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الدافعية الاخلاقية وعلاقتها بضغوط الحياة المدركة لدى معلمي المرحلة الابتدائية

  • January 2022
Authors:
Afrah Tuama Radhi at Mustansiriyah University
Afrah Tuama Radhi
  • Mustansiriyah University
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Abstract

يسعى البحث الحالي الى التعرف على الدافعية الاخلاقية وعلاقتها بضغوط الحياة المدركة لدى معلمي المرحلة الابتدائية ومن اجل تحقيق هدف البحث فقد اتبع الباحث المنهج الوصفي الارتباطي من خلال تحديد مجتمع البحث بجميع المعلمين في محافظة بغداد اما بخصوص عينة البحث هي ) 200 ( معلم ومعلمة في المديريات التابعة لمحافظة بغداد. ومن اجل جمع البيانات حول متغيري البحث تبنى الباحث مقياسي الدافعية الاخلاقية وضغوط الحياة المدركة واستخرج لها الخصائص السايكومترية المناسبة وقد توصل البحث الى ما يلي: 1. يمتلك المعلمين مستوى متوسط من الدافعية الاخلاقية ويوظفونها في حياتهم المهنية والحياتية 2. يواجه المعلمين ذوي الدافعية الاخلاقية المرتفعة بيئات مرتفعة من حيث الضغوط المدركة ,ويحاول المعلمين مقاومتها . 3. الفروق في الدافعية الاخلاقية وضغوط الحياة هي لصالح الذكور كونهم يمتلكون مساحة حركة وموقف اكثر من غيرهم . 4. هنالك مستوى عالي ومرتفع من ضغوط الحياة المدركة لدى معلمي المرحلة الابتدائية . 5. هنالك علاقة ذات دلالة احصائية بين الدافعية الاخلاقية وضغوط الحياة المدركة لد معلمي المرحلة الابتدائية .
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4521-1813 ISSN: Print
 )7502-ISSN:2663 OnIine 
10860820
)IF (L18/023727/12/1820
2020 DOI: 10.18576/2020J102 Ref. No. 2020J102.
isi
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                     
              (APA         
                         .  
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  
 
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
ددعلا (53/3 ) 2022م /1443 ه
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
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A Reading of the Creativity and Skills of Irish Novelist James Joyce
“Ulysses Novel as a Model
Ihsan Mudar Mahmmud
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
Beyond Literacy: Thinking and Learning Styles A case study of
Iraqi Schools of the Distinguished



Analyzing the Prominence of Remembering History and Folklore
in Selected Novels by Ralph Ellison Invisible Man and Zora Neale
Mules and Men
Dr. MUTAZ TARIK SHAKIR
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Moral motivation and its relationship to the perceived
stresses of life among primary school teachers extract












Abstract
The current research seeks to identify moral motivation and its relationship to the perceived stresses of
life among primary school teachers. for Baghdad Governorate. In order to collect data about the two
variables of the research, the researcher adopted the measures of moral motivation and perceived life
stress, and extracted the appropriate psychometric characteristics for them. The research reached the
following:
1. Teachers have an average level of moral motivation and use it in their professional and life lives
2. Teachers with high moral motivation face high environments in terms of perceived stress, and
teachers try to resist it.
3. The differences in moral motivation and life pressures are in favor of males, as they have more space
for movement and position than others.
4. There is a high and high level of perceived life stress among primary school teachers.
5. There is a statistically significant relationship between moral motivation and perceived life pressures
among primary school teachers. 







Besser-Jones, 2003:1Besser-Jones,2003) (Malti &
Buchmann, 2010Kaplan, Crockett & Tivnan, 2014)


Maddi, 2006: 162)

Heinrichs&oser,2013;3




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
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             , 2013: 70) Herfeld &
Schaubroeck,
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

Moral Motivation
Lincoln & Holmes, 2011)




Lincoln & Holmes, 2011: 96)
Kaplan & Tivnan, 2014)
Kaplan & Tivnan,
2014: 193)
Janoff-Bulman & Carnes, 2016

Janoff-Bulman & Carnes, 2016: 48



perceived life stress

Cohien, et al, 1983)
 Cohien, et al, 1983: 387)
Cox & Ferguson, 1991

Cox & Ferguson, 1991:132


Cox & Ferguson, 1991







Self-determination theory
Ryan,1993) (Deci


Wigfield,et al., 2006: 942,943


Malti & Buchmann, 2010:139)
Kaplan,et al.,2014:338
External Regulation

Eisenberg, Fabes & Spinrad, 2006: 28

Interjected Regulation
Davis-
Kean, 2006:941
Identified Regulation
Thompson 2006:72,73
Integrated Regulation


 Ratelle, Guay, Larose & Senecal,2004: 125

Moos & Schaefor 1986


Moos & Schaefor 1986





Moos & Schaefor1986: 163






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



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



,2006Hardy



,2006: 184,190Hardy
Reynolds & Ceranic, 2007




Weinstein, et al, 2009


(Weinstein, et al, 2009: 178
Hewett, et al, 2011)


Hewett, et
al, 2011: 158.



