تدوین مدل علّی خودناتوان سازی بر اساس خودارزیابی منفی، عدم تحمل ابهام و اجتناب شناختی با نقش واسطه ای اهمال کاری تحصیلی
الموضوعات :
1 - گروه روان شناسی - دانشگاه مراغه
الکلمات المفتاحية: اجتناب شناختی, عدم تحمل ابهام, اهمالکاری تحصیلی, خودارزیابی منفی, خودناتوانسازی,
ملخص المقالة :
هـدف ایـن پژوهـش، تدویـن مـدل علّـی خودناتوانسـازی بـر اسـاس خودارزیابـی منفـی، عـدم تحمـل ابهـام و اجتنـاب شـناختی بـا نقـش واسـطه‌ای اهمـالکاری تحصیلـی بـود. روش پژوهـش از نـوع همبسـتگی و جامعـۀ آمـاری دانشـجویان دانشـگاه آزاد اسـامی مراغـه در سـال تحصیلـی 1398-1399 بـود. از جامعـۀ مذکـور تعـداد 248 نفـر بـا روش نمونه‌بـرداری خوشـه‌ای چندمرحلـه‌ای به‌عنـوان نمونـه انتخـاب شـدند و بـه پرسشـنامۀ خودناتوانسـازی (میگلـی و یـوردان، 2001)، پرسشـنامۀ خودارزیابـی منفـی (لـــیری، 1983)، مقیـاس عـدم تحمــل ابهـام (مکلیـن، 1993)، پرسشـنامۀ اجتنـاب شـناختی (سکسـتون و دوگاس، 2008) و پرسشـنامۀ اهمـالکاری تحصیلـی (سـولومون و راثبلـوم، 1984) پاسـخ دادنـد. نتایـج تحلیـل مسـیر نشـان داد عـدم تحمـل ابهـام، خودارزیابـی منفـی، اجتنـاب شـناختی به‌طـور مسـتقیم و از طریـق اهمـالکاری تحصیلـی بـر خودناتوانسـازی دانشـجویان تأثیـر می‌گذارنـد. ایـن یافته‌هـا نشـان می‌دهـد کـه جهـت کاهـش خودناتوانسـازی عـلاوه بـر متغیرهـای خودارزیابـی منفـی، عـدم تحمـل ابهـام و اجتنـاب شـناختی بایـد بـه نقـش اهمـالکاری تحصیلـی نیـز توجـه کـرد.
المصادر:
Ahmadi Tahor Soltani, M., & Najafi, M. (2011). Compar- ison of metacognitive beliefs and ambiguity tolerance in addicts, smokers and normal people. Clinical Psy- chology, 3(4), 59-67. [In Persian].
Athulya, J., Sudhir, P. M., & Philip, M. (2016). Procras- tination, perfectionism, coping and their relation to dis- tress and self-esteem in college students. Journal of the Indian Academy of Applied Psychology, 42(1), 82-98.
Azarabadegan, F., & Asghari Ebrahimabad, M. J. (2018). Prediction of academic procrastination, self-handicap- ping and stress caused by academic expectations in students. New Educational Thoughts, 14(3), 116-199. [In Persian].
Bartels, J. M., & Herman, W. E. (2011). Fear of failure, self-handicapping, and negative emotions in response to failure. Poster presented at the 23rd Annual Con- vention of the Association for Psychological Science (APS) Washington, D.C., U.S.A. Date of Presentation: May 28, 2011.
Barutçu Yıldırım, F., & Demir, A. (2020). Self-handicap- ping among university students: The role of procras- tination, test anxiety, self-esteem, and self-compas- sion.Psychological Reports,123(3), 825-843.
Basaknejad, S., Moini, N., & Mehrabizadeh, M. (2010). The relationship between retrospective processing and cognitive avoidance with social anxiety in students. Behavioral Sciences, 4(4) 340-335. [In Persian].
Berglas, S., & Jones, E. E. (1978). Drug choice as a self-hand- icapping strategy in response to noncontingent success.
