رابطه امیدواری و پیشرفت تحصیلی با نقش میانجیگری اهمالکاری تحصیلی در دانشآموزان
محورهای موضوعی : روانشناسی تربیتیمحمد ستایشی اظهری 1 , میرمحمود میرنسب 2 , مینا محبی 3
1 - دانشجوی کارشناسی ارشد روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران
2 - دانشیار گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران
3 - دانشجوی دکتری روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران
کلید واژه: پیشرفت تحصیلی, امیدواری, اهمالکاری تحصیلی,
چکیده مقاله :
هدف پژوهش حاضر آزمون نقش میانجیگری اهمالکاری تحصیلی در رابطه ی بین امیدواری با پیشرفت تحصیلی در دانشآموزان بود. شرکتکنندگان پژوهش 150 دانشآموز پسر پایه هشتم متوسطه اول بودند که به روش نمونهگیری تصادفی خوشهای چندمرحلهای انتخاب شدند. ابزار اندازهگیری پژوهش شامل پرسشنامه اهمالکاری سولومون و راثبلوم، پرسشنامه امیدواری اشنایدر و معدل دانشآموزان بود. آزمون مسیرهای مستقیم و غیرمستقیم مدل پژوهش، به ترتیب، با استفاده از روشهای مدل معادلات ساختاری و بوت استرپ انجام گرفت. یافتهها نشان داد که امیدواری و پیشرفت تحصیلی به ترتیب پیشایند و پیامد اهمالکاری تحصیلی در دانشآموزان هستند. همچنین، یافتهها نشان داد که اهمالکاری تحصیلی میانجیگر معنیدار رابطه امیدواری به پیشرفت تحصیلی است. یافتههای این پژوهش میتواند برای مشاوران مدارس، روانشناسان تربیتی و معلمین در کاهش مشکلات اهمالکاری و مشکلات تحصیلی دانشآموزان کمککننده باشد.
The aim of the current study was to examine the structural relationship between hopefulness and academic achievement with the mediating role of academic procrastination among students. The participants included 150 second grade middle school male students who were chosen through multistage cluster sampling method. Solomon and Rothblum’s academic procrastination scale and Snyder’s hope scale were administered. Structural equation modeling (SEM) and Bootstrap tests were conducted to explore direct and indirect pathways of the study model respectively. The results showed that hopefulness and academic achievement are antecedents and consequences of academic procrastination among students respectively. The results indicated that academic procrastination has a significant mediating role on the relationship between hopefulness and academic achievement. The findings of this study could help school counselors, education psychologist, and teachers to reduce students’ procrastination and academic problems.
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Atadikht, A., Mohammadi, I., & Basharpor, S., (2015). A study of academic procrastination based on demographic variables and its relationship with achievement motivation and academic performance of high school students. Journal of School Psychology, 2(4), 55-68 [In Persian].
Alexander, E. S., & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individual Differences, 42, 1301-1310.
Beheshti, S., Khari Arani, M., & Aliakbarzade, Z., (2009). Meaning and subscales of hope in Islamic readings and positive psychology. Journal of Daneshvar Rafter, 17(45), 157-170 [In Persian].
Bryant, F. B., & Cvengros, J. A. (2004). Distinguishing hope and optimism: Two sides of a coin, or two separate coins? Journal of Social and Clinical Psychology, 23, 273-302.
Dalirnaser, N., & Hosseini nasab, S., (2014). Comparing academic achievement and achievement motivation in intelligent and normal elementary school students. Journal of Instruction and Evaluation, 8(24), 31-42 [In Persian].
Demeter. K., Szabo, K., Maior, E., Farcas, S., Kalcza, J., & Janos, R., (2015). Associations between academic performance, academic attitudes, and procrastination in a sample of undergraduate students attending different educational forms. Social and Behavioral Sciences, 187(13), 45-49.
Drysdale, B. M. T., & Mcbeath, M. (2014). Exploring hope, self-efficacy, procrastination, and study skills between cooperative and non-cooperative education students. Asia-Pacific Journal of Cooperative Education, 15(1), 69-79.
Ellis, A., & William, J., (1387) Overcoming procrastination: or how to think and act rationally in spite of life's inevitable hassles. Rosh: Tehran. [In Persian].