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





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Janoff-Bulman & Carnes, 2016











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
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
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
 

 
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
 
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
 

 

 

1
5.434
0.546
16
4.356
0.435
2
4.324
0.435
17
5.435
0.345
3
7.435
0.436
18
7.435
0.445
4
4.324
0.346
19
5.456
0.334
5
6.434
0.346
20
6.435
0.347
6
5.435
0.347
21
5.456
0.456
7
5.435
0.346
22
7.456
0.345
8
5.325
0.435
23
6.435
0.456
9
6.543
0.543
24
6.435
0.346
10
5.342
0.346
25
5.345
0.456
11
5.346
0.345
26
6.545
0.456
12
7.434
0.445
27
5.434
0.347
13
5.345
0.457
28
5.324
0.456
14
3.234
0.347
29
3.456
0.457
15
5.345
0.349
30
4.456
0.457


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
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
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


Cox & Ferguson, 1991
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

2
6.345
0.457
47
7.642
0.546
3
5.346
0.563
48
6.346
0.657
4
4.347
0.567
48
6.431
0.347
5
5.437
0.458
50
9.457
0.567
6
5.347
0.347
51
4.347
0.654
7
5.435
0.546
52
8.347
0.457
8
5.459
0.457
53
8.345
0.546
9
5.234
0.546
54
6.543
0.457
10
8.346
0.567
55
6.547
0.567
11
11.346
0.446
56
6.346
0.568
12
6.444
0.458
57
8.457
0.456
13
5.345
0.457
58
8.546
0.457
14
6.547
0.467
59
6.345
0.567
15
6.456
0.346
60
6.546
0.665
16
6.456
0.456
61
7.458
0.568
17
6.345
0.456
62
8.456
0.568
18
4.345
0.457
63
6.432
0.568
19
6.456
0.457
64
5.456
0.568
20
6.546
0.568
65
8.347
0.458
21
7.346
0.458
66
7.543
0.547
22
3.456
0.458
67
7.456
0.458
23
4.345
0.658
68
9.457
0.568
24
6.547
0.569
69
7.456
0.568
25
7.456
0.457
70
7.435
0.568
26
6.456
0.458
71
7.355
0.436
27
7.646
0.457
72
6.543
0.547
28
5.456
0.457
73
5.435
0.457
29
6.456
0.457
74
8.543
0.546
30
8.546
0.568
75
5.457
0.454
31
6.345
0.458
76
6.541
0.567
32
7.654
0.452
77
5.543
0.458
33
5.435
0.458
78
6.548
0.543
34
6.345
0.452
79
8.654
0.569
35
5.436
0.563
80
5.435
0.569
36
8.456
0.567
81
6.543
0.579
37
3.568
0.458
82
8.543
0.569
38
8.656
0.578
83
7.654
0.579
39
8.546
0.568
84
5.434
0.568
40
6.456
0.568
85
5.435
0.568
41
6.546
0.458
86
5.435
0.568
42
6.435
0.568
87
6.543
0.568
43
6.543
0.458
88
6.435
0.568
44
6.457
0.547
89
5.435
0.567
45
6.345
0.458







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Spss




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
 







 




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(0,05 )
200
91.326
13.326
90
11.237
1.96
ةلاد

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












(0.05)



120
98.678
14.437
11.23
8
1,96
ةلاد

80
84.347
9.543







 







 





(0,05 )
200
270.436
34.547
267
15.236
1.96
ةلاد



































(0.0
5)
  

120
285.485
33.841
9.267
1,96
ةلاد

80
256.110
29.403














 












  )          
     
          
     -  
             .


