BMC Psychology最新文献

This study aims to reveal the mediating role of learning organization in the effect of principals' instructional leadership competencies on teacher motivation. A cross-sectional correlational survey design was used to determine the relationships among the variables. The study group consisted of 403 teachers working in state schools affiliated with the Ministry of National Education in Istanbul, Turkey. The Personal Information Form, Instructional Leadership Scale, Teacher Motivation Scale, and Learning Organization Scale were used to collect data. It was checked whether the data obtained during the data collection process showed normal distribution, and the results of the Pearson correlation analysis between the variables were evaluated. In order to test the theoretical model developed by the researchers, Structural Equation Modeling analyses were conducted. Considering the purpose of the study and the analyses, it was observed that there was a significant positive relationship between principals' instructional leadership competencies and teacher motivation and learning organization, and a significant positive relationship between learning organization and teacher motivation. The structural equation model developed based on the results that instructional leadership has an effect on learning organization and teacher motivation, and that learning organization has an effect on teacher motivation, was tested. As a result of this test, it was determined that learning organization had a full mediating role in the effect of instructional leadership on teacher motivation. In conclusion, the theoretical model developed by the researchers was tested and accepted based on the fit values. Structural equation model results indicated an acceptable model fit and supported the hypothesized mediation pattern, in which learning organization fully mediated the instructional leadership-teacher motivation relationship. These findings suggest that school administrators can increase teacher motivation by strengthening instructional leadership behaviors as well as the school's learning organization practices.

Background: To investigate the longitudinal relationship between informal social participation and life satisfaction among older adults relocated for poverty alleviation in China, as well as the mediating role of perceived stress and sleep duration.

Methods: Overall, 1345 participants [mean age 71.52 (SD:7.19) years; 48.4% female] were included in the longitudinal study. The participants were surveyed using perceived stress scale-14 (PSS-14) and satisfaction with life scale (SWLS). AMOS Statistics 26 was used to test for common method bias (CMB). SPSS Statistics 26 was used to conduct descriptive statistics, and correlation analysis. Besides, four longitudinal cross-lagged models and bootstrap methods were employed to investigate whether there is a mutual influence among informal social participation, perceived stress/sleep duration, and life satisfaction by AMOS Statistics 26.

Results: This study did not have a severe problem of CMB. The results indicated informal social participation predicted perceived stress and sleep duration 6 months later; perceived stress predicted life satisfaction 6 months later; and informal social participation at T1 predicted life satisfaction at T3 through perceived stress at T2. However, informal social participation at T1 did not predict life satisfaction at T3 through sleep duration at T2.

Discussion: These results indicate that for relocated older adults, informal social participation enhances life satisfaction not by improving sleep duration, but primarily through reducing perceived stress. The key pathway is that social participation lowers stress levels, which in turn leads to greater long-term life satisfaction. Hence, our findings could serve to prompt the administrators of community to be aware of the significance of stress alleviation and regard it as a key intervention target in programs designed to enhance the well-being of relocated older adults.

Background: This study examines the relationship between secondary school students' reading culture and their critical reading self-efficacy (CRSE), addressing a gap in the literature on affective factors associated with critical literacy. Understanding this relationship is crucial for promoting sustainable reading practices and fostering critical engagement among adolescents.

Methods: A correlational survey design was employed with 214 secondary school students (ages 11-14) from public schools in Türkiye. Data were collected using the Critical Reading Self-Efficacy Scale (19 items, four subdimensions) and the Reading Culture Scale (30 items, multidimensional). Reliability coefficients were satisfactory (α = .80 and α = .89, respectively). After confirming normality assumptions, Pearson correlation and multiple regression analyses were conducted to examine the relationships between variables.

Results: Students' mean CRSE scores were above average, while their reading culture levels were moderate. CRSE did not differ significantly by grade level or gender, whereas reading culture levels were higher among Grade 8 students compared to Grade 7. A strong positive correlation was found between CRSE and reading culture (r ≈ .63, p < .001). Multiple regression analysis revealed that reading culture was significantly associated with CRSE, accounting for 39% of the variance. Among the subdimensions, personal development and reading relations and basic reading skills were significantly associated with CRSE, whereas visual reading and book selection were not (p > .05).

Conclusions: The findings demonstrate a significant relationship between students' reading culture and their CRSE. These results suggest that students with higher levels of reading culture tend to report higher levels of critical reading self-efficacy. Educational programs may benefit from considering activities related to the difficulty and research dimensions of CRSE. Future studies are recommended to examine these relationships across diverse populations using longitudinal or experimental designs.