رابطة رسالت مسير شغلي با رضايت تحصيلي: نقش ميانجي خودكارآمدي تصميم‌گيري و انطباق‌پذيري مسير شغلي و نقش تعديل‌گري مقطع تحصيلي

The Relationship between Career Calling and Academic Satisfaction: The Mediation Role of Decision-Making Self-Efficacy and Career Adaptability and the Moderating Role of Educational Level

هدف اين پژوهش بررسي رابطه رسالت مسير شغلي با رضايت تحصيلي از طريق خودكارآمدي تصميم‌گيري و انطباق‌پذيري مسير شغلي و با تعديل‌گري مقطع تحصيلي بود. طرح پژوهش، رابطه‌اي از نوع مدل‌سازي معادلات ساختاري بود. جامعة آماري كليه دانشجويان دانشگاه اصفهان در سال تحصيلي 94-93 بودند. نمونه‌اي با حجم 300 نفر به روش نمونه‌گيري طبقه‌اي نسبي از بين آنان انتخاب شدند. ابزارهاي اندازه‌گيري شامل مقياس رسالت مسير شغلي (Dik & Steger, 2006) انطباق‌پذيري مسير شغلي (Savichas & Porfeli, 2012)، خودكارآمدي تصميم‌گيري مسير شغلي (Taylor & Betz, 1983) و رضايت تحصيلي (Lent et al., 2007) بود. داده‌ها از طريق تحليل رگرسيون چندگانه و مدل‌سازي معادلات ساختاري تحليل شدند. يافته‌ها نشان داد رابطه داشتن رسالت و خودكارآمدي تصميم‌گيري به مقطع تحصيلي بستگي داشت (0/001>p). همچنين رابطه داشتن و جستجو رسالت با انطباق‌پذيري مسير شغلي به مقطع تحصيلي بستگي داشت (001/0>p). داشتن رسالت به‌طور مستقيم و به‌طور غيرمستقيم از طريق خودكارآمدي و انطباق‌پذيري مسير شغلي با رضايت تحصيلي دانشجويان رابطه داشت (001/0>p). در دانشجويان تحصيلات تكميلي، مقطع تحصيلي توانست رابطه داشتن رسالت با رضايت تحصيلي از طريق انطباق‌پذيري و خودكارآمدي تصميم‌گيري را تعديل كند (0/01>p). به‌طوركلي خودكارآمدي و انطباق‌پذيري مسير شغلي در رابطه بين داشتن رسالت و رضايت تحصيلي ميانجي و مقطع تحصيلي تعديل‌گر اين روابط است.

The present study was carried out to study the relationship between career calling and academic satisfaction through decision-making self-efficacy and career adaptability and moderating of the educational level. The research method was correlational, structural equation modeling. The population was all students of University of Isfahan in 2014-2015. A sample of 300 students was selected by proportional stratified sampling method. Measurement tools included Career Calling Scale (Dik & Steger, 2006), Career Adaptability Scale (Savichas & Porfeli, 2012), Career Decision-Making Self-Efficacy Scale (Taylor & Betz, 1983) and Academic Satisfaction Questionnaire (Lent et al., 2007). Data were analyzed by multiple regression and structural equation modeling. The findings indicated the relation between having calling and decision-making self-efficacy depends on educational level (p<.001). In addition, the relation between having and searching calling with career adaptability depends on educational level (p<.001). Having career calling,directly and indirectly, through decision-making self-efficacy and career adaptability related to academic satisfaction (p<.001).On the other hand, at higher education students, educational level could moderate the relation between having calling and academic satisfaction through career adaptability and decision-making self-efficacy (p<.01). In general, self-efficacy and career adaptability are mediation in the relationship between having the career calling and academic satisfaction while, the educational level moderates these relationships.