نقش واسطه‌ای یادگیری خودتنظیمی در رابطه بین نیازهای اساسی روان‌شناختی و تعلل‌ورزی تحصیلی در دانشجویان
محورهای موضوعی : روانشناسی تربیتی
مهدیه خلیلی خضرآبادی
1
(دانشجوی دکتری مدیریت آموزش عالی، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران)
فائزه اسحاقی مقدم
2
(کارشناسی ارشد روانشناسی عمومی، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران)
فاطمه زارع
3
(کارشناسی ارشد روانشناسی عمومی، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه آزاد یزد، یزد، ایران)
علیرضا حسین‌پور آشناآباد
4
(استادیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران)
کلید واژه: نیازهای اساسی روان‌شناختی, دانشجو, تعلل‌ورزی تحصیلی, یادگیری خودتنظیمی,
چکیده مقاله :
تعلل‌ورزی تحصیلی یکی از مشکلات قابل مشاهده و مشکل‌ساز در بین دانش‌آموزان و دانشجویان است. پژوهش حاضر با هدف بررسی نقش واسطه ای خودتنظیمی یادگیری در رابطه بین نیازهای اساسی روان‌شناختی و تعلل‌ورزی تحصیلی در دانشجویان انجام شد. جامعه آماری این تحقیق شامل دانشجویان دانشگاه فرهنگیان شهر ارومیه در سال تحصیلی 1397 بود که از این میان 212 دانشجو انتخاب شدند و در این پژوهش شرکت کردند. ابزار گردآوری داده ها شامل پرسشنامه یادگیری خودتنظیمی (1995)، مقیاس ارضای نیازهای بنیادین روان‌شناختی (2003) و مقیاس تعلل‌ورزی تحصیلی (1984) بود. نتایج پژوهش نشان داد که تعلل‌ورزی تحصیلی با یادگیری خودتنظیمی و نیازهای اساسی روان‌شناختی رابطه منفی و معنی دار دارد (05/0>p). نتایج تحلیل مسیر نشان داد که یادگیری خودتنظیمی در رابطه بین نیازهای اساسی روان‌شناختی و تعلل‌ورزی تحصیلی نقش میانجی دارد (05/0>p). به این معنا که در دانشجویان، نیازهای اساسی روان‌شناختی با تأثیر بر یادگیری خودتنظیمی می‌تواند موجب کاهش تعلل‌ورزی تحصیلی شوند. بر این اساس، در حوزه آموزش لازم است تا مداخلات مورد استفاده برای کاهش تعلل‌ورزی تحصیلی در دانشجویان در راستای ارضای نیازهای اساسی روان‌شناختی و یادگیری خودتنظیمی سازماندهی شوند.
Academic procrastination is one of the most visible and problematic problems among students. The aim of this study was to investigate the mediating role of self-regulated learning in the relationship between basic psychological needs and academic procrastination in students. The statistical population of this study included students of Urmia Farhangian University in the academic year 1397, from which 212 students were selected and participated in this study. Data collection tools included the Self-Regulated Learning Questionnaire (1995), the Basic Psychological Needs Satisfaction Scale (2003) and the Academic Procrastination Scale (1984). The results showed that academic procrastination has a negative and significant relationship with self-regulated learning and basic psychological needs (p <0.05). The results of path analysis showed that self-regulated learning has a mediating role in the relationship between basic psychological needs and academic procrastination (p <0.05). This means that in students, basic psychological needs can reduce academic procrastination by affecting self-regulated learning. Accordingly, in the field of education, it is necessary to organize the interventions used to reduce academic procrastination in students in order to satisfy basic psychological needs and self-regulated learning.
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Amarloo, P., & Shareh, H. (2018). Social Support, Responsibility, and Organizational Procrastination: A Mediator Role for Basic Psychological Needs Satisfaction. Iranian Journal of Psychiatry and Clinical Psychology, 24(2): 176-189 [In Persian].
Bartulovic, D., Young, B. W., & Baker, J. (2017). Self-regulated learning predicts skill group differences in developing athletes. Psychology of sport and Exercise, 31(3): 61-69.
Besharat, M. A. (2012). Investigating the Measuring Characteristics of the Persian Scale to Satisfy Fundamental Psychological Needs in a Specimen of Iranian Society. Journal of Psychological Science, 41(4): 24-6 [In Persian].
