فرایند روانشناختی خودتوسعه ای رهبران دانشگاهی (یک مطالعه فراترکیب)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد دانشکده روانشناسی وعلوم تربیتی دانشگاه، تهران، ایران

2 داﻧﺸﺠﻮی دﮐﺘﺮی. رﺷﺘﻪ ﻣﺪﯾﺮﯾﺖ آﻣﻮزش ﻋﺎﻟﯽ داﻧﺸﮕﺎه ﺗﻬﺮان، تهران، ایران

چکیده

پژوهش حاضر با هدف تبیین فرایند روان ­شناختی خودتوسعه ‌ای رهبران دانشگاهی انجام شده است. روش پژوهش حاضر کیفی، و از نوع فراترکیب بوده است. جامعه پژوهش شامل کلیه منابع مرتبط به تعداد 2670 منبع بوده که ابتدا تعداد 250 منبع بر اساس چکیده انتخاب شد. سپس 67 منبع بر اساس محتوا گزینش شد که در نهایت 58 منبع به عنوان منابع مرتبط، به روش کدگذاری در سه سطح گزاره (کد)، مفهوم و مقوله تحلیل شد. به منظور بررسی کیفیت داده ‌ها، اعتبار (باورپذیری) و اعتماد (اطمینان ‌پذیری) یافته ‌ها تأمین شده است. یافته ‌ها نشان دادند فرایند روان ­شناختی خودتوسعه ‌ای شامل هشت مؤلفه (گام) کلیدی بوده است که چهار گام اولیه آن صرفاً روان ­شناختی و عبارتند از: 1) خوداندیشی و خودتأملی، 2) خودشناسی و خودآگاهی، 3) خودانگیزشی، 4) خودآغازگری. چهار گام بعدی، روان ­شناختی-مدیریتی بوده و شامل 5) انتخاب روش خودتوسعه ‌ای (ساختاریافته، هدایت ‌شده و فردی)، 6) کاربست مکانیزم‌ های خودتوسعه ‌ای (خودرهبری، خودمدیریتی، خودنظم‌دهی و خودراهبری یادگیری، 7) نظارت و ارزیابی خودتوسعه‌ ای (خودکنترلی،خودنظارتی و خودارزیابی) و 8) مسئولیت و پاسخگویی (خودمسئولیت ‌پذیری، خودتعهدی و خودپاسخگویی) به اقدامات خودتوسعه ‌ای می ‌باشند. در این پژوهش، ابعاد روانشناختی خودتوسعه ‌ای رهبران دانشگاهی مورد تأکید بوده است.

کلیدواژه‌ها


عنوان مقاله [English]

Psychological self-Development Process of Academic Leaders (A Meta-Synthesis Study)

نویسندگان [English]

  • Khodayar Abili 1
  • Ebrahim Mazari 2
1 Professor Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
2 Department of Educational Managemen, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
چکیده [English]

The present study aims to explain the psychological self-developmental process of academic leaders. The method of this research is qualitativeand a kind of meta-synthesis. The research population consisted of all the related sources about 2670 sources. First, 250 sources were selected based on abstract. Then, 67 sources were selected based on the content, which eventually analyzed 58 sources as related resources by coding in three levels of proposition (code), concept, and category. In order to verify the quality of data, validity and reliability have been provided.The results showed that the psychological self-developmental process consists of eight key components that 4 steps were psychological that consist of: 1) Self-thinking and self-actualization, 2) self-knowledge and self-awareness, 3) self-motivation, 4) self-initiation, and  the next 4 steps were  psychological-managerial such as 5) selection of self-development methods(structured, guided and individual) 6) applying self-development mechanisms (self-leadership, self-management, self-regulation, self-directed learning, 7) self-development evaluating and monitoring (self-control, self-monitoring and self-evaluation), and finally, responsibility and accountability to self-development activates (self- responsibility, self-commitment and self-accountability( that in this research, psychological dimensions of academic leadership have been emphasized.

کلیدواژه‌ها [English]

  • Self-Development
  • Academic Leadership
  • Meta-Synthesis
 
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دوره 9، شماره 3
مهر 1397
صفحه 15-34
  • تاریخ دریافت: 18 مرداد 1397
  • تاریخ بازنگری: 10 دی 1397
  • تاریخ پذیرش: 19 آذر 1397
  • تاریخ اولین انتشار: 19 آذر 1397
  • تاریخ انتشار: 01 مهر 1397