نقش خودکارآمدی، کمالگرایی و باورهای فراشناختی منفی در پیشبینی اهمالکاری تحصیلی در دانشجویان روانشناسی
محورهای موضوعی : روانشناسی و مشاوره
1 - گروه مشاوره و روانشناسی،دانشگاه آزاد اسلامی، کرمان،ایران
کلید واژه: اهمالکاری تحصیلی, خودکارآمدی, کمالگرایی, باورهای فراشناختی منفی,
چکیده مقاله :
اهمال‌کاري پیامدهاي منفی بسیاري هم بر سلامت جسمی و روانی و هم بر توانایی افراد در دست‌یابی به اهداف دارد. پژوهش حاضر با هدف پیشبینی اهمالکاری تحصیلی بر اساس خودکارآمدی، کمالگرایی و باورهای فراشناختی منفی در دانشجویان دختر و پسر روانشناسی دانشگاه آزاد کرمان انجام شد. روش پژوهش، توصیفی - همبستگی بود. جامعه‌ی آماری شامل دانشجویان روانشناسی دانشگاه آزاد کرمان به تعداد 560 نفر بود و نمونه‌ی آماری با جدول کرجسی و مورگان تعداد 227 نفر در نظر گرفته شد که به روش نمونه‌گیری تصادفی ساده، انتخاب شدند. برای جمع‌آوری اطلاعات از مقیاس‌های اهمالکاری تحصیلی سواری و همکاران (1390)، باورهای فراشناختی MCQ30ولز و کارترایت (2004)، کمالگرایی هیل و همکاران (2004) و خودکارآمدی عمومی GSE-17 شرر و مادوکس (1982) استفاده شد. داده‌ها با استفاده از همبستگی پیرسون و تحلیل رگرسیون چندگانه تجزیه و تحلیل شدند. نتایج همبستگی پیرسون نشان داد که اهمالکاری تحصیلی با خودکارآمدی و کمالگرایی رابطه منفی و معنادار و با باورهای فراشناختی منفی رابطه مثبت و معناداری دارد(01/0P<). نتایج تحلیل رگرسیون چندگانه نشان داد 38 درصد واریانس اهمالکاری تحصیلی براساس متغیرهای وارد شده در مدل تبیین میشود. خودکارآمدی به‌صورت منفی و معنادار و باورهای فراشناختی منفی به‌صورت مثبت و معنادار، اهمالکاری تحصیلی را پیشبینی می‌کنند، بنابراین اهمالکاری تحصیلی بر اساس متغیرهای خودکارآمدی و باورهای فراشناختی تبیین میشود. نتایج مطالعه حاضر می‌تواند در غنی‌سازی دانش در حوزه‌ی یادگیرندگان و تهیه‌ی برنامه مداخله و اجرای کارگاه آموزشی برای دانشجویان در زمینه‌ی بهبود اهمالکاری، افزایش خودکارآمدی، اصلاح باورهای فراشناختی و تعدیل کمالگرایی به‌منظور کاهش عوارض منفی روانشناختی باشد، به درمانگران و مربیان یاری رساند.
Procrastination has many negative consequences both on physical and mental health and on people's ability to achieve goals. The present study was conducted with the aim of predicting academic procrastination based on self-efficacy, perfectionism and negative metacognitive beliefs in male and female psychology students of Kerman Azad University. The research method was descriptive-correlation. The statistical population consisted of 560 psychology students of Kerman Azad University, and the statistical sample was considered to be 227 people using the Karjesi and Morgan table, who were investigated by simple random sampling. To collect data, the academic procrastination scales of Sowari et al. (2018), metacognitive beliefs MCQ30 Wells and Cartwright (2004), perfectionism Hill et al. (2004) and general self-efficacy GSE-17 Scherer and Maddox (1982) were used. Data were analyzed using Pearson correlation and multiple regression analysis. Pearson correlation results showed that academic procrastination has a negative and significant relationship with self-efficacy and perfectionism, and a positive and significant relationship with negative metacognitive beliefs (P<0.01). The results of multiple regression analysis showed that 38% of the variance of academic procrastination is explained based on the variables included in the model. Self-efficacy negatively and significantly and negative metacognitive beliefs positively and significantly predict academic procrastination, so academic procrastination is explained based on self-efficacy variables and metacognitive beliefs. The results of the present study can help therapists and educators in enriching knowledge in the field of learners and preparing an intervention program and implementing a training workshop for students in the field of improving procrastination, increasing self-efficacy, modifying metacognitive beliefs and adjusting perfectionism in order to reduce negative psychological effects.
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