Flett, A. L., Haghbin, M., & Pychyl, T. A. (2016). Procras- tination and depression from a cognitive perspective: An exploration of the associations among procrasti- natory automatic thoughts, rumination, and mindful- ness.Journal of Rational-Emotive & Cognitive-Be- havior Therapy, 34(3), 169-186.
Gravand, F., Shukri, O., Khodei, A., & Omarai, M, & Tou- labi, S. (2011). Normization, validity and reliability of the short version of fear of negative evaluation scale in 12-18-year-old students in Tehran. Psychological Studies, 7(1), 65-96. [In Persian].
Hamidpour, H., Akbari, M., & Andooz, Z. (2009). The psychometric properties of the Scale of Intolerance Negative Orientation to the problem, (WWQ-II) Why Worry Questionnaire-2, (IUS) dilemmas. (PSWQ) and Penn State Worry Questionnaire (CAQ) Inventory Cognitive Avoidance.
Harrington, N. (2005). Its too difficult, frustration intol- erance beliefs and procrastination. Personality and Individual Differences, 39, 873-883.
Hashemi Sheikh Shabani, E. (2001). Investigating the relationship between some important antecedents related to academic self-handicapping and its re- lationship with selected outcomes in first-year male students of Ahvaz high schools. Master’s thesis, Shahid Chamran University, Ahvaz. [In Persian].
Herman, M. J., Stevens, M. J., Bird, A., Mendenhall, G., & Oddou, G. (2010). The tolerance for am- biguity scale: toward a more refined measure for international management research. International Journal of Intercultural Relations, 14, 58- 65.
Hirt, E. R., Deppe, R. K., & Gordon, L. J. (1991). Self-reported versus behavioral self-handicapping: Empirical evidence for a theoretical distinction. Journal of Personality and Social Psychology, 61(6), 981–991.
Hosseinzadeh Firouzabad, Y., Bassak Nejad, S., & Davoudi, I. (2017). Prediction of subscale test anxie- ty considering behavioral procrastination, decisional procrastination and cognitive avoidance in universi- ty students. Iranian Journal of Pschiatry and Ckini- cal Psychology, 23 (4), 424-437. [In Persian].
Laki, D., Shukri, O., Sepah Mansour, M., & Ebrahimi, S. (2017). The relationship between academic resilience and cognitive evaluations with academic self-hand-
JournalofPersonalityandSocialPsychology,36(4),405-417.
Blunt, A., & Pychyl, A. T. (2005). Project systems of pro- crastinators: A personal project-analytic and action control perspective. Personality and Individual Differ- ences, 38, 1771–1780.
Bogels S. M., & Mansell, W. (2004). Attentional process- es in the maintenance and treatment of social phobia: Hyperactive vigilance, avoidance and self- focused at- tention. Clininical Psychology Reviw, 24(7), 827-856.
Brookhart, S., Andolina, M., Zuza, M., & Furman, R. (2004). Minute math: An action research study of student self-assess- ment. Educational Studies in Mathematics, 57(2), 213-227
Buhr, K., & Dugas, M. J. (2002). The intolerance of uncer- tainty scale: Psychometric properties of the English ver- sion. Behavior Research and Therapy, 40(8), 931-945.
Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learn- ing and Individual Differences, 36, 165-172.
Craven, M. (2015). Effects of self-focused attention and fear of evaluation on anxiety and perception of speech performance. A thesis presented to the faculty of the college of Arts and Sciences, Ohio University.
Diaz-Morales, F. J., Cohen, R. J., & Ferrari, R. J. (2008). An integrated view of personality styles related to avoidant procrastination. Personality and Individual Differences, 45, 554–558.
Dupree Shilelds, C. (2007). The relationship between goal orientation, parenting style, and self-handicapping in adolescents. Unpublished doctoral dissertation. Uni- versity of Alabama: Alabama.
