تبیین اهمالکاری تحصیلی دانش‌آموزان متوسطه: یک مطالعه نظریه زمینه‌ای
محورهای موضوعی : پژوهش در برنامه ریزی درسی
سعید قره آغاجی
1
(دانشجوی دکتری روان‌شناسی تربیتی گروه علوم‌تربیتی دانشکده علوم‌تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران.)
شهرام واحدی
2
(استاد گروه علوم تربیتی دانشکده علوم تربیتی و روان‌شناسی دانشگاه تبریز، تبریز، ایران.)
اسکندر فتحی آذر
3
(استاد گروه علوم تربیتی دانشکده علوم تربیتی و روان‌شناسی دانشگاه تبریز، تبریز، ایران.)
یوسف ادیب
4
(استاد گروه علوم تربیتی دانشکده علوم تربیتی و روان‌شناسی دانشگاه تبریز، تبریز، ایران.)
کلید واژه: دانش&rlm, آموزان, اهمالکاری تحصیلی, الگوی مفهومی, نظریه زمینه‌ای,
چکیده مقاله :
اهمالکاری تحصیلی یکی از پدیده‌های رایج در بین دانش‌آموزان است. عوامل متعددی با این پدیده ارتباط دارند. پژوهش فعلی با هدف طراحی الگوی مفهومی اهمالکاری تحصیلی بر اساس تجارب بی‌واسطة دانش‌آموزان درگیر این پدیده انجام شد. پژوهش حاضر از نوع کیفی و نظریه زمینه‌ای بود. مشارکت‌کنندگان در پژوهش 30 نفر از دانش‌آموزان دورة دوم متوسطه نواحی پنج‌گانه شهر تبریز بودند که به‌روش نمونه‌گیری هدفمند و نظری انتخاب شدند. برای جمع‌آوری اطلاعات از روش مصاحبه نیمه‌سازمان‌یافته استفاده شد. تجزیه‌و‌تحلیل داده‌ها بر اساس الگوی Corbin و Straus صورت گرفت. نتایج پژوهش 33 مضمون فرعی و 12 مضمون اصلی را مشخص ساخت. طبقة مرکزی استخراج شده از مضامین، نگرش ابزاری به یادگیری بود. مضامین مطابق الگوی پارادایمی در حیطه‌های زمینه، فرایند و پیامد جای گرفتند. با ترسیم ماتریس شرطی- پیامدی و الگوی مفهومی پژوهش، مؤلفه‌های مرتبط با اهمالکاری تحصیلی دانش‌آموزان و چگونگی تعامل آن‌ها با یکدیگر مشخص گردید. حاصل کلی مطالعه حاضر این بود که نگرش ابزاری به یادگیری نقش حلقة رابط بین عوامل زمینه‌ای و فرایند را ایفا می‌کند. عوامل زمینه‌ای به‌واسطة نگرش ابزاری به یادگیری و همچنین عوامل فرایندی ضعف در برنامه‌ریزی، ضعف در مدیریت زمان و ذهن‌آگاهی پایین به تأخیر در انجام تکلیف می‌انجامند. تعلل در انجام تکلیف دارای پیامدهای تحصیلی و عاطفی است.
Academic Procrastination is one of the most common phenomena among students. Several factors associated with academic procrastination. The current study aimed to design a conceptual model of academic procrastination based on the immediate experiences of the students involved in this phenomenon. The research methodology was qualitative, grounded theory. Participants in the study were 30 high school students who were selected from five districts of Tabriz by purposeful and theoretical sampling method. Semi-structured interview method was used to collecting data. Analyzing data was performed on Corbin and Strauss (2008) model. The results of research identified 33 sub-themes and 12 main themes. The core category extracted from the themes, was the instrumental attitude toward learning. Extracted themes based on areas of the paradigm model assigned to context, process and consequence. Conditional-consequential matrix and conceptual model were drawn and then, factors related to academic procrastination and how they interact with each other was determined. The overall result of the present study was that the instrumental attitude to learning plays a mediate role between the context and the process factors. contextual factors are due to the instrumental attitude to learning as well as the process factors include poor planning, weakness in time management and low mindfulness lead to procrastination. The delay in doing the assignment has educational and emotional consequences.
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