نقش تعدیل‏کننده ذهنیت رشد و ثابت در رابطه بین هیجان‏های منفی و مؤلفه‏های فرسودگی شغلی

نوع مقاله : مقاله پژوهشی

نویسنده

دانشیار، گروه روان‌شناسی بالینی و عمومی، دانشگاه علامه طباطبائی، تهران، ایران.

چکیده
ذهنیت افراد در مورد ویژگی‏های بنیادی‌شان بر نحوۀ دریافت و واکنش آن‌ها در موقعیت‏های مختلف اثر می‏گذارد و می‏تواند باعث تعدیل هیجان‏ها و پیامدهای ناشی از آن ازجمله فرسودگی شغلی شود. هدف پژوهش حاضر بررسی نقش تعدیل‏کنندۀ ذهنیت در رابطه بین هیجان‏های منفی و مؤلفه‌های فرسودگی شغلی بود. روش پژوهش حاضر همبستگی و جامعه آماری پژوهش حاضر کلیه کارکنان شرکت‌های فعال در زمینه فناوری اطلاعات شهر تهران بودند که از میان آن‌ها 160 نفر به روش نمونه‏گیری در دسترس انتخاب شدند و به پرسشنامه‏های فرسودگی شغلی (Maslach & Jackson, 1981)، هیجان مثبت و منفی (Watson et al., 1988) و ذهنیت (Dweck, 2006) پاسخ دادند. داده‏های پژوهش، با استفاده از شاخص‏های آمار توصیفی و استنباطی مورد تحلیل قرار گرفت. یافته‏های پژوهش حاضر نشان داد رابطه معناداری بین هیجان‏های منفی و مؤلفه‏های فرسودگی شغلی وجود دارد (P <05/0)، به‌عبارتی‌دیگر نتایج این پژوهش نشان داد که با افزایش هیجان‏های منفی، فرسودگی شغلی در کارکنان افزایش می‏یابد. همچنین نقش تعدیل‏کننده ذهنیت در این رابطه تأیید شد، بدین معنا که رابطه بین هیجان‏های منفی و فرسودگی شغلی در کارکنانی با ذهنیت ثابت نسبت به کارکنانی با ذهنیت رشد نیرومندتر بود. به‌طورکلی نتایج این پژوهش نشان داد که هیجان‏های منفی در فرسودگی شغلی نقش دارد و ذهنیت رشد با تعدیل هیجان‏های منفی می‏تواند باعث کاهش فرسودگی شغلی در کارکنان شود.

کلیدواژه‌ها


عنوان مقاله English

The Moderating Role of Fixed and Growth Mindset in the Relationship between Negative Emotions and Job Burnout

نویسنده English

Zohreh Rafezi
Associate Professor, Department of Clinical and General Psychology, Allameh Tabataba'i University, Tehran, Iran.
چکیده English

Individuals' perceptions of their fundamental characteristics and abilities influence how they interpret and respond to different situations, potentially moderating emotions and their adverse consequences, including job burnout. This study aimed to examine the moderating role of mindset in the relationship between negative emotions and the components of job burnout. This research employed a correlational design. The statistical population comprised employees working in information technology (IT) companies in Tehran, from which 160 participants were selected using a convenience sampling method. The participants completed the Job Burnout Questionnaire (Maslach & Jackson, 1981), the Positive and Negative Affect Scale (PANAS) (Watson et al., 1988), and the Mindset Questionnaire (Dweck, 2006). Data were analyzed using descriptive and inferential statistical methods. The findings revealed a significant positive correlation between negative emotions and job burnout components (P < 0.05). In other words, an increase in negative emotions was associated with higher levels of job burnout among employees. Additionally, the moderating role of mindset in this relationship was confirmed. Specifically, the association between negative emotions and job burnout was stronger among employees with a fixed mindset compared to those with a growth mindset. Overall, the results suggest that negative emotions contribute to job burnout, while a growth mindset can mitigate this effect by moderating negative emotions, ultimately reducing job burnout among employees.