 
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Developmental Trajectories of Agency and Communion in Moral Motivation
Article
Full-text available
  • Jul 2015
How does moral motivation develop across the life span? Previous research has indicated that moral exemplars have integrated the typically oppositional motives of agency and communion. The present research maps developmental trajectories in these motives that may lead to this end-point integration. Participants were 140 Canadians comprising four age groups (childhood, adolescence, emerging adulthood, and mid-adulthood). Agentic and communal motivation was assessed in an interview that asked participants about aspects of their lives and prompted for the instrumental–terminal framing of their motives. Results indicated that agency was the dominant instrumental motive for all ages. In terms of terminal values, agency was the dominant motive early in development; however, the effect progressively weakened and, by mid-adulthood, had dissipated. The pattern of instrumental agency for communal goals increased across the age groups, implying that replacing agency with communion as the characteristic terminal motive represents an important goal for moral development.
Ethical Decision Making: A Process Influenced by Moral Intensity
Article
Full-text available
  • Jan 2011
Understanding the process in which individuals engage in ethical decision making and the factors influencing this process may be important for developing more effective ethics education and leader development programs. This study investigated three components of ethical decision making: moral awareness, moral judgment, and moral intention, and their relationship with five components of moral intensity: Social Consensus, Magnitude of Consequences, Temporal Immediacy, Proximity and Probability of Effect. The results suggest that as individuals face morally charged situations, their awareness of the moral dilemma, judgments about potential consequences, and intention to act are significantly affected by characteristics of the moral situation.
Hardiness: The courage to grow from stresses
Article
Full-text available
  • Jul 2006
The recent emphasis on positive psychology is welcome, and has spurred much relevant research. But, there are still many unresolved conceptual and research issues, as more variables are being proposed as relevant. As part of this process, the present paper proposes hardiness as an addition to positive psychology. Hardiness is a combination of attitudes that provides the courage and motivation to do the hard, strategic work of turning stressful circumstances from potential disasters into growth opportunities. In this regard, the inherently stressful nature of living is discussed. Also clarified are the particular aspects of excellence in performance and health to which hardiness is relevant. The paper concludes with a call for issue-resolving research through which orientations and actions proposed as part of positive psychology can be compared in their contributions to performance and health. Two studies along these lines have found hardiness more powerful than optimism and religiousness in coping with stresses.
Moral motivation of college students through multiple developmental structures: Evidence of intrapersonal variability in a complex dynamic system
Article
  • Jun 2014
This study is based on a broad conception of moral motivation by applying self-determination theory and dynamic systems perspectives. Accordingly, not only moral action, but also moral judgment is motivated. We carried out a detailed exploration of intrapersonal variability as a central aspect of moral motivation. Kohlberg’s six stages of moral development are reconceptualized as dynamic process structures of motivation that operate together within person simultaneously in different degrees. A total of 546 college students responded to a new instrument to assess moral motivation using a recognition task. Findings provided support for the notion that individuals use multiple motivational structures in different degrees as they make moral judgments. The majority of correlations between within-person operation degrees of motivational structures were significant. Variations in these correlations are explained to a large extent by developmental proximity of stage pairs. Results revealed both variability and developmental order in moral motivation. Implications of a dynamic developmental perspective are discussed in terms of understanding the complexity of moral motivation in ways that are sensitive to both intrapersonal and contextual variability.
Identity, Reasoning, and Emotion: An Empirical Comparison of Three Sources of Moral Motivation
Article
  • Sep 2006
Prior research on moral motivation has primarily emphasized moral reasoning and moral emotion; however, identity may also play an important role. Therefore, the purpose of the present study was to examine the relative importance of prosocial identity, prosocial moral reasoning, and empathy in predicting prosocial behavior. The sample included 91 university students, ages 19–35 years (M=21.89; SD=3.01; 80% European American; 65% female). Prosocial identity and empathy, but not prosocial moral reasoning, were positively associated with overall prosocial behavior. Exploratory analyses examined how these three sources of prosocial motivation differentially related to six forms of prosocial behavior. Results suggest the importance of considering the roles of all three sources of moral motivation.
Making sense of the sense of duty [microform] : a Humean theory of moral motivation /
Article
Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2003. Includes bibliographical references (leaves 230-240). Microfiche. s
A global Measure of Perceived stress
  • Jan 1983
  • 24
  • S Cohen
  • T Lamarck
  • R Mermelstein
Cohen, S., Lamarck, T. & Mermelstein, R,(1983): A global Measure of Perceived stress, Journal Health Society and behavior, 24.
Moral Motivation And Its Relationship To Immoral Behavior
  • Jan 2007
  • J APPL PSYCHOL
  • 92
  • S Reynolds
  • T Ceranic
Reynolds, S. & Ceranic, T, (2007): Moral Motivation And Its Relationship To Immoral Behavior, Journal Of Applied Psychology, 92(6).