探索正念对教育部门工作参与度的影响

Nida Hasanati, S. Anisa
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摘要

该研究旨在通过工作意义的视角,调查正念如何影响工作参与度。研究旨在为组织心理学科学领域带来益处,并为希望从积极心理学角度管理人力资源的组织提供宝贵资源。本研究采用非实验性研究设计的定量方法,属于相关研究类型。本研究的对象是在教育领域工作的人力资源专业人员。样本采用配额抽样法。同时,研究对象从小学到高中各个年级的教师中选取,尽可能从 150 名教师中选取课题。心智注意意识量表(MAAS)、乌特勒支工作参与量表(UWES)和工作与意义量表(WAMI)是三种已被证明有效可靠的研究工具。一项针对东爪哇 150 名教师的研究发现,正念通过有意义的调解对工作参与产生了显著的负面影响。这种影响为 47.8%。当教师的正念低时,工作参与度就会高,当正念高时,工作参与度就会低,正念低时,工作参与度就会高。有很多东西可以改变这三个变量的效果。其中包括教师福利(包括福利、工资和工作保障)和教学经验(与教师工作年限相关)。
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Exploring the Impact of Mindfulness on Work Engagement in the Education Sector
The research aims to investigate how mindfulness impacts work engagement through the lens of meaningfulness at work. The research aims to be beneficial for the scientific field of organisational psychology and can serve as a valuable resource for organisations looking to manage human resources from a positive psychology standpoint. This research uses a quantitative approach with a non-experimental research design, and is a type of correlational research. This study is about human resources professionals who work in the education field. Quota sampling is the method used for the sample. Also, subjects were chosen from teachers at all levels, from elementary to high school, with as many topics as possible coming from 150 teachers. The Mindful Attention Awareness Scale (MAAS), the Utrecht Work Engagement Scale (UWES), and the Work and Meaning Inventory (WAMI) scale are the three types of study tools that have been shown to be valid and reliable. A study of 150 teachers in East Java found that mindfulness had a significant negative effect on work participation through meaningful mediation. This effect was 47.8%. When the teacher's mindfulness is low, work engagement will be high, and when it's high, mindfulness will be low, work engagement will be high. There are a lot of things that can change the effects of these three variables. Some of these are teacher welfare, which includes benefits, salary, and job security, and teaching experience, which is linked to the number of years worked as a teacher.
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