کلیدواژه‌ها English

Fixed and growth mindset
Job burnout
Moderating role
Negative emotions
بخشی پور، عباس و دژکام، محمود. (1384). تحلیل عاملی مقیاس عاطفه مثبت و منفی. مجله روان‌شناسی، 36، 351-365.
بسطامی احسان، سایه میری کورش، بسطامی طاهره، چراغی زادگان بهزاد. (1399). شیوع فرسودگی شغلی در ایران: مطالعه مرور سیستماتیک و متاآنالیز. بهداشت و ایمنی کار، ۱۰(۳)، ۳۰۱-۳۱۵.
Aditomo, A. (2015). Students' response to academic setback: growth mindset as a buffer against demotivation. Int. J. Educ. Psychol, 4, 198–222.
Zilka, A., Nussbaum, S., & Bogler, R. (2023). The relationships among growth mindset, flow, critically reflective behavior and teacher burnout. International Journal of School & Educational Psychology, 11(4), 367-379. https://doi.org/10.1080/21683603.2023.2245372
Bakhshipour, R., & Dezhkam, M. (2006). A confirmatory factor analysis of the positive affect and negative affect scales (PANAS). Journal of Psychology, 9(4 (36)), 351-365. SID. https://sid.ir/paper/54494/e. [In Persian]
Bastami, E., Sayehmiri, K., Bastami, T., & Cheraghizadegan, B. (2020). Prevalence of burnout in Iran: A systematic review and meta-analysis. J Health Saf Work, 10(3), 301-315. http://jhsw.tums.ac.ir/article-1-6376-fa.html/ [In Persian]
Burnette, J. L., Knouse, L. E., Vavra, D. T., O'Boyle, E., & Brooks, M. A. (2020). Growth mindsets and psychological distress: A meta-analysis. Clinical Psychology Review, 77, 101816. https://doi.org/10.1016/j.cpr.2020.101816
Chen, Y., Zhang, L., Qi, H., You, W., Nie, C., Ye, L., & Xu, P. (2022). Relationship between negative emotions and job burnout in medical staff during the prevention and control of the COVID-19 epidemic: the mediating role of psychological resilience. Frontiers in Psychiatry, 13, 857134. https://doi.org/10.3389/fpsyt.2022.857134
Dweck, C. (1999). Self-theories: Their role in motivation, personality, and development. New York, NY: Psychology Press.
Dweck, C. (2016). The remarkable reach of growth mind-sets. Scientific American Mind, 27(1), 36–41. https://www.jstor.org/stable/24945335
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House Incorporated.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
Dweck, C. S., & Yeager, D. S. (2018). Mindsets change the imagined and actual future. In G. Oettingen, A. T. Sevincer, & P. Gollwitzer (Eds.), The psychology of thinking about the future (pp. 362–376). The Guilford Press
Edú-Valsania, S., Laguía, A., & Moriano, J. A. (2022). Burnout: A Review of Theory and Measurement. Int. J. Environ. Res. Public Health, 19, 1780. https://doi.org/10.3390/ijerph19031780
Fitzgerald, C. J., & Laurian-Fitzgerald, S. M. (2016). Helping students enhance their grit and growth mindsets. Journal Plus Education / Educatia Plus, 14(2), 52-56.
French, R. P. (2016). The fuzziness of mindsets. International Journal of Organizational Analysis, 24(4), 673-691. https://doi.org/10.1108/ijoa-09-2014-0797
Frondozo, C. E., King, R. B., Nalipay, M. J. N., & Mordeno, I. G. (2022). Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement. Current Psychology, 41(8), 5030-5033. https://doi.org/10.1007/s12144-020-01008-4
Geisler, F. C., Kubiak, T., Siewert, K., and Weber, H. (2013). Cardiac vagal tone is associated with social engagement and self-regulation. Biol. Psychol. 93, 279–286. doi: 10.1016/j.biopsycho.2013.02.013
Glerum, J., Loyens, S. M., & Rikers, R. M. (2020). Mind your mindset. An empirical study of mindset in secondary vocational education and training. Educational Studies, 46(3), 273–281. https://doi.org/10.1080/03055698.2019.1573658
Hertel, S., & Karlen, Y. (2021). Implicit theories of self-regulated learning: Interplay with students' achievement goals, learning strategies, and metacognition. Br J Educ Psychol, (3), 972-996. https://doi.org/10.1111/bjep.12402.
Hewitt, D. B., Ellis, R. J., Hu, Y. Y., Cheung, E. O., Moskowitz, J. T., Agarwal, G., & Bilimoria, K. Y. (2020). Evaluating the association of multiple burnout definitions and thresholds with prevalence and outcomes. JAMA surgery, 155(11), 1043-1049. https://doi.org/10.1001/jamasurg.2020.3351.
