirable reliability. In the qualitative part, the content analysis of the interviews was used to analyze the data, using the coding method (open, axial and selective coding), confirmatory factor analysis, heuristic factor analysis, structural equations and descriptive statistics were used. Then regression analysis was used to measure the relationship between coping methods with self – efficacy. The results showed that to deal with stressful situations, three basic strategies of problem-focused coping strategy, emotion-focused coping strategy and avoidance-focused coping strategy can be used for the stress management training model. In general, the components presented to deal with stressful situations have the necessary and appropriate validity, and all three main components (problem-focused coping strategy, emotion-focused coping strategy and avoidance-focused coping strategy) were in a good position to explain and fit.In this research, the questionnaire of coping with stressful conditions was valid and approved. Strategies for coping with stressful situations had a different effect on people's self-efficacy, so that problem-oriented coping strategy had a significant positive relationship with self-efficacy and the effect of problem-oriented coping strategy was on incremental self-efficacy (P <0.05). In other words, the more emphasis is placed on problem-oriented coping strategy, the more self-efficacy of individuals increases, and in contrast to emotion-focused coping strategy and avoidant-centered coping strategy has a negative and decreasing relationship with self-efficacy (P <0.05), As the emotion-focused coping strategy and avoidance- focused coping strategy highlighted ,the self - efficacy of individuals also decreased
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