تدوین مدل علّی خودناتوان سازی بر اساس خودارزیابی منفی، عدم تحمل ابهام و اجتناب شناختی با نقش واسطه ای اهمال کاری تحصیلی
محورهای موضوعی : روان درمانگری
1 - گروه روان شناسی - دانشگاه مراغه
کلید واژه: اجتناب شناختی, عدم تحمل ابهام, اهمالکاری تحصیلی, خودارزیابی منفی, خودناتوانسازی,
چکیده مقاله :
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.
This study aimed to compile the causal model of self-handicapping syndrome based on negative self-assessment, intolerance of am- biguity, and cognitive avoidance with the mediating role of academic procrastination. The research method was a correlation and structural equation model. The statistical population of this study consisted of all students at the Islamic Azad University of Maragheh in the number of 700 students in the academic year 2019-2020. From the mentioned population, 248 people were selected as a sample by multi- stage cluster sampling method. These number of people answered the Self-Handicapping Questionnaire (Midgley & Urdan, 2001), the Negative Self-Evaluation Questionnaire (Leary, 1983), the Ambiguity Tolerance Scale (McLean, 1993), the Cognitive Avoidance Questionnaire (Sexton & Dugas, 2008), and the Academic Procrastination Questionnaire (Solomon & Rothbhum, (1984). Path analysis and Pearson correlation coefficient were used to answer the research hypotheses. In addition, the mediating role of academic procrastination between self-disability, negative self-as- sessment, ambiguity intolerance, and cognitive avoidance was confirmed (P<0.05). Therefore, intolerance of ambiguity, negative self-assessment, and cognitive avoidance through academic procrastination affect students’ self-handicapping.
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