Eley, D. S., Leung, J. K., Campbell, N., & Cloninger, C. R. (2017). Tolerance of hgd, perfectionism and resilience are associated with personality profiles of medical students ori- ented to rural practice. Medical Teacher, 39(5), 512-519.
Ellis, A., & Knaus, W. J. (2002). Overcoming procrastina- tion. Revised edition. New York, New American Library.
Fahimi, S., MahmoudAlilou, M., Rahim Khanali, M., Fakhari,
A., & Hamidpour, Sh. (2013). Intolerance of ambiguity as
a predisposing feature of generalized anxiety disorders, obsessive-compulsive disorder, and panic disorder. Be- 420 havioral Science Research, 11(4),233-244 . [In Persian].
RezapourMirsaleh, Y., Najibi, S., & Mousavi, Z. (2017). The Relationship of Attitude toward Father and Family Obligation with Academic Procrastination in Warfare Victims’ Children. Quarterly Journal of Educational Psychology, 7(3), 199-212. [In Persian].
Rhodewalt, F. & Vohs, K. (2005). Defensive strategies, motivation, and the self: A self-regulatory process view. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 548-565). New York: Guilford Press.
Sexton, K. A., & Dugas, M. J. (2008). The cognitive avoid- ance questionnaire: Validation of the English transla- tion. Journal of Anxiety Disorders, 22(3), 355-370.
Solomon, L.J., & Rothbhum, E. D. (1984). Acade mic pro- crastination: frequency and cognitive – behavioral cor- relates. Journal of Counseling Psychology, 31, 503-209.
Steel, P. (2007). The nature of procrastination: A meta-an- alytic and theoretical review of quintessential self-reg- ulatory failure. Psychological Bulletin, 133(1), 65–4.
Taylor, J., & Wilson, J. C. (2016). Failing time after time: time perspective, procrastination, and cognitive reap- praisal in goal failure. Journal of Applied Social Psy- chology, 46(10), 557-564.
Urdan, T. & Midgley, C. (2001). “Academic self-handi- capping: What we know, what more there is to learn?” Educational Psychology Review, 13, 115-138.
Wolters, C. A., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learning. Metacogni- tion and Learning, 12(2), 381-399.
Wegner, D. M & .Zanakos, S. (1994). Chronic thought suppression. Journal of Personality, 62, 615-640
Yildiz, B., & Iskender, M. (2019). The secure attachment style-oriented psycho-educational program for reduc- ing intolerance of uncertainty and academic procrasti- nation. Current Psychology, 40 (2), 1-14
Zhao, J., Song, F., Chen, Q., Li, M., Wang, Y., & Kong, F. (2018). Linking shyness to loneliness in Chinese adolescents: The mediating role of core self-evaluation and social support. Personality and Individual Differences, 125, 140-144.
421 Zukerman, N., & Tsai, F. F. (2005). Costs of self-handicap- ping. Journal of Personality, 73(2), 411-442.
icapping: The mediating role of progress emotins. Developmental psychology: Iranian Psychologists, 14 (55), 329-341. [In Persian].
Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press
Leary, R. M, (1983). A brief version of the fear of negative evaluation scale. Personality and Social Psychology Bulletin, 9, 371-375.
Lupien, S. P., Seery, M. D., & Almonte, J. L. (2010). Dis- crepant and congruent high self-esteem: Behavioral self-handicapping as a preemptive defensive strategy. Journal of Experimental Social Psychology, 46(6), .1108–1105
Mahmoudzadeh, R., & Mohammadkhani, S. H. (2016). The mediating role of cognitive avoidance and anxiety in the relationship between negative perfectionism and procrastination, Psychological Achivements, 23(1), 73-97. [In Persian].
McDonald, B. & Boud, D. (2003). The impact of self-as- sessment on achievement: The effects of self-assess- ment training on performance in external examina- tions. Assessment in Education: Principles, Policy and Practice, 10(2), 209-220.