Cao, L. (2012). Examining ‘active 'procrastination from a self-regulated learning perspective. Educational Psychology, 32(4): 515-545.
Chen, C. M., Chen, L. C., & Yang, S. M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3): 237-260.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational psychologist, 26(3-4): 325-346.
Faye, C., & Sharpe, D. (2008). Academic motivation in university: The role of basic psychological needs and identity formation. Canadian Journal of Behavioral Science/Revue comedienne des sciences du comportement, 40(4): 189-200.
Gagne, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27(4): 199-223.
Garcia, R., Falkner, K., & Vivian, R. (2018). Systematic literature review: Self-Regulated Learning strategies using e-learning tools for Computer Science. Computers & Education, 123(11): 150-163.
Grunschel, C., Patrzek, J., Klingsieck, K. B., & Fries, S. (2018). “I’ll stop procrastinating now!” Fostering specific processes of self-regulated learning to reduce academic procrastination. Journal of Prevention & Intervention in the Community, 46(2): 143-157.
Jokar, B., & Delavarpour, M. (2006). The relationship between scientific education and the tendency to achieve the goal. Journal of New thoughts on Education, 3(1): 80-61 [In Persian].
Kadivar, Parvin. (2011). Learning Psychology, Samt Publications [In Persian].
Kim, E., & Seo, E. H. (2013). The relationship of flow and self-regulated learning to active procrastination. Social Behavior and Personality: an international journal, 41(7): 1099-1113.
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.
Lynch, M. F., Salikhova, N. R., & Salikhova, A. (2018). Internal motivation among doctoral students: Contributions from the student and from the student’s environment. International Journal of Doctoral Studies, 13(6): 255-272.
Nikpay, I., Farahbakhsh, S., & L Yousefvand, L. (2016). The effect of self-regulated learning strategies (cognitive and Meta cognitive) on goal orientation in second grade girl high school students by 60 day follows up. New Educational Approaches, 11(2): 71-86. [In Persian].
Ridgley, L. M., DaVia Rubenstein, L., & Callan, G. L. (2020). Gifted underachievement within a self-regulated learning framework: Proposing a task dependent model to guide early identification and intervention. Psychology in the Schools, 57(9): 1365-1384.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1): 68-80.
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of Flipped Classroom on students' learning experiences: A Self-Determination Theory approach. Computers in Human Behavior, 78(12): 368-378.
Sheldon, K. M., Wineland, A., Venhoeven, L., & Osin, E. (2016). Understanding the motivation of environmental activists: A comparison of self-determination theory and functional motives theory. Ecopsychology, 8(4): 228-238.
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: frequency and cognitive behavioral correlates. Journal of Counseling Psychology, 31(10): 503-9.
Soltani Arabshahi K., sorabi, Z., Keshavarzi, M. H., & Ramezani, G. (2019). Investigation of the Relationship between Self-Determined Motivation and Work Engagement of Faculty Members of Iran University of Medical Sciences. Journal of Medical Education Development,12(33): 16-25.
Wäschle, K., Allgaier, A., Lachner, A., Fink, S., & Nückles, M. (2014). Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Learning and instruction, 29(4): 103-114.
Wolters, C. A., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learning. Metacognition and learning, 12(3): 381-399.
Yamada, M., Goda, Y., Matsuda, T., Saito, Y., Kato, H., & Miyagawa, H. (2016). How does self-regulated learning relate to active procrastination and other learning behaviors? Journal of Computing in Higher Education, 28(3): 326-343.
Zare, S., zeinalipoor, H., & Naseri Jahromi, R. (2017). Study of the relationship between self-regulated learner's strategies with academic achievement. Research in Medical Education, 9(4): 57-49 [In Persian].
Zimmerman, B. J., & Schunk, D. H. (2011). Motivational sources and outcomes of self-regulated learning and performance. Handbook of self-regulation of learning and performance, 5(3): 49-64.
_||_Alvi, E., Iqbal, Z., Masood, F., & Batool, T. (2016). A qualitative account of the nature and use of self-regulated learning (SRL) strategies employed by university students. Australian Journal of Teacher Education, 41(8): 3-15.
Amarloo, P., & Shareh, H. (2018). Social Support, Responsibility, and Organizational Procrastination: A Mediator Role for Basic Psychological Needs Satisfaction. Iranian Journal of Psychiatry and Clinical Psychology, 24(2): 176-189 [In Persian].