Fathi, A., Fathi-Azar, E., Badri, R., & Mirnasab, M., (2014). Effectiveness of strategies of low procrastination in students’ academic procrastination. Journal of Instruction and Evaluation, 8(29), 31-42 [In Persian].
Hashemi, L., & Latifian, M., (2014). Perfectionism and procrastination: the mediating role of the test anxiety. Journal of Personality and Individual Differences, 2(3), 73-99 [In Persian].
Hammer, C. A., & Ferrari, J. R., (2002). Differential incidence of procrastination between blue-and white-collar workers. Current Psychology: Developmental, Learning, Personality, Social, 21, 333-338.
Hosseini Nasab, S. D., & Lotallahi, M., (2012). Effectiveness of creative thinking techniques in girl students’ society lessons. Journal of Instruction and Evaluation, 7(27), 23-37.
Isazadegan, A., Mikaili manie, F., & Moroie Milan, F., (2014). The relationship between hope, optimism and meaning of education with academic performance in high school students. Journal of School Psychology, 3(2), 127-152 [In Persian].
Jokar, B, & delavapoor, M. ( 2007). The relationships between procrastination and achievement goal. Quarterly Journal of New thoughts on Education, 3(3-4), 61-80 [In Persian].
Kármena, D., Kingaa, S., Edita, M., Susanaa, F., Kingaa, K. J., & Rékaa, J., (2015). Associations between academic performance, academic attitudes and procrastination in a sample of undergraduate students attending different educational forms. Procedia-Social andBehavioral Sciences, 187, 45- 49.
Kandemir, M., (2014). Reasons of academic procrastination: Self-regulation, academic self-efficacy, life satisfaction and demographics variables. Procedia-Social and Behavioral Sciences, 152, 188-193.
Khodapanahi, M, Kermani, Z., & vahidi, M (2011). Psychometric futures of Snyder hope scale. Journal of practical psychology, 3(16).7-23 [In Persian].
Kim, K. R., & Seo, E. H., (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33.
Lakshminarayan, N., Potdar, S., & Reddy, S., (2012). Relationship between procrastination and academic performance among a group of undergraduate dental students in India. Journal of Dental Education, 524-528.
Lay, C. H., & Silverman, S., (1996). Trait procrastination, anxiety and dilatory behavior. Personality and Individual Differences, 21, 61-67.
Mehta, A. P., (1969). Achievement motive in high school boys. Monographs of National Council of Educational Research and Training (NCERT), New Delhi, 61, 12-14.
Monica, B. (2010). The Procrastinator’s Guide to getting Things done. Tehran: Arjmand [In Persian].
Noraldin, M., Shahni Yeylagh, M., & Pashasharifi, H., (2014). The relationship among psychological capital (hope, optimism, resiliency and self-efficacy), achievement goal and academic performance of the first-year students. Research in Curriculum Planning, 11(13), 61-79 [In Persian].
Paola, M. D., & Scoppa, V., (2015). Procrastination, academic success and the effectiveness of a remedial program. Journal of Economic Behavior & Organization, 115, 217-236.
Pedrottit, J. T., Edwards, L. M., & Lopez, S. J., (2008). Promoting hope: Suggestions for school counselors. Professional school counseling, 100-108
Premuzic, T., Furnham, A., Dissou, G., & Heaven, P., (2005). Personality and preference for academic assessment: A study with Australian University students. Learning andIndividual Difference, 15, 247-256.
Rand, K. L., Martin, A. D., & Shea, A. M., (2011). Hope, but not optimism, predicts academic performance of law students beyond previous academic achievement. Journal of Research in Personality, 45(6), 683-686.
Rothblum, E. D., Solomon, L.J., & Murakami, J., (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of CounselingPsychology, 33, 387-394.
Samani, S., Jokar, B., & sahragard, N., (2015). Resistance, mental health and life satisfaction. Journal of Iran Clinical Psychiatry and Psychology, 13(3), 290-295 [In Persian].
Schraw, G., Wadkins, T., & Olafson, L., (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12-25.
Senecal, C., Julien, E., & Guay, F., (2003). Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33, 135-145.
Snyder, C. R., (1995). Conceptualizing, measuring, and nurturing hope. Journal of Counseling and Development, 73, 355-360.
Snyder, C. R., (2000). Handbook of hope. San Diego: Academic Press.
Snyder, C. R., (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249-275.
Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams III, V. H., & Wiklund, C. (2002). Hope and academic success in college. Journal of educational psychology, 94(4), 820.
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., langelle, C., Harney, P., (1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Development, 60, 570-585.
Solomon, L., & Rothblum, E., (1984). Academic Procrastination: Frequency and Cognitive-Behavioral Correlates. Journal of counseling psychology, 503-509.
Stevenson, A., (2013). Oxford dictionarty of English. (3rd ed.).
Taura, A. A., (2014). Antecedents and consequences of active procrastination and mediation effect of self-regulation strategies among pre-service teachers in colleges of education in Nigeria. (Unpublished doctoral thesis), University Putra Malaysia.
Trow, W. C., (1956). Psychology in teaching and learning. New York, M.C- Graw-Hills series publications.
Trow, W. C., (1956). Psychology in teaching and learning. New York, M.C- Graw-Hills series publications.
Yazıcı. H., & Bulut, R., (2015). Investigation into the academic procrastination of teacher candidates’ social studies with regard to their personality traits. Social and Behavioral Sciences, 174, 2270-2277.
Zare, H., Mahbobi, T., & Salimi, H., (2014). Effectiveness of hope teaching in students procrastination and self-handicapping. Journal of Instruction and Evaluation, 8(32), 31-42 [In Persian].
_||_Atadikht, A., Mohammadi, I., & Basharpor, S., (2015). A study of academic procrastination based on demographic variables and its relationship with achievement motivation and academic performance of high school students. Journal of School Psychology, 2(4), 55-68 [In Persian].
Alexander, E. S., & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individual Differences, 42, 1301-1310.
Beheshti, S., Khari Arani, M., & Aliakbarzade, Z., (2009). Meaning and subscales of hope in Islamic readings and positive psychology. Journal of Daneshvar Rafter, 17(45), 157-170 [In Persian].
Bryant, F. B., & Cvengros, J. A. (2004). Distinguishing hope and optimism: Two sides of a coin, or two separate coins? Journal of Social and Clinical Psychology, 23, 273-302.
Dalirnaser, N., & Hosseini nasab, S., (2014). Comparing academic achievement and achievement motivation in intelligent and normal elementary school students. Journal of Instruction and Evaluation, 8(24), 31-42 [In Persian].
Demeter. K., Szabo, K., Maior, E., Farcas, S., Kalcza, J., & Janos, R., (2015). Associations between academic performance, academic attitudes, and procrastination in a sample of undergraduate students attending different educational forms. Social and Behavioral Sciences, 187(13), 45-49.
Drysdale, B. M. T., & Mcbeath, M. (2014). Exploring hope, self-efficacy, procrastination, and study skills between cooperative and non-cooperative education students. Asia-Pacific Journal of Cooperative Education, 15(1), 69-79.
Ellis, A., & William, J., (1387) Overcoming procrastination: or how to think and act rationally in spite of life's inevitable hassles. Rosh: Tehran. [In Persian].
Fathi, A., Fathi-Azar, E., Badri, R., & Mirnasab, M., (2014). Effectiveness of strategies of low procrastination in students’ academic procrastination. Journal of Instruction and Evaluation, 8(29), 31-42 [In Persian].
Hashemi, L., & Latifian, M., (2014). Perfectionism and procrastination: the mediating role of the test anxiety. Journal of Personality and Individual Differences, 2(3), 73-99 [In Persian].
Hammer, C. A., & Ferrari, J. R., (2002). Differential incidence of procrastination between blue-and white-collar workers. Current Psychology: Developmental, Learning, Personality, Social, 21, 333-338.
Hosseini Nasab, S. D., & Lotallahi, M., (2012). Effectiveness of creative thinking techniques in girl students’ society lessons. Journal of Instruction and Evaluation, 7(27), 23-37.
Isazadegan, A., Mikaili manie, F., & Moroie Milan, F., (2014). The relationship between hope, optimism and meaning of education with academic performance in high school students. Journal of School Psychology, 3(2), 127-152 [In Persian].
Jokar, B, & delavapoor, M. ( 2007). The relationships between procrastination and achievement goal. Quarterly Journal of New thoughts on Education, 3(3-4), 61-80 [In Persian].