McLain, D. L. (1993). The MSTAT-I: A new measure of an individual’s tolerance for ambiguity. Educational and Psychological Measurement, 53(1), 183-189.
McLain, D. L., Kefallonitis, E., & Armani, K. (2015). Am- biguity tolerance in organizations: Definitional clarifi- cation and perspectives on future research. Frontiers in Psychology, 6, 344.
Midgley, C., & Urdan, T. (2001). Academic self-handicap- ping and achievement goals: A further examination. Contemporary Educational Psychology, 26(1), 61-75.
Muñoz-Olano, J. F., & Hurtado-Parrado, C. (2017). Effects of goal clarification on impulsivity and academic pro- crastination of college students. Revista Latinoameri- cana de Psicología.
Raoof, K., Khademi Ashkzari, M., & Naghsh, Z. (2019). Relationship between perfectionism and academ- ic procrastination: the mediating role of academic self-efficacy, self-esteem and academic self-handi- capping. The Journal of New Thoughts on Educa- tion,15(1), 207-236. [In Persian].
coping, academic performance, and adjustment. Journal Zuckerman, M., Kieffer, S. C., & Knee, C. R. (1998). ofPersonalityandSocialPsychology,74(6),1619-1628. Consequences of self-handicapping: Effects on
Ahmadi Tahor Soltani, M., & Najafi, M. (2011). Compar- ison of metacognitive beliefs and ambiguity tolerance in addicts, smokers and normal people. Clinical Psy- chology, 3(4), 59-67. [In Persian].
Athulya, J., Sudhir, P. M., & Philip, M. (2016). Procras- tination, perfectionism, coping and their relation to dis- tress and self-esteem in college students. Journal of the Indian Academy of Applied Psychology, 42(1), 82-98.
Azarabadegan, F., & Asghari Ebrahimabad, M. J. (2018). Prediction of academic procrastination, self-handicap- ping and stress caused by academic expectations in students. New Educational Thoughts, 14(3), 116-199. [In Persian].
Bartels, J. M., & Herman, W. E. (2011). Fear of failure, self-handicapping, and negative emotions in response to failure. Poster presented at the 23rd Annual Con- vention of the Association for Psychological Science (APS) Washington, D.C., U.S.A. Date of Presentation: May 28, 2011.
Barutçu Yıldırım, F., & Demir, A. (2020). Self-handicap- ping among university students: The role of procras- tination, test anxiety, self-esteem, and self-compas- sion.Psychological Reports,123(3), 825-843.
Basaknejad, S., Moini, N., & Mehrabizadeh, M. (2010). The relationship between retrospective processing and cognitive avoidance with social anxiety in students. Behavioral Sciences, 4(4) 340-335. [In Persian].
Berglas, S., & Jones, E. E. (1978). Drug choice as a self-hand- icapping strategy in response to noncontingent success.
Flett, A. L., Haghbin, M., & Pychyl, T. A. (2016). Procras- tination and depression from a cognitive perspective: An exploration of the associations among procrasti- natory automatic thoughts, rumination, and mindful- ness.Journal of Rational-Emotive & Cognitive-Be- havior Therapy, 34(3), 169-186.
Gravand, F., Shukri, O., Khodei, A., & Omarai, M, & Tou- labi, S. (2011). Normization, validity and reliability of the short version of fear of negative evaluation scale in 12-18-year-old students in Tehran. Psychological Studies, 7(1), 65-96. [In Persian].
Hamidpour, H., Akbari, M., & Andooz, Z. (2009). The psychometric properties of the Scale of Intolerance Negative Orientation to the problem, (WWQ-II) Why Worry Questionnaire-2, (IUS) dilemmas. (PSWQ) and Penn State Worry Questionnaire (CAQ) Inventory Cognitive Avoidance.
Harrington, N. (2005). Its too difficult, frustration intol- erance beliefs and procrastination. Personality and Individual Differences, 39, 873-883.
