The Effect of Cognitive Hope Enhancing Training on Reducing Academic Procrastination and Self-handicapping of Students at Payam-e-Noor University in Bookan
Subject Areas : Educational PsychologyHossein Zare 1 , Taher Mahboobi 2 , Hossin Salimi 3
1 - استاد،گروه روان شناسی و علوم تربیتی ، دانشگاه پیام نور، تهران، ایران
2 - استادیار گروه علوم تربیتی دانشگاه پیام نور بوکان
3 - دانشجوی دکتری روانشناسی تربیتی دانشگاه لرستان، مدرس مدعو دانشگاه پیام نور بوکان
Keywords: self-handicapping, Academic Procrastination, cognitive hope enhancing,
Abstract :
The present study was an attempt to investigate the effect of cognitive hope enhancing training on reducing academic procrastination and self-handicapping of students at Payam-e-Noor University in Bookan within the academic year 1393-1394. To this end, 50 students who had the highest scores in self-handicapping and 60 students who had the highest score in procrastination were randomly selected through multistaged sampling and administering the questionnaires of procrastination and self-handicapping. They were randomly assigned to two experimental and two control groups. Then, the two experimental groups (procrastinating and self-handicapping) were trained in eight sessions, each 60 minutes, by two trained therapist. They received hope enhancing training. The control groups did not get any intervenison. Then, all of the participants took the post-test. The collected data were analyzed through descriptive (mean, standard deviation) and inferential statistics (covariance analysis). The results of the covariance analysis with p. value set lower than 0.05 revealed that, in the experimental groups, the cognitive hope enhancing training was an effective interversion to decrease the students` academic procrastination and self-handicapping
منابع
بلس ، ادوانس: 1384، روش جدید گام به گام در کاهش تأخیرها، روانشناسی تنبلی، ترجمهی مهدی قراچ داغی، انتشارات دایره، تهران.
حسین زاده، مهدی: 1388، بررسی رابطۀ بین اهمال کاری تحصیلی، کمال گرایی، اضطراب و شیوه های مقابله با استرس در بین دانشجویان دانشگاه آزاد اسلامی مشهد، پایان‌نامه کارشناسی‌ارشد، دانشگاه ارو میه، چاپ نشده.
رئیسی، فاطمه؛ هاشمی شیخ شبانی، اسماعیل و فاتحی‌زاده، مریم.(1383). رابطه خودناتوان‌سازی تحصیلی دانشآموزان با اهداف تسلط، عملکردگرا و عملکردگریز دانشآموز، والدین، معلم و کلاس. تازه‌های علوم شناختی، سال ششم، شمارۀ سوم و چهارم، صص 93-110.
شکرکن، حسین؛ هاشمی شیخ شبانی، اسماعیل و نجاریان، بهمن (1384 ). بررسی رابطه برخی پیشایندهای مهم و مربوط به خودناتوان سازی تحصیلی و رابطه آن با پیامدهای برگزیده در دانش آموزان پسر سال اول دبیرستان های اهواز . مجله علوم تربیتی و روان شناسی دانشگاه شهید چمران اهواز، دوره سوم، سال دوازدهم، شماره 3، صص100-77.
شهنیییلاق، منیجه؛ سلامتی، عباس؛ مهرابی زاده هنرمند و مهناز؛ حقیقی،جمال: (1385)، «بررسی شیوع تعلل وتأثیر روشهای درمان شناختی-رفتاری و مدیریت رفتار بر کاهش آن در دانشآموزان دبیرستانی شهرستان اهواز». مجلهعلوم تربیتی و روانشناسی دانشگاه شهید چمران اهواز،دورهی سوم، سال سیزدهم،شمارهی 3،30-1.
Alexander, E. S., & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Journal personality and individual differences, 42 (7), 1301- 1310.
Beck, A. (1976). Cognitive Therapy and the Emotional Disorders. International Universities Press. New York.
Berendes, D. Keefe, F. J. Somers, T. J. Kothadia, S. M., Porter, L. S. & Cheavens, J. S. (2010) Hope in the context of lung cancer: Relationships of hope to symptomsand psychological distress. Journal of Pain and Symptom Management, 40, 174–182.