Kármena, D., Kingaa, S., Edita, M., Susanaa, F., Kingaa, K. J., & Rékaa, J., (2015). Associations between academic performance, academic attitudes and procrastination in a sample of undergraduate students attending different educational forms. Procedia-Social andBehavioral Sciences, 187, 45- 49.
Kandemir, M., (2014). Reasons of academic procrastination: Self-regulation, academic self-efficacy, life satisfaction and demographics variables. Procedia-Social and Behavioral Sciences, 152, 188-193.
Khodapanahi, M, Kermani, Z., & vahidi, M (2011). Psychometric futures of Snyder hope scale. Journal of practical psychology, 3(16).7-23 [In Persian].
Kim, K. R., & Seo, E. H., (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33.
Lakshminarayan, N., Potdar, S., & Reddy, S., (2012). Relationship between procrastination and academic performance among a group of undergraduate dental students in India. Journal of Dental Education, 524-528.
Lay, C. H., & Silverman, S., (1996). Trait procrastination, anxiety and dilatory behavior. Personality and Individual Differences, 21, 61-67.
Mehta, A. P., (1969). Achievement motive in high school boys. Monographs of National Council of Educational Research and Training (NCERT), New Delhi, 61, 12-14.
Monica, B. (2010). The Procrastinator’s Guide to getting Things done. Tehran: Arjmand [In Persian].
Noraldin, M., Shahni Yeylagh, M., & Pashasharifi, H., (2014). The relationship among psychological capital (hope, optimism, resiliency and self-efficacy), achievement goal and academic performance of the first-year students. Research in Curriculum Planning, 11(13), 61-79 [In Persian].
Paola, M. D., & Scoppa, V., (2015). Procrastination, academic success and the effectiveness of a remedial program. Journal of Economic Behavior & Organization, 115, 217-236.
Pedrottit, J. T., Edwards, L. M., & Lopez, S. J., (2008). Promoting hope: Suggestions for school counselors. Professional school counseling, 100-108
Premuzic, T., Furnham, A., Dissou, G., & Heaven, P., (2005). Personality and preference for academic assessment: A study with Australian University students. Learning andIndividual Difference, 15, 247-256.
Rand, K. L., Martin, A. D., & Shea, A. M., (2011). Hope, but not optimism, predicts academic performance of law students beyond previous academic achievement. Journal of Research in Personality, 45(6), 683-686.
Rothblum, E. D., Solomon, L.J., & Murakami, J., (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of CounselingPsychology, 33, 387-394.
Samani, S., Jokar, B., & sahragard, N., (2015). Resistance, mental health and life satisfaction. Journal of Iran Clinical Psychiatry and Psychology, 13(3), 290-295 [In Persian].
Schraw, G., Wadkins, T., & Olafson, L., (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12-25.
Senecal, C., Julien, E., & Guay, F., (2003). Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33, 135-145.
Snyder, C. R., (1995). Conceptualizing, measuring, and nurturing hope. Journal of Counseling and Development, 73, 355-360.
Snyder, C. R., (2000). Handbook of hope. San Diego: Academic Press.
Snyder, C. R., (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249-275.
Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams III, V. H., & Wiklund, C. (2002). Hope and academic success in college. Journal of educational psychology, 94(4), 820.
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., langelle, C., Harney, P., (1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Development, 60, 570-585.
Solomon, L., & Rothblum, E., (1984). Academic Procrastination: Frequency and Cognitive-Behavioral Correlates. Journal of counseling psychology, 503-509.
Stevenson, A., (2013). Oxford dictionarty of English. (3rd ed.).
Taura, A. A., (2014). Antecedents and consequences of active procrastination and mediation effect of self-regulation strategies among pre-service teachers in colleges of education in Nigeria. (Unpublished doctoral thesis), University Putra Malaysia.
Trow, W. C., (1956). Psychology in teaching and learning. New York, M.C- Graw-Hills series publications.
Trow, W. C., (1956). Psychology in teaching and learning. New York, M.C- Graw-Hills series publications.
Yazıcı. H., & Bulut, R., (2015). Investigation into the academic procrastination of teacher candidates’ social studies with regard to their personality traits. Social and Behavioral Sciences, 174, 2270-2277.
Zare, H., Mahbobi, T., & Salimi, H., (2014). Effectiveness of hope teaching in students procrastination and self-handicapping. Journal of Instruction and Evaluation, 8(32), 31-42 [In Persian].