بررسی رابطه عادت های مطالعه با اهمال کاری و عملکرد تحصیلی با میانجی گری خودکارآمدی دختران مقطع متوسطه اول شهرستان نی ریز در سال تحصیلی 99-98

محورهای موضوعی : فصلنامه زن و جامعه

فریده حدادان ¹ , مژگان قاجاریه ²

1 - دانشجوی کارشناسی ارشد رشته برنامهریزی درسی،گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد نیریز
2 - . استادیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد نیریز

تاریخ دریافت : 1400/06/16 تاریخ پذیرش : 1401/03/02 تاریخ انتشار : 1401/04/01

کلید واژه: خودکارآمدی, عملکرد تحصیلی, دانش‌آموزان, اهمال‌کاری تحصیلی, عادات مطالعه,

چکیده مقاله :

چکیده
هدف: این پژوهش با هدف بررسی رابطه عادت‌های مطالعه با اهمال‌کاری و عملکرد تحصیلی با میانجی‌گری خودکارآمدی دختران مقطع متوسطه اول شهرستان نی‌ریز در سال تحصیلی 99-98 صورت گرفته است.
روش و مواد: روش به کار گرفته شده در این پژوهش توصیفی-پیمایشی و تحلیل مسیر است. جامعه آماری تمام دانش‌آموزان دختر مقطع متوسطه اول در سال تحصیلی 99-1398 شهرستان نی‌ریز بود که با استفاده از روش نمونه‌گیری تصادفی چند مرحله‌ای ابزارهای پژوهش در اختیار 314 نفر از دانش‌آموزان به عنوان نمونه گذاشته شد. ابزارهای این پژوهش عبارت بودند از: (1) پرسشنامه عادت‌های مطالعه پالسان ـ شارما، (2) مقیاس اهمال‌کاری تحصیلی سولومون و راث‌بلوم، (3) پرسشنامه خودکارآمدی موریس و (4) پرسشنامه عملکرد تحصیلی فام و تیلور.
یافته‌ها: تحلیل مسیر مستقیم نشان داد که بین عادت‌ها مطالعه با اهمال کاری تحصیلی (001/0 p<) رابطه منفی و معناداری وجود دارد. ولی، بین عادت‌ها مطالعه با عملکرد تحصیلی (142/0 p<) رابطه وجود ندارد. علاوه براین، نتایج تحلیل مسیر غیر مستقیم نشان داد بین عادت‌های مطالعه با اهمال‌کاری با میانجی‌گری خودکارآمدی (002/0 p<) رابطه وجود دارد. علاوه براین یافته‌ها نشان داد، بین عادت‌ها مطالعه با عملکرد تحصیلی با میانجی‌گری خودکارآمدی (002/0 p<) رابطه وجود دارد.
بحث و نتیجه‌گیری: با توجه به یافته‌های پژوهش می‌توان گفت هر قدر دانش‌آموزان عادت‌های مطالعه خوب و مطلوبی داشته باشند از میزان اهمال‌کاری آن‌ها کاسته خواهد شد. علاوه براین، یافته‌ها نشان داد که داشتن خودکارآمدی می‌تواند موجب افزایش عملکرد تحصیلی و کاهش اهمال‌کاری تحصیلی در دانش‌آموزان شود.

چکیده انگلیسی:

Abstract
Introduction
The aim of this study was to investigate the relationship between study habits and procrastination and academic performance with the mediation of self-efficacy of first grade high school girls in Neyriz in the 99-98 academic.
Methods and Materials: The method used in this research is descriptive-survey and path analysis through structural equations. The statistical population was all female high school students in the academic year of 2009-2010 in Neyriz city, which was provided to 314 students as a sample using multi-stage random sampling method. The tools of this research were: (1) Palsan-Sharma study habits questionnaire, (2) Solomon and Roth Bloom academic procrastination, (3) , Morris self-efficacy and academic performance and (4) Pham and Taylor academic performance.
Results: Direct path analysis showed that there is a significant negative relationship between study habits and academic procrastination (p <0.001). However, there is no relationship between study habits and academic performance (p <0.142). In addition, the results of indirect path analysis showed that there is a relationship between study habits with procrastination and self-efficacy mediation (p <0.002). Also, the findings showed that there is a relationship between study habits and academic performance mediated by self-efficacy (p <0.002).
Discussion and Conclusion: According to the research findings, it can be said that the more students have good and desirable reading habits, the less negligent they will be. In addition, the findings showed that having self-efficacy can increase academic performance and reduce academic procrastination in students.

