نقش خودکارآمدی، کمالگرایی و باورهای فراشناختی منفی در پیشبینی اهمالکاری تحصیلی در دانشجویان روانشناسی
الموضوعات :
1 - گروه مشاوره و روانشناسی،دانشگاه آزاد اسلامی، کرمان،ایران
الکلمات المفتاحية: اهمالکاری تحصیلی, خودکارآمدی, کمالگرایی, باورهای فراشناختی منفی,
ملخص المقالة :
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.
المصادر:
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حبیبی کلیبر، ر. (1395). تفاوت‌های جنسیتی دانشجویان دانشگاه علوم پزشکی تبریز از نظر میزان اهمال کاری و سبک‌های کمکخواهی تحصیلی. مجله مركزمطالعات و توسعه آموزش پزشكي، 13(2)، 142 – 150. https://civilica.com/doc/185017
حسینی، ف؛ خیر، م. (1388). پيش « بيني تعللورزي رفتاري و تصميمگيري » با توجه به باورهاي فراشناختي در دانشجويان. مجله روانپزشكي و روانشناسي باليني ايران، 15 (3)،265 – 273. https://doi.org/10.47067/real.v5i3.254
شیرین زاده دستگیری، ص؛ گودرزی، م. ع؛ رحیمی، چ؛ نظیری، ق. ( 1387). بررسی ساختار عاملی، روایی و اعتبار پرسشنامه فراشناخت 30. مجله روانشناسی، 4: 445 -461. https://sid.ir/paper/54377/fa
کوثری، ر. (1390). رابطه بین اهمالکاری تحصیلی دانشآموزان دبیرستان با انگیزه پیشرفت و اضطراب امتحان آنها. رساله دکتری. دانشگاه فردوسی مشهد.
http://dx.doi.org/10.4103/jehp.jehp_867_20
Ariely, D., Wertenbroch, K. (2002). Procrastination, Deadlines and Performance: Self-control by Precommitment. Psychological Science, 13(3), 219-224. doi/10.1111/1467-9280.00441
Brownlow, S., & Reasinger, R. D. (2000). Putting off until tomorrow what is better done today: Academic procrastination as a function of motivation toward college work. Journal of Social Behavior & Personality, 15(5), 15-34. https://doi.org/10.30703/cije.452633
Chamorro-Premuzic, T., Furnham, A. (2008). Personality, intelligence and approaches to learning as predictors of academic performance. Personality and Individual Differences, 44, 1596–1603. https://doi.org/10.1016/j.paid.2008.01.003
Chowdhury, S. F., Pychyl, T. A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. https://psycnet.apa.org/doi/10.1016/j.paid.2017.08.016
Chu, A. C., & Chol, J. N. (2005). Rethinking procrastination: Positive effects of active procrastination behavior on attitudes and performance. Journal of Social Psychology, 145, 245-264.
http://dx.doi.org/10.3200/SOCP.145.3.245-264
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https://psycnet.apa.org/record/2002-10572-004
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https://doi.org/10.1348/000709906x169076
Diseth, A. (2003). Personality and approaches to learning as predictors of academic achievement. European Journal of Personality, 17, 143-155. https://psycnet.apa.org/doi/10.1002/per.469
Fedewa, B. A, Burns, L. R., Gomez, A. A. (2005). Positive and negative perfectionism and the shame/guilt distinction: adaptive and maladaptive characteristics. Personality and Individual Differences, 38, 1609-1619. https://doi.org/10.3389/fpsyg.2021.638641
Fernie, B. A., McKenzie, A.-M., Nikčević, A. V., Caselli, G., Spada, M. M. (2015). A Metacognitive model of procrastination. Journal of affective disorders, 210, 196-203. doi:10.1016/j.jad.2016.12.042
Fernie, B. A., Spada, S., Macarantonio, M. (2009). Metacognitive beliefs about procrastination: development and concurrent validity of a self- report questionnaire. Journal of Cognitive Psychotherapy, 23 (4), 283-293. http://dx.doi.org/10.1891/0889-8391.23.4.283
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http://dx.doi.org/10.1007/978-1-4899-0227-6
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https://doi.org/10.1016/S0191-8869(02)00369-0
Gafni, R., Geri, N. (2010). Time management: Procrastination tendency in individual and collaborative tasks Interdisciplinary. Journal of Information, Knowledge, and Management, 5, 115-125.
http://dx.doi.org/10.28945/1127
Ge C, Li C D, Li S J.(2018). Study on the relationship between the junior high school students’ self-efficacy and academic procrastination. J. Zhoukou Norm. Univ., 35, 146–152.