Hashemi Sheikh Shabani, E. (2001). Investigating the relationship between some important antecedents related to academic self-handicapping and its re- lationship with selected outcomes in first-year male students of Ahvaz high schools. Master’s thesis, Shahid Chamran University, Ahvaz. [In Persian].
Herman, M. J., Stevens, M. J., Bird, A., Mendenhall, G., & Oddou, G. (2010). The tolerance for am- biguity scale: toward a more refined measure for international management research. International Journal of Intercultural Relations, 14, 58- 65.
Hirt, E. R., Deppe, R. K., & Gordon, L. J. (1991). Self-reported versus behavioral self-handicapping: Empirical evidence for a theoretical distinction. Journal of Personality and Social Psychology, 61(6), 981–991.
Hosseinzadeh Firouzabad, Y., Bassak Nejad, S., & Davoudi, I. (2017). Prediction of subscale test anxie- ty considering behavioral procrastination, decisional procrastination and cognitive avoidance in universi- ty students. Iranian Journal of Pschiatry and Ckini- cal Psychology, 23 (4), 424-437. [In Persian].
Laki, D., Shukri, O., Sepah Mansour, M., & Ebrahimi, S. (2017). The relationship between academic resilience and cognitive evaluations with academic self-hand-
JournalofPersonalityandSocialPsychology,36(4),405-417.
Blunt, A., & Pychyl, A. T. (2005). Project systems of pro- crastinators: A personal project-analytic and action control perspective. Personality and Individual Differ- ences, 38, 1771–1780.
Bogels S. M., & Mansell, W. (2004). Attentional process- es in the maintenance and treatment of social phobia: Hyperactive vigilance, avoidance and self- focused at- tention. Clininical Psychology Reviw, 24(7), 827-856.
Brookhart, S., Andolina, M., Zuza, M., & Furman, R. (2004). Minute math: An action research study of student self-assess- ment. Educational Studies in Mathematics, 57(2), 213-227
Buhr, K., & Dugas, M. J. (2002). The intolerance of uncer- tainty scale: Psychometric properties of the English ver- sion. Behavior Research and Therapy, 40(8), 931-945.
Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learn- ing and Individual Differences, 36, 165-172.
Craven, M. (2015). Effects of self-focused attention and fear of evaluation on anxiety and perception of speech performance. A thesis presented to the faculty of the college of Arts and Sciences, Ohio University.
Diaz-Morales, F. J., Cohen, R. J., & Ferrari, R. J. (2008). An integrated view of personality styles related to avoidant procrastination. Personality and Individual Differences, 45, 554–558.
Dupree Shilelds, C. (2007). The relationship between goal orientation, parenting style, and self-handicapping in adolescents. Unpublished doctoral dissertation. Uni- versity of Alabama: Alabama.
Eley, D. S., Leung, J. K., Campbell, N., & Cloninger, C. R. (2017). Tolerance of hgd, perfectionism and resilience are associated with personality profiles of medical students ori- ented to rural practice. Medical Teacher, 39(5), 512-519.
Ellis, A., & Knaus, W. J. (2002). Overcoming procrastina- tion. Revised edition. New York, New American Library.
Fahimi, S., MahmoudAlilou, M., Rahim Khanali, M., Fakhari,
A., & Hamidpour, Sh. (2013). Intolerance of ambiguity as
a predisposing feature of generalized anxiety disorders, obsessive-compulsive disorder, and panic disorder. Be- 420 havioral Science Research, 11(4),233-244 . [In Persian].
RezapourMirsaleh, Y., Najibi, S., & Mousavi, Z. (2017). The Relationship of Attitude toward Father and Family Obligation with Academic Procrastination in Warfare Victims’ Children. Quarterly Journal of Educational Psychology, 7(3), 199-212. [In Persian].
Rhodewalt, F. & Vohs, K. (2005). Defensive strategies, motivation, and the self: A self-regulatory process view. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 548-565). New York: Guilford Press.
