Wyniki wyszukiwania - Biblioteka Nauki

Nowa wersja platformy, zawierająca wyłącznie zasoby pełnotekstowe, jest już dostępna.
Przejdź na https://bibliotekanauki.pl

Ograniczanie wyników

2 The New Educational Review

Znaleziono wyników: 2

Liczba wyników na stronie

Wyniki wyszukiwania

Sortuj według:

Ogranicz wyniki do:

Personality Types and Sense of Humor and Their Association with Teachers’ Performance Improvement

100%

Pourghaz A. , Jenaabadi H. , Ghaeninejad Z.

The New Educational Review

2016

tom 46

247-259

This study aimed to examine the relationship between personality types and sense of humor and their association with teachers’ performance improvement. This descriptive study followed a correlational design. Based on Morgan’s table, a corpus of 201 elementary school teachers in Nehbandan was selected as a sample, using the stratified random sampling method. The data collection tools were the Williams and Anderson Task Performance Scale (1991), the Eysenck Personality Inventory (1975), and the Moghimi and Ramazani Sense of Humor Questionnaire (2001). The results indicated that extraversion was significantly and positively related to the teachers’ performance and sense of humor and neuroticism was significantly and negatively correlated with the teachers’ performance and sense of humor. Moreover, a significant and positive relationship was found between a sense of humor and the teachers’ performance improvement. Furthermore, the results of regression analysis demonstrated that extraversion, neuroticism, and a sense of humor could predict the teachers’ performance.

The Relationship of Academic Burnout and Academic Stress with Academic Self-Efficacy among Graduate Students

100%

Safarzaie H. , Nastiezaie N. , Jenaabadi H.

The New Educational Review

2017

tom 49

65-76

This study aimed to examine the relationship of academic burnout and academic stress with academic self-efficacy among graduate students. 307 graduate students at the University of Sistan and Baluchestan (140 female and 167 male students) were selected as a sample using the stratified random sampling method. The subjects were evaluated by questionnaires on academic burnout, academic stress, and academic self-efficacy. Data was analyzed using one-sample t-test, Pearson’s correlation coefficient, and simultaneous regression analysis. Results revealed that academic burnout was significantly related to academic self-efficacy among the students, in the way that an increase in academic burnout among the students led to a decrease in their academic self-efficacy. Moreover, academic stress was significantly related to academic self-efficacy, in the way that an increase in academic stress among the students led to a decrease in their self-efficacy.