Berglas, S. & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36, 405–417.
Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learning and Individual Differences, 36, 165-172.
Chang, Y.P. (2010). A Study of EFL college students’ self-handicapping and English performance. Procedia Social and Behavioral Sciences, 2, 2006–2010.
Christopher, A. N. Lasane, T. P. Troisi, J. D. & Park, L. E. (2007) Materialism, defensive, and assertive self-presentational tactics, and life satisfaction. Journal of Social and Clinical Psychology, 26, 1145–1162.
Ciarrochi, J. Heaven, P. C. L. & Davies, F. (2007). The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being: A longitudinal study. Journal of Research in Personality, 41, 1161–1178.
Corkin, D. M., Shirley, L. Y., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303.
Elizabeth, S. A., & Anthony, J. (2007). Academic procrastination and the role of hope as a coping strategy, Personality and Individual Differences, 42, 1301–1310.
Elizabeth, S. A., & Anthony, J. (2007). Academic procrastination and the role of hope as a coping strategy, Personality and Individual Differences, 42, 1301–1310.
Ellis, A., &Knaus, W. J. (1977). Overcoming procrastination. New York: Institute for Rational Living.
Fava GA, Ruini C, Rafanelli C, Finos L, Salmaso L, Mangelli L, & Sirigatti S. (2005). Well-being theraphy of generalized anxiety disorder. Psychosomatics, 74, 26-30.
Feldman, D. B.; Snyder C. R. (2005). Hope and the Meaningful Life: Theoretical and Empirical Associations between Goal-directed Thinking and Life Meaning, Journal of Social and Clinical Psychology, 24, 401-421.
Forbes EE, Dahl RE. (2009). neural systems of positive affect: Relevance to understanindg child and adolescent depression, Development and psychopathology, 17, 827- 850.
Hongfei, Du. & Ronnel .B. K. (2013) Placing hope in self and others: Exploring the relationships among self-construals, locus of hope, and adjustment. Personality and Individual Differences, 54, 332–337.
Hoover, E. (2005, December 9). Tomorrow I Love Ya! Chronicle of Higher Education, 52(16), A30-A32. Retrieved December 9, 2008, from Academic Search Complete database.
Jackson, T., Weiss, K. E., & Lundquist, J. J. (2000). Does procrastination mediate the relationship between optimism and subsequent stress? Journal of Social Behavior and Personality, 16 (1), 203–212.
Kandemir, M., & Palancı, M. (2014). Academic Functional Procrastination: Validity and Reliability Study. Procedia-Social and Behavioral Sciences, 152, 194-198.
Kevin, L. R. Allison, D. M. & Amanda, M. S. (2011) Hope, but not optimism, predicts academic performance of law students beyond previous academic achievement. Journal of Research in Personality, 45, 683–686.
Laurie, E. S. & Bruce, W. S. (2013). The influence of between and within-person hope among emergency responders on daily affect in a stress and coping model. Journal of Research in Personality, 47, 738–747.
Lay, C. H., & Burns, P. (1991). Intentions and behavior in studying for an examination: The role of trait procrastination and its interaction with optimism. Journal of Social Behavior and Personality, 6, 605-617.
Masten, A. S., &Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successfulchildren. American Psychologist, 53, 205– 220.
Midgley, C. Arunkumar. & Urdan, T. (1996) "If I don’t do well tomorrow, There’s a reason. Predictors of adolescent’s use of academic self-handicapping strategies. Understanding. Journal of Educational Psychology, 88, 423– 434.
Midgley, C. maeher, m. L. hruda, L. z. anderman, L. freeman, k. E,gheen, M. kaplan, A. kumar, R. middleton, M. J. nelson, J. roeser, R. & urdan, T. (2000). Manual for the patterns of adaptive learning scales (pals) ann. arbor, mi: university of micigan.
Milgram, N., Mey-Tal, G., & Levison, Y. (1998). Procrastination, generalized or specific, in colleg students and their parents. Journal of Personality and Individual Differences, 25, 297-316.
Oleson, K. C. Poehlmann, K. M. Yost, J. H. Lynch, M. E. & Arkin, R. M. (2000) Subjective overachievement: Individual differences in self-doubt and concern with performance. Journal of Personality, 68, 491–524.