منابع و مأخذ:

. Setayeshi Azhari, M., (2017). Mirnasab M. Mohebbi M. The Relationship Between Hopefulness And Academic Achievement: The Mediating Role Of The Academic Procrastination. Journal of Instruction and Evaluation. Tenth year.; 37:125-142.

2. Svartdal, Fو. Sæle, R.Gو. Dahl, T.I., (2021). Nemtcan E. Gamst-Klaussen T. Study Habits and Procrastination: The Role of Academic Self-Efficacy. Scandinavian Journal of Educational Research.; 4:1-20.


3. GÜNGÖR, A.Y., (2020). The Relationship Between Academic Procrastination Academic Self-Efficacy and Academic Achievement Among Undergraduates. Oltu Beşeri ve Sosyal Bilimler Fakültesi Dergisi.1(1):57-68.


4. Atkinson R. Introduction to psychology. Transiated by: Mohamad Taghe Braheni (1382). Volume II. Tehran. Iran.


5. Qasemi, F., (2017). The mediating role of happiness in relation to personality traits and academic performance. International Conference on Psychology, Counseling, Education. Mashhad.

.6. Mahasneh, A.M., Bataineh, O.T., Al-Zoubi, Z.H. (2016). The relationship between academic procrastination and parenting styles among Jordanian undergraduate university students. The Open Psychology Journal. 9(1).

7. Lotfe, R., (2020). Investigating the relationship between metacognitive beliefs and academic procrastination and self-disability in male high school students in Saqez. The 7TH Scientific & Research Conference On The Development and Promotion of Educational Sciences & Psychology in Iran. Tehran.


8. Zoghi, L., (2021). Rezazadebaharan H. Structural modeling of study habits with progressively motivated with emphasis on the mediating role of academic procrastination and test anxiety. Quarteely Journal of Training in Police Sciences. 7(27):1-24.


9. Fereydunemoghadam, M., Cheragheyan, B., (2009). Study habits and its relationship with academic performance in students of Abadan School of Nursing. Strides in Development Of Medical Education. 6(1): 21-28.


10. Koushan, M., Heydari, A., (2006). Study habits in students of Sabzevar school of medical sciences. 13(4): 185-189.


11. Abdkhodaie MS. Saif A. Karimi Y. Biabangard E. Development and standardization of academic motivation scale and evaluation of the effectiveness of study skills training on increasing motivation. Studies in Education & Psychology. 2008; 13(4):185-189.


12. Magulod Jr GC. Learning styles, study habits and academic performance of Filipino University students in applied science courses: Implications for instruction. JOTSE: Journal of Technology and Science Education. 2019; 9(2):184-98.


13. Alva C. Manuel L. Self-Esteem, Study Habits and Academic Performance among University Students. Journal of Educational Psychology-Propósitos Y Representaciones. 2017; 5(1):101-27.


14. Ghaljahi M. Bagheri S. Ebrahimzadeh A. Relation Study between Study Habit and Academic Performance of Students in Zabol University. Journal of Zabol Medical School. 2019; 2(1)49-54.


15. Ebele UF. Olofu PA. Study habit and its impact on secondary school students’ academic performance in biology in the Federal Capital Territory, Abuja. Educational Research and Reviews. 2017 May 23; 12(10):583-8.


16. Kaur A. Pathania R. Study habits and academic performance among late adolescents. Studies on Home and Community Science. 2015; 1;9(1):33-5.


17. Gutiérrez-García AG. Huerta-Cortés M. Landeros-Velázquez MG. Academic procrastination in study habits and its relationship with self-reported executive functions in high school students. Journal of Psychology and Neuroscience. 2020; 2(1):1-9.


18. Shahbaziyankhonig A,. Alipour M. Habibi Kaleybar R. Explaining academic procrastination student-teacher based on moral intelligence and study habits.Sientific Reaserch Journal of Education. 2018­; 13 (54): 41-60.