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اصغرنژاد، ط؛ احمدی ده قطب الدینی، م، فرزاد، و؛ و خداپناهی، م. ک. (1385). مطالعه ویژگیهای روانسنجی مقیاس خودکارآمدی عمومی شرر. مجله روانشناسی، 10(3)، 262 – 274. https://www.sid.ir/paper/54517/en
حبیبی کلیبر، ر. (1395). تفاوت‌های جنسیتی دانشجویان دانشگاه علوم پزشکی تبریز از نظر میزان اهمال کاری و سبک‌های کمکخواهی تحصیلی. مجله مركزمطالعات و توسعه آموزش پزشكي، 13(2)، 142 – 150. https://civilica.com/doc/185017
حسینی، ف؛ خیر، م. (1388). پيش « بيني تعللورزي رفتاري و تصميمگيري » با توجه به باورهاي فراشناختي در دانشجويان. مجله روانپزشكي و روانشناسي باليني ايران، 15 (3)،265 – 273. https://doi.org/10.47067/real.v5i3.254
شیرین زاده دستگیری، ص؛ گودرزی، م. ع؛ رحیمی، چ؛ نظیری، ق. ( 1387). بررسی ساختار عاملی، روایی و اعتبار پرسشنامه فراشناخت 30. مجله روانشناسی، 4: 445 -461. https://sid.ir/paper/54377/fa
کوثری، ر. (1390). رابطه بین اهمالکاری تحصیلی دانشآموزان دبیرستان با انگیزه پیشرفت و اضطراب امتحان آنها. رساله دکتری. دانشگاه فردوسی مشهد.
http://dx.doi.org/10.4103/jehp.jehp_867_20
Ariely, D., Wertenbroch, K. (2002). Procrastination, Deadlines and Performance: Self-control by Precommitment. Psychological Science, 13(3), 219-224. doi/10.1111/1467-9280.00441
Brownlow, S., & Reasinger, R. D. (2000). Putting off until tomorrow what is better done today: Academic procrastination as a function of motivation toward college work. Journal of Social Behavior & Personality, 15(5), 15-34. https://doi.org/10.30703/cije.452633
Chamorro-Premuzic, T., Furnham, A. (2008). Personality, intelligence and approaches to learning as predictors of academic performance. Personality and Individual Differences, 44, 1596–1603. https://doi.org/10.1016/j.paid.2008.01.003
Chowdhury, S. F., Pychyl, T. A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. https://psycnet.apa.org/doi/10.1016/j.paid.2017.08.016
Chu, A. C., & Chol, J. N. (2005). Rethinking procrastination: Positive effects of active procrastination behavior on attitudes and performance. Journal of Social Psychology, 145, 245-264.
http://dx.doi.org/10.3200/SOCP.145.3.245-264
Conti, R. (2000). Competing demands and complimentary motives: Procrastination on intrinsically and extrinsically motivated summer projects. Journal of Social Behavior & Personality, 15(5), 47-59.
https://psycnet.apa.org/record/2002-10572-004
Day, V., Mensink, D., O'Sullivan, M. (2000). Patterns of academic procrastination. Journal of College Reading and Learning, 30, 120-134. http://dx.doi.org/10.1080/10790195.2000.10850090
Dietz, F., Hofer, M., Fries, S. (2007). Individual values, learning routines and academic procrastination. British Journal of Educational Psychology, 77(4), 893-906.
