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 (دانشجوی کارشناسی ارشد رشته برنامهریزی درسی،گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد نیریز)
مژگان قاجاریه 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.

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