نقش میانجیگر چشم‌انداز زمان در تبیین روابط علّی بین کمال‌گرایی و اهمال‌کاری تحصیلی دختران دانش‌آموز متوسطۀ دوم
محورهای موضوعی : مشاوره
عاطفه کریمی
1
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سیمین دخت رضاخانی
2
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معصومه بهبودی
3
1 - دانشجو دکتری مشاوره، گروه مشاوره، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران
2 - استادیار گروه مشاوره، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.
3 - استادیار گروه مشاوره، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.
کلید واژه: چشم‌انداز زمان, کمال‌گرایی, دختران دانش‌آموز متوسطۀ دوم, اهمال‌کاری,
چکیده مقاله :
هدف‌این پژوهش تعیین نقش میانجیگر چشم‌انداز زمان در تبیین روابط علّی بین کمال‌گرایی و اهمال‌کاری تحصیلی در دختران دانش‌آموز متوسطۀ دوم بود. طرح پژوهش رابطه‌ای از نوع همبستگی بود. جامعۀ آماری پژوهش را دختران دانش‌آموز مقطع متوسطۀ دوم منطقۀ ۵ تهران در سال تحصیلی 1400-1399 تشکیل می‌داد که300 نفر به عنوان نمونه به شیوۀ دردسترس و داوطلبانه انتخاب و از پرسشنامه‌های اهمال‌کاری تحصیلی( Solomon & Rathblum, 1984)، کمال‌گرایی ( Frost, 1990) و چشم‌انداز زمان (Zimbardo & Boyd, 1999) استفاده شد. داده‌ها با استفاده از روش آماری مدل‌یابی معادلات ساختاری تحلیل شد. یافته‌ها نشان داد کمال‌گرایی مثبت و بعد‌آینده به صورت منفی(01/0>p) و کمال‌گرایی منفی و حال قضا قدری (01/0>p) به صورت مثبت، اهمال‌کاری تحصیلی را پیش‌بینی می‌کنند. از بین ابعاد چشم‌انداز زمان بعد‌آینده و حال قضا و قدری به صورت منفی، رابطه بین کمال‌گرایی مثبت و اهمال‌کاری تحصیلی و بعد‌آینده و حال قضا و قدری به صورت مثبت، رابطه بین کمال‌گرایی منفی و اهمال‌کاری تحصیلی را میانجیگری می‌کنند (01/0>p). به طورکلی کمال‌گرایی و چشم‌انداز زمان می‌توانند 59% از واریانس اهمال‌کاری تحصیلی را تبیین کنند.
The aim of this study is to explain the role of the mediation of time perspective in explaining the causal relationship between perfectionism and academic procrastination in female student in the second region. The research method was a correlational relationship. The statistical population this study formed of the female second middle school students in the second region of Tehran in the academic year of 1399-1400. Az the sampel 300 students were selected in an accessible and voluntary way. The questionnaires of Academic Procrastination(Solomon & Rathblum, 1984), Perfectionism(Frost, 1990) and The Time Perspective (Zimbardo & Boyd, 1999) were used. Data were analyzed using structural equation modeling statistical method.The findings showed that positive perfectionism and the future negative dimension (p <0.01), negative perfectionism and the present fatalistic (p <0.01), predicted academic procrastination. The future dimensions and the present fatalistic mediate a negative relationship between positive perfectionism and academic procrastination and a positive relationship between negative perfectionism and academic procrastination among the time perspective dimensions(p <0.01). Generally, perfectionism and time perspective can explain 59% of the variance of academic procrastination.
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