رابطه توازن خودها و یادگیری مادامالعمر با نقش واسطهای ذهنآگاهی در افراد میانسال
کلمات کلیدی:
توازن خودها, ذهنآگاهی, یادگیری مادامالعمر, میانسالیچکیده
هدف این پژوهش بررسی رابطه بین توازن خودها و یادگیری مادامالعمر با درنظر گرفتن نقش واسطهای ذهنآگاهی در میان کارکنان میانسال شاغل در منطقه اسلامشهر تهران بود. این مطالعه به روش توصیفی-همبستگی و در قالب مدل معادلات ساختاری انجام شد. جامعه آماری شامل تمامی کارکنان میانسال شاغل در اسلامشهر بود و نمونهای ۵۲۷ نفری بهصورت تصادفی انتخاب گردید. ابزارهای پژوهش شامل پرسشنامه توازن خودهای ممکن زادشیر و همکاران (۱۳۹۹)، پرسشنامه ذهنآگاهی بائر و همکاران (2006) و مقیاس یادگیری مادامالعمر کربی و همکاران (2010) بود که روایی و پایایی آنها از طریق تحلیل عاملی تأییدی و آلفای کرونباخ تأیید شد. دادهها با استفاده از نرمافزار ایموس و روش مدلسازی معادلات ساختاری تحلیل گردید. نتایج نشان داد توازن خودها تأثیر مثبت و معناداری بر ذهنآگاهی (β=0.54, t=9.898, p<0.001) و یادگیری مادامالعمر (β=0.30, t=5.918, p<0.001) دارد. همچنین، ذهنآگاهی بر یادگیری مادامالعمر تأثیر مثبت و معناداری داشت (β=0.48, t=9.003, p<0.001). آزمون اثرات غیرمستقیم نیز بیانگر آن بود که ذهنآگاهی نقش میانجی مثبت و معناداری در رابطه توازن خودها با یادگیری مادامالعمر ایفا میکند (β=0.26, t=6.66, p<0.01). مدل ارائهشده توانست ۴۷٪ از واریانس یادگیری مادامالعمر و ۲۹٪ از واریانس ذهنآگاهی را تبیین نماید و شاخصهای برازش مدل نیز در محدوده قابل قبول قرار داشتند (GFI=0.93, CFI=0.94, RMSEA=0.059).
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حق نشر 2025 سعید فلاح تفتی (نویسنده); عبدالوحید داودی (نویسنده مسئول); رامین تبرائی (نویسنده)

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