Bartulovic, D., Young, B. W., & Baker, J. (2017). Self-regulated learning predicts skill group differences in developing athletes. Psychology of sport and Exercise, 31(3): 61-69.
Besharat, M. A. (2012). Investigating the Measuring Characteristics of the Persian Scale to Satisfy Fundamental Psychological Needs in a Specimen of Iranian Society. Journal of Psychological Science, 41(4): 24-6 [In Persian].
Cao, L. (2012). Examining ‘active 'procrastination from a self-regulated learning perspective. Educational Psychology, 32(4): 515-545.
Chen, C. M., Chen, L. C., & Yang, S. M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3): 237-260.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational psychologist, 26(3-4): 325-346.
Faye, C., & Sharpe, D. (2008). Academic motivation in university: The role of basic psychological needs and identity formation. Canadian Journal of Behavioral Science/Revue comedienne des sciences du comportement, 40(4): 189-200.
Gagne, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27(4): 199-223.
Garcia, R., Falkner, K., & Vivian, R. (2018). Systematic literature review: Self-Regulated Learning strategies using e-learning tools for Computer Science. Computers & Education, 123(11): 150-163.
Grunschel, C., Patrzek, J., Klingsieck, K. B., & Fries, S. (2018). “I’ll stop procrastinating now!” Fostering specific processes of self-regulated learning to reduce academic procrastination. Journal of Prevention & Intervention in the Community, 46(2): 143-157.
Jokar, B., & Delavarpour, M. (2006). The relationship between scientific education and the tendency to achieve the goal. Journal of New thoughts on Education, 3(1): 80-61 [In Persian].
Kadivar, Parvin. (2011). Learning Psychology, Samt Publications [In Persian].
Kim, E., & Seo, E. H. (2013). The relationship of flow and self-regulated learning to active procrastination. Social Behavior and Personality: an international journal, 41(7): 1099-1113.
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.
Lynch, M. F., Salikhova, N. R., & Salikhova, A. (2018). Internal motivation among doctoral students: Contributions from the student and from the student’s environment. International Journal of Doctoral Studies, 13(6): 255-272.
Nikpay, I., Farahbakhsh, S., & L Yousefvand, L. (2016). The effect of self-regulated learning strategies (cognitive and Meta cognitive) on goal orientation in second grade girl high school students by 60 day follows up. New Educational Approaches, 11(2): 71-86. [In Persian].
Ridgley, L. M., DaVia Rubenstein, L., & Callan, G. L. (2020). Gifted underachievement within a self-regulated learning framework: Proposing a task dependent model to guide early identification and intervention. Psychology in the Schools, 57(9): 1365-1384.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1): 68-80.
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of Flipped Classroom on students' learning experiences: A Self-Determination Theory approach. Computers in Human Behavior, 78(12): 368-378.
Sheldon, K. M., Wineland, A., Venhoeven, L., & Osin, E. (2016). Understanding the motivation of environmental activists: A comparison of self-determination theory and functional motives theory. Ecopsychology, 8(4): 228-238.
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: frequency and cognitive behavioral correlates. Journal of Counseling Psychology, 31(10): 503-9.
Soltani Arabshahi K., sorabi, Z., Keshavarzi, M. H., & Ramezani, G. (2019). Investigation of the Relationship between Self-Determined Motivation and Work Engagement of Faculty Members of Iran University of Medical Sciences. Journal of Medical Education Development,12(33): 16-25.
Wäschle, K., Allgaier, A., Lachner, A., Fink, S., & Nückles, M. (2014). Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Learning and instruction, 29(4): 103-114.
Wolters, C. A., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learning. Metacognition and learning, 12(3): 381-399.
Yamada, M., Goda, Y., Matsuda, T., Saito, Y., Kato, H., & Miyagawa, H. (2016). How does self-regulated learning relate to active procrastination and other learning behaviors? Journal of Computing in Higher Education, 28(3): 326-343.
Zare, S., zeinalipoor, H., & Naseri Jahromi, R. (2017). Study of the relationship between self-regulated learner's strategies with academic achievement. Research in Medical Education, 9(4): 57-49 [In Persian].
Zimmerman, B. J., & Schunk, D. H. (2011). Motivational sources and outcomes of self-regulated learning and performance. Handbook of self-regulation of learning and performance, 5(3): 49-64.