19. Honicke T. Broadbent J. The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review. 2016;17:63-84


20. Muris P. Relationships between self-efficacy and symptoms of anxiety disorders and depression in a normal adolescent sample. Personality and individual differences. 2002; 32(2):337-48


21. Shamsi F. Amirianzadeh M. The mediating role of self-Efficacy for personality traits and social skills.Journal of Psychological Methods and Models. 2107; 8(27): 1-14.


22. Shahidi N. Jaafari P. Ghourchian N. Behboodian J. On the Relationship of Self-efficacy and Organizational commitment to Teaching Quality of Faculty Members in Zone of Islamic Azad University. Journal of New Approaches in Educational Administration. 2013; 4(15), 21-44.


23. Ghiasinadushan S. Puratash M. Bayat S. Fourth National Conference on Applied Research in Educational Sciences and Behavioral Studies in Iran.2018.


24. Stajkovic AD. Bandura A. Locke EA. Lee D. Sergent K. Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and individual differences. 2018;.120:238-45.


25. Aryan M. Relationship between study skills and academic self-efficacy with academic performance of Payame Noor students. The first scientific research conference on psychology, educational sciences and pathology of society. Kerman. 2015. Iran.


26. Nazari Shaker H. Fath Tabar Firozjayi K. Keramati MR. The Study of the Relationship Between Study Habits And Educational Self-efficacy, academic performance in Babol third grade Guidanc School Students. Journal of Instruction and Evaluation. 2011;4(15):59-71


27. Kandemir M. Reasons of academic procrastination: Self-regulation, academic self-efficacy, life satisfaction and demographics variables. Procedia-Social and Behavioral Sciences. 2014; 152:188-93


28. Krispenz A. Gort C. Schültke L. Dickhäuser O. How to reduce test anxiety and academic procrastination through inquiry of cognitive appraisals: A pilot study investigating the role of academic self-efficacy. Frontiers in psychology. 2019; 10:1917.


29. Rezaie Looyeh H. Seyed Fazelpour SF. Reza Masoule S. Chehrzad MM. Kazem Nejad Leili E. The relationship between the study habits and the academic performance of medical sciences students. Journal of Holistic Nursing and Midwifery. 2017; 27(2):65-73.


30. Solomon LJ. Rothblum ED. Academic procrastination: frequency and cognitive-behavioral correlates. Journal of counseling psychology. 1984; 31(4):503.


31. Shahrokhi, M., Nasri, S., (2014). The study on the relationship between perfectionism and test anxiety and academic procrastination in university students. The Journal of New Thoughts on Education. 10(2):163-85.


32. Jokar, B., Delavarpor, M., (2008). The relation between procrastination educational achievement goals. Quarterly New Thoughts on Education. 4: 61-80.


33. Muris, P., (2002). Relationships between self-efficacy and symptoms of anxiety disorders and depression in a normal adolescent sample. Personality and individual differences. 32(2):337-48.


34. Tahmaseyan, K., (2007). Validation and standardization of children and adolescents self-efficacy questionnaire. Quarterly of Applide Psychology.; 1(4, 5)


35. Tahmaseyan, K., & Anari, A. (2009). The relationship between self-efficacy and depression in adolescents. Applide Psychology. 3(1): 1, 84-94.


36. Kameli, S., YOUSEFI, F., (2019). Relationship between Cultural Values and Subjective Vitality: The Mediating Role of Self-Efficacy.Studies in Learning & Instruction 11(1):108-127


37. Alimohamadi, N., Dehghani, M., Ashtarani, E., Jonbakhsh, F., Paymard, A., Khalili, A., (2018). Relation study between study habit and academic performance of nursing students in Hamadan. Pajouhan Scientific Journal. 16(3):29-38


38. Jalaei, E., Bkhtyarpur, S., (2106). The relationship between study habits and academic performance. The first international conference on modern research in the field of educational sciences and psychology and social studies in Iran.


39. Torshizi, M., Varasteh, S., Poor Rezaei, Z., Fasihi, R., (2013). Study habits in students of Birjand University of Medical Sciences. Iranian journal of medical education. 12(11):866-76


40. Cerna, M.A., Pavliushchenko, K., (2015). Influence of Study Habits on Academic Performance of International College Students in Shanghai. Higher Education Studies. 5(4):42-55.