fa رابطه تاب‌آوری با عدم تعادل تلاش - پاداش با واسطه‌گری هیجانات تدریس در معلمان ابتدایی شهر تفت بهداشت حرفه ای Health Professional پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span b="" lang="FA" nazanin="" style="font-family:">مقدمه:</span></b><b> </b><span b="" lang="AR-SA" nazanin="" style="font-family:">عدم تعادل تلاش - پاداش که به معنای عدم توازن بین تلاش و پاداش دریافتی است می‌تواند به میزان زیادی تحت‌تأثیر مهارت‌های فردی و هیجانات قرار گیرد. پژوهش حاضر باهدف رابطه تاب‌آوری با عدم تعادل تلاش - پاداش با واسطه‌گری هیجانات تدریس در معلمان ابتدایی شهر تفت انجام شد.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span b="" lang="FA" nazanin="" style="font-family:">روش بررسی: </span></b><span b="" lang="AR-SA" nazanin="" style="font-family:">روش پژوهش از نوع همبستگی و به شیوه مدل‌سازی معادلات ساختاری بود. جامعه آماری شامل تمامی معلمان ابتدایی شهر تفت در سال تحصیلی 1402-1401 با تعداد 679 نفر بود. حجم نمونه 250 نفر تعیین و نمونه‌گیری با روش داوطلبانه انجام شد. ابزارهای پژوهش شامل: پرسشنامه تاب‌آوری (کانر و دیویدسون، 2003)، عدم تعادل -تلاش پاداش (جانز سیگریست، </span><span b="" lang="FA" nazanin="" style="font-family:">۲۰</span><span b="" lang="AR-SA" nazanin="" style="font-family:">10) و هیجان تدریس (ویلاویسنسیو، </span><span b="" lang="FA" nazanin="" style="font-family:">۲۰</span><span b="" lang="AR-SA" nazanin="" style="font-family:">10) بود. در نهایت داده‌های ۲۳۴ نفر با استفاده مدل معادلات ساختاری و </span><span b="" lang="FA" nazanin="" style="font-family:">با نرم‌افزارهای </span><span dir="LTR" new="" roman="" style="font-family:" times="">SPSS26</span><span b="" lang="FA" nazanin="" style="font-family:"> و </span><span dir="LTR" new="" roman="" style="font-family:" times="">AMOS24</span><span b="" lang="FA" nazanin="" style="font-family:"> تجزیه و تحلیل شد. </span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span b="" lang="FA" nazanin="" style="font-family:">نتایج: </span></b><span b="" lang="AR-SA" nazanin="" style="font-family:">نتایج نشان داد اثر مستقیم تاب‌آوری به عدم تعادل تلاش-پاداش معنی‌دار (180/۰-=</span><span dir="LTR" new="" roman="" style="font-family:" times="">&beta;</span><span b="" lang="AR-SA" nazanin="" style="font-family:">؛ 029/۰=</span><span dir="LTR" new="" roman="" style="font-family:" times="">P</span><span b="" lang="AR-SA" nazanin="" style="font-family:">)؛ و اثر مستقیم تاب‌آوری به هیجانات تدریس معنی‌دار (396/۰-=</span><span dir="LTR" new="" roman="" style="font-family:" times="">&beta;</span><span b="" lang="AR-SA" nazanin="" style="font-family:">؛ ۰۰۱/۰=</span><span dir="LTR" new="" roman="" style="font-family:" times="">P</span><span b="" lang="AR-SA" nazanin="" style="font-family:">)؛ و اثر مستقیم هیجانات تدریس بر عدم تعادل تلاش-پاداش نیز معنی‌دار است (211/۰=</span><span dir="LTR" new="" roman="" style="font-family:" times="">p</span><span b="" lang="AR-SA" nazanin="" style="font-family:">؛ 018/0=</span><span dir="LTR" new="" roman="" style="font-family:" times="">P</span><span b="" lang="AR-SA" nazanin="" style="font-family:">)؛ همچنین نتایج نشان داد که اثر غیرمستقیم بین تاب‌آوری و عدم تعادل تلاش -پاداش از طریق نقش میانجی هیجانات تدریس، معنادار (083/۰-=</span><span dir="LTR" new="" roman="" style="font-family:" times="">&beta;</span><span b="" lang="AR-SA" nazanin="" style="font-family:">؛ 011/۰=</span><span dir="LTR" new="" roman="" style="font-family:" times="">P</span><span b="" lang="AR-SA" nazanin="" style="font-family:">) و اثر کل نیز معنادار بود (264/۰-=</span><a name="_Hlk164580422"><span dir="LTR" new="" roman="" style="font-family:" times="">&beta;_t</span></a><span b="" lang="AR-SA" nazanin="" style="font-family:">؛ ۰۰۱/۰=</span><span dir="LTR" new="" roman="" style="font-family:" times="">P</span><span b="" lang="AR-SA" nazanin="" style="font-family:">). </span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span b="" lang="FA" nazanin="" style="font-family:">نتیجه</span></b><span b="" lang="FA" nazanin="" style="font-family:">‌</span><b><span b="" lang="FA" nazanin="" style="font-family:">گیری: </span></b><span b="" lang="FA" nazanin="" style="font-family:">در مجموع، </span><span b="" lang="AR-SA" nazanin="" style="font-family:">تمرکز بر هیجانات تدریس در برنامه‌های آموزش تاب‌آوری برای معلمان ابتدایی می‌تواند با تعدیل هیجان‌ها، عدم تعادل تلاش-پاداش را کاهش دهد.