Hochschild, A. R. (1983). The managed heart: commercialization of human feeling. Berkeley (CA): University of California Press.
King, R. B., & Dela Rosa, E. D. (2019). Are your emotions under your control or not? Implicit theories of emotion predict well-being via cognitive reappraisal. Personality and individual differences, 138, 177-182. https://doi.org/10.1016/j.paid.2018.09.040
Laursen, E. K. (2015). The power of grit, perseverance, and tenacity. Reclaiming Children & Youth, 23(4), 19.
Lim, K. H. J., Murali, K., Kamposioras, K., Punie, K., Oing, C., O’Connor, M., ... & Banerjee, S. (2021). The concerns of oncology professionals during the COVID-19 pandemic: results from the ESMO Resilience Task Force survey II. ESMO open, 6(4), 100199. https://doi.org/10.1016/j.esmoop.2021.100199.
Liu, X., Chen, J., Wang, D., Li, X., Wang, E., Jin, Y., ... & Hou, X. (2020). COVID-19 outbreak can change the job burnout in health care professionals. Frontiers in psychiatry, 11, 563781. https://doi.org/10.3389/fpsyt.2020.563781 6. 24.
Maslach C, Schaufeli WB, Leiter MP. (2001). Job burnout. Annu Rev Psychol, 52, 397-422
Maslach, C., Jackson, S. E. (1981). Maslach Burnout Inventory. Manual; Consulting Psychologists Press: Palo Alto, CA, USA.
Nadon, L., De Beer, L. T., & Morin, A. J. S. (2022). Should Burnout Be Conceptualized as a Mental Disorder? Behav. Sci, 12, 82. https://doi.org/10.3390/ bs12030082
Nieuwenhuis, S., van der Mee, D. J., Janssen, T. W., Verstraete, L. L., Meeter, M., & van Atteveldt, N. M. (2023). Growth mindset and school burnout symptoms in young adolescents: The role of vagal activity as potential mediator. Frontiers in psychology, 14, 1176477. https://doi.org/10.3389/fpsyg.2023.1176477.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18, 315-341. https://doi.org/10.1007/s10648-006-9029-9.
Schaufeli, W. B., & Buunk, B. P. (2003). Burnout: An overview of 25 years of research and theorizing. In The Handbook of Work and Health Psychology, 2nd ed.; Schabracq, M. J., Winnubst, J. A. M., Cooper, C. L., Eds.; John Wiley & Sons: Hoboken, NJ, USA, 282–424.
Spiller, T. R., Weilenmann, S., Prakash, K. et al. (2021). Emotion network density in burnout. BMC Psychol 9, 170 https://doi.org/10.1186/s40359-021-00670-y
Taris, T. W., Le Blanc, P. M., Schaufeli, W. B., & Schreurs, P. J. (2005). Are there causal relationships between the dimensions of the Maslach Burnout Inventory? A review and two longitudinal tests. Work & Stress, 19, 238–255. https://doi.org/10.1080/02678370500270453
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. https://doi.org/10.1037/0022-3514.54.6.1063.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: when students believe that personal characteristics can be developed. Educ. Psychol. 47, 302–314. https://doi.org/10.1080/00461520.2012.722805.
Yeager, D. S., Bryan, C. J., Gross, J. J., Murray, J. S., Krettek Cobb, D., Santos, H. F., et al. (2022). A synergistic mindsets intervention protects adolescents from stress. Nature 607, 512–520. doi: 10.1038/s41586-022-04907-7
Zander, L., Brouwer, J., Jansen, E., Crayen, C., &Hannover, B. (2018). Academic self-efficacy, growth mindsets, and university students’ integration in academic and social support networks. Learning and Individual Differences,62, 98–107. https://doi.org/10.1016/j.lindif. 2018.01.012.
Zeng, G., Hou, H., & Peng, K. (2016). Effect of growth mindset on school engagement and psychological well-being of Chinese primary and middle school students: The mediating role of resilience. Frontiers in Psychology, 7, 1873. https://doi.org/10.3389/fpsyg. 2016.01873.
Zheng, R., Zhou, Y., Fu, Y., Xiang, Q., Cheng, F., Chen, H., ... & Li, J. (2021). Prevalence and associated factors of depression and anxiety among nurses during the outbreak of COVID-19 in China: A cross-sectional study. International journal of nursing studies, 114, 103809. https://doi.org/10.1016/j.ijnurstu.2020.103809.