Sexton, K. A., & Dugas, M. J. (2008). The cognitive avoid- ance questionnaire: Validation of the English transla- tion. Journal of Anxiety Disorders, 22(3), 355-370.
Solomon, L.J., & Rothbhum, E. D. (1984). Acade mic pro- crastination: frequency and cognitive – behavioral cor- relates. Journal of Counseling Psychology, 31, 503-209.
Steel, P. (2007). The nature of procrastination: A meta-an- alytic and theoretical review of quintessential self-reg- ulatory failure. Psychological Bulletin, 133(1), 65–4.
Taylor, J., & Wilson, J. C. (2016). Failing time after time: time perspective, procrastination, and cognitive reap- praisal in goal failure. Journal of Applied Social Psy- chology, 46(10), 557-564.
Urdan, T. & Midgley, C. (2001). “Academic self-handi- capping: What we know, what more there is to learn?” Educational Psychology Review, 13, 115-138.
Wolters, C. A., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learning. Metacogni- tion and Learning, 12(2), 381-399.
Wegner, D. M & .Zanakos, S. (1994). Chronic thought suppression. Journal of Personality, 62, 615-640
Yildiz, B., & Iskender, M. (2019). The secure attachment style-oriented psycho-educational program for reduc- ing intolerance of uncertainty and academic procrasti- nation. Current Psychology, 40 (2), 1-14
Zhao, J., Song, F., Chen, Q., Li, M., Wang, Y., & Kong, F. (2018). Linking shyness to loneliness in Chinese adolescents: The mediating role of core self-evaluation and social support. Personality and Individual Differences, 125, 140-144.
421 Zukerman, N., & Tsai, F. F. (2005). Costs of self-handicap- ping. Journal of Personality, 73(2), 411-442.
icapping: The mediating role of progress emotins. Developmental psychology: Iranian Psychologists, 14 (55), 329-341. [In Persian].
Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press
Leary, R. M, (1983). A brief version of the fear of negative evaluation scale. Personality and Social Psychology Bulletin, 9, 371-375.
Lupien, S. P., Seery, M. D., & Almonte, J. L. (2010). Dis- crepant and congruent high self-esteem: Behavioral self-handicapping as a preemptive defensive strategy. Journal of Experimental Social Psychology, 46(6), .1108–1105
Mahmoudzadeh, R., & Mohammadkhani, S. H. (2016). The mediating role of cognitive avoidance and anxiety in the relationship between negative perfectionism and procrastination, Psychological Achivements, 23(1), 73-97. [In Persian].
McDonald, B. & Boud, D. (2003). The impact of self-as- sessment on achievement: The effects of self-assess- ment training on performance in external examina- tions. Assessment in Education: Principles, Policy and Practice, 10(2), 209-220.
McLain, D. L. (1993). The MSTAT-I: A new measure of an individual’s tolerance for ambiguity. Educational and Psychological Measurement, 53(1), 183-189.
McLain, D. L., Kefallonitis, E., & Armani, K. (2015). Am- biguity tolerance in organizations: Definitional clarifi- cation and perspectives on future research. Frontiers in Psychology, 6, 344.
Midgley, C., & Urdan, T. (2001). Academic self-handicap- ping and achievement goals: A further examination. Contemporary Educational Psychology, 26(1), 61-75.
Muñoz-Olano, J. F., & Hurtado-Parrado, C. (2017). Effects of goal clarification on impulsivity and academic pro- crastination of college students. Revista Latinoameri- cana de Psicología.
Raoof, K., Khademi Ashkzari, M., & Naghsh, Z. (2019). Relationship between perfectionism and academ- ic procrastination: the mediating role of academic self-efficacy, self-esteem and academic self-handi- capping. The Journal of New Thoughts on Educa- tion,15(1), 207-236. [In Persian].
coping, academic performance, and adjustment. Journal Zuckerman, M., Kieffer, S. C., & Knee, C. R. (1998). ofPersonalityandSocialPsychology,74(6),1619-1628. Consequences of self-handicapping: Effects on