</span></span></span></span></span></span><br> <br> <div aria-label="شکستن صفحه" class="cke_pagebreak" contenteditable="false" data-cke-display-name="pagebreak" data-cke-pagebreak="1" style="page-break-after:always" title="شکستن صفحه"></div> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><i><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black">Introduction:</span></span></i></b><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black">&nbsp; The imbalance between reward and effort, characterized by the disparity between effort put in and rewards received, can be greatly affected by personal abilities and feelings.&nbsp; The present study aimed to investigate the relationship of resilience with Reward-Effort imbalance mediated by teaching emotions in elementary school teachers of Taft City.</span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><i><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black">Materials and Methods:</span></span></i></b><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black"> The methodology used in the research was correlational along with structural equation modeling. The statistical population included all elementary school teachers in Taft City during the academic year 2020-2023, totaling 679 individuals. A sample size of 250 participants was determined, and the sampling was conducted on a voluntarily basis. The research tools included the Connor and Davidson Resilience Questionnaire (2003), Reward-Effort Imbalance (Siegrist, 2010), and Teaching Emotions (Villavicencio, 2010). Finally, data from 234 participants were analyzed using structural equation modeling through SPSS26 and AMOS24 software. </span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><i><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black">Results:</span></span></i></b><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black"> The results showed that the direct effect of resilience on Reward-Effort imbalance was significant (&beta;=0.180; P=0.029); moreover, the direct effect of resilience on teaching emotions was notable (&beta;=0.396; P=0.001); And the direct effect of teaching emotions on Reward-Effort imbalance is also significant (p=0.211; P=0.018);&nbsp; additionally, the results showed that the indirect effect of resilience on Reward-Effort imbalance through the mediating influence of teaching emotions was significant (&beta;=0.083; P=0.011) and the total effect was also significant (</span></span><span new="" roman="" style="font-family:" times=""><span style="color:black">&beta;_t</span></span><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black"> =0.264, P=0.001).</span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><i><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black">Conclusion:</span></span></i></b><b> </b><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black">In conclusion, focusing on teaching emotions within resilience training programs for elementary school teachers may help reduce Reward-Effort imbalance by regulating emotions. </span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><span new="" roman="" style="font-family:" times=""><span style="color:black"></span></span></span></span></span><br> &nbsp; تاب‌آوری, دوره ابتدایی, عدم تعادل تلاش پاداش, معلمان, هیجانات تدریس Resilience, Elementary level, Reward-Effort Imbalance, Teachers, Teaching Emotions 73 87 http://tkj.ssu.ac.ir/browse.php?a_code=A-10-1341-1&slc_lang=fa&sid=1 Fatemeh Jannesar فاطمه جان نثار FatemehJannesar1999@gmail.com 0009-0004-0120-0781 No Yazd University دانشگاه یزد Ahmad Zandvanian Naeini احمد زندوانیان نائینی azand2000@yazd.ac.ir 0000-0001-7321-3523 Yes Yazd University دانشگاه یزد Hossain Hassani حسین حسنی Hassani.hossain@yazd.ac.ir 0000-0002-7580-165X No Yazd University دانشگاه یزد