https://doi.org/10.1348/000709906x169076
Diseth, A. (2003). Personality and approaches to learning as predictors of academic achievement. European Journal of Personality, 17, 143-155. https://psycnet.apa.org/doi/10.1002/per.469
Fedewa, B. A, Burns, L. R., Gomez, A. A. (2005). Positive and negative perfectionism and the shame/guilt distinction: adaptive and maladaptive characteristics. Personality and Individual Differences, 38, 1609-1619. https://doi.org/10.3389/fpsyg.2021.638641
Fernie, B. A., McKenzie, A.-M., Nikčević, A. V., Caselli, G., Spada, M. M. (2015). A Metacognitive model of procrastination. Journal of affective disorders, 210, 196-203. doi:10.1016/j.jad.2016.12.042
Fernie, B. A., Spada, S., Macarantonio, M. (2009). Metacognitive beliefs about procrastination: development and concurrent validity of a self- report questionnaire. Journal of Cognitive Psychotherapy, 23 (4), 283-293. http://dx.doi.org/10.1891/0889-8391.23.4.283
Ferrari, J. R. (1994). Dysfunctional procrastination and its relationship with selfesteem, interpersonal dependency, and self-defeating behaviors. Personality and Individual Differences, 17(5), 673-679. https://psycnet.apa.org/doi/10.1016/0191-8869(94)90140-6
Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: effects of cognitive load, self-awareness, and time limits on working best under pressure. European Journal of Personality, 15, 391-406. https://psycnet.apa.org/doi/10.1002/per.413
Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). Procrastination Research: Springer.
http://dx.doi.org/10.1007/978-1-4899-0227-6
Fritzsche, B., Rapp, B. Y., Hickson, K. C. (2003). Individual differences in academic procrastination tendency and writing success. Personality and Individual Differences, 35, 1549-1558.
https://doi.org/10.1016/S0191-8869(02)00369-0
Gafni, R., Geri, N. (2010). Time management: Procrastination tendency in individual and collaborative tasks Interdisciplinary. Journal of Information, Knowledge, and Management, 5, 115-125.
http://dx.doi.org/10.28945/1127
Ge C, Li C D, Li S J.(2018). Study on the relationship between the junior high school students’ self-efficacy and academic procrastination. J. Zhoukou Norm. Univ., 35, 146–152.
https://doi.org/10.3389%2Ffpsyg.2020.01752 .
Goroshit, M., Hen, M.(2021). Academic procrastination and academic performance: Do learning disabilities matter?. Current Psychology, 40, 9, 1-10.
https://www.semanticscholar.org/paper/Academic-procrastination-and-academic-performance%3A- Goroshit-Hen/77e533354368b048cc88f73182e61d953664b476
Haycock, L. A., McCarthy, P., & Skay, C. L. (1998). Procrastination in college students:The role of self‐efficacy and anxiety. Journal of Counseling & Development, 76(3), 317-324 .
https://psycnet.apa.org/doi/10.1002/j.1556-6676.1998.tb02548.x
Haycock, L. A., McCarthy, P., Skay, C. L. (1998). Procrastination in college students: The role of self- efficacy and anxiety. Journal of Counseling and Development, 76, 317-324. https://psycnet.apa.org/doi/10.1002/j.1556-6676.1998.tb02548.x
Klibert, J. J., Langhinrichsen-Rohling, J. Saito, M. (2005). Adaptive and maladaptive aspects of self- oriented versus socially prescribed perfectionism. Journal of College Student, 46, 141-157. http://dx.doi.org/10.1353/csd.2005.0017
Locicero, K. A., Ashby, J. S. (2000). Multidimensional Perfectionism and Self: Reported Self Eficacy in College Students. Journal od college students psychotherapy, 15, 47- 56.
http://dx.doi.org/10.1300/J035v15n02_06
Malik, A. A., Perveen, A., Iqbal, S., Khan, Z. (2022). Review of Education. Administration and Law (REAL), 5(3), 345 – 353. https://doi.org/10.47067/real.v3i2
Mills, J., & Blankstein, K. R. (2000). Perfectionism, intrinsic vs. extrinsic motivation, and motivated strategies for learning: A multidimensional analysis of university students. Personality and Individual Differences, 29, 1191-1204. https://psycnet.apa.org/doi/10.1016/S0191-8869(00)00003-9
Onwuegbuzie, A. J. (2000). Attitudes towards statistics assessments. Assessment and Evaluation in Higher Education, 25, 321-339. http://dx.doi.org/10.1080/713611437
Ozer, B., Demir, A., Ferrari, J. (2013). Reducing academic procrastination through a group treatment program: A pilot study. Journal of Rational Emotive & Cognitive-Behavior Therapy, 31 (3), 127- 135. http://dx.doi.org/10.1007/s10942-013-0165-0
Pychyl, T. A., Flett, G. L. (2012). Procrastination and self-regulatory failure: an introduction to the special issue. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30, 203-212. http://dx.doi.org/10.1007/s10942-012-0149-5
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