Pala, A., Akyıldız, M., & Bağcı, C. (2011). Academic Procrastination Behaviour of Pre-service Teachers’ of Celal Bayar University. Procedia-Social and Behavioral Sciences, 29, 1418-1425.
Peterson, C. & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. New York: American Psychological Association.
Pintrich, P. R & Schunk, D, H. (2002). Motivation in Education: Theory, Research, & Applications. New Jersey: Johnston.
Rhodewalt, F. (1990). Self-handicappers: Individual differences in the preference for anticipatory self-protective acts. In R. Higgins, C. R. Snyder, & S. Berglas (Eds.), Self-handicapping: The paradox that isn’t (pp. 69–106). New York: Plenum Press.
Rhodewalt, F. (1994). Conceptions of ability, achievement goals, and individual differences in self-handicapping behavior: On the application of implicit theories. Journal of Personality, 62, 67–85.
Seligman, M. E. P. Rashid, T. & parks A. C. (2006). Positive psychotherapy. American psychologist, 61, 774-788.
Seligman, M. E. P. & Csikszentmihalyi, M. (2007). Positive psychology: An introduction. American Psychologist, 55, 5–14.
Seligman, M. E. P. (2003). Authentic happiness: using the new positive psychology to realize your potential for lasting fulfillment. New York: Free press.
Shirli, W. (2012). Subjective well-being, hope, and needs of individuals with serious mental illness. Psychiatry Research, 196, 214–219.
Sirois, F.M. (2007). I̕ II look after my health, later: A replication and extension of the procrastination-health model with community-dwelling adults. Personality and individual differences, 43, 15-26.
Smederevac, S. Novovic, Z. Milin, P. Janiciic, B. Pajic, D. & Biro, M.(2003) Tendency to self-handicapping in the situation of expected failure. Psihologija, 36 (1-2), 39-58.
Smith, J. L. Hardy, T., & Arkin, R. (2009). When practice doesn’t make perfect: Effort expenditure as an active behavioral self-handicapping strategy. Journal of Research in Personality, 43, 95–98.
Snyder, C. R. (2000). The past and future of hope. Journal of Social and Clinical Psychology, 19, 11– 28.
Snyder, C. R. Cheavens, J. & Sympson, S. C. (1997). Hope: An individual motive for social commerce. Group Dynamics. Theory, Research, and Practice, 1, 107– 118.
Snyder, C. R. Hoza, B. Pelham, W. E. Rapoff, M. Ware, L.& Danovsky, M. et al. (1997). The development and validation of the children’s hope scale. Journal of Pediatric Psychology, 22, 399– 421.
Snyder, C. R. Lapointe, A. B. Crowson, J. J. Jr. & Early, S. (2007) Preferences of high- and low-hope people for self-referential input. Cognition and Emotion, 12, 807– 823.
Snyder, C. R. Sympson, S. C. Ybasco, F. C. Borders, T. F. Babyak, M. A. & Higgins, R. L. (1996) Development and validation of the state hope scale. Journal of Personality and Social Psychology, 70, 321–335.
Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams, V. H., &Wiklund, C. (2002). Hope and academic success in college. Journal of Educational Psychology, 94, 820–826.
Urdan, T. (2004) Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structure, and culture. Journal of Eductional Psychology, 96, 251–264.
Uysal, A. & Lu, Q. (2010). Self-handicapping and pain catastrophizing: Personality and Individual Differences, 49, 502–505.
Walker, L. J. S. (2004). Overcoming the patterns of powerlessness that lead to procrastination. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the Procrastinator in Academic Settings, (pp. 75-89).
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95, 179–187.
Zakeri, H., Esfahani, B. N., & Razmjoee, M. (2013). Parenting styles and academic procrastination. Procedia-Social and Behavioral Sciences, 84, 57-60.
Zuckerman, M. & Tsai, F. F. (2005) Costs of self-handicapping. Journal of Personality, 73, 411–442.
Zuckerman, M. Kieffer, S. C. & Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. Journal of Personality and Social Psychology, 74, 1619–1628
_||_