تأثیر مؤلفه‌های ذهن‌آگاهی برنشخوار فکری و تعلل‌ورزی تحصیلی در دانشجویان دانشگاه بوعلی‌سینا

محورهای موضوعی : تربیتی

ابوالقاسم یعقوبی ¹ ( استاد گروه روانشناسی، دانشکده علوم اقتصادی واجتماعی، دانشگاه بوعلی سینا، همدان،ایران. )
فرشته مطهری فر ² ( کارشناسی ارشد روانشناسی تربیتی، دانشگاه بوعلی سینا، همدان،ایران. )

تاریخ دریافت : 1397/10/25 تاریخ پذیرش : 1399/03/13 تاریخ انتشار : 1400/09/01

کلید واژه: "نشخوار فکری", "دانشجویان", "تعلل ورزی تحصیلی", "مؤلفه های ذهن آگاهی",

چکیده مقاله :

این پژوهش با هدف تعیین تأثیر مؤلفه های ذهن آگاهی بر نشخوار فکری و تعلل ورزی تحصیلی انجام شد. روش پژوهش، توصیفی از نوع همبستگی بود. جامعۀ آماری شامل تمامی دانشجویان مقطع کارشناسی دانشگاه بوعلی سینا همدان بود که 367 دانشجو به شیوۀ نمونه گیری تصادفی طبقه ای نسبتی از میان آنها انتخاب شدند. برای گردآوری اطلاعات از پرسش نامه های تعلل ورزی تحصیلی Solomon & Rothblum, 1984))، نشخوار فکریYousefi, 2008) )، مقیاس پنج وجهی ذهن‌آگاهی (Baer et al., 2006) استفاده شد. داده های به‌دست آمده با استفاده از روش تحلیل رگرسیون چندمتغیری مورد تجزیه و تحلیل قرار گرفتند. نتایج به دست آمده نشان داد که مؤلفه های ذهن آگاهی قادرند تغییرات نشخوار فکری و تعلل ورزی تحصیلی را پیش بینی کنند (01/0 p<) و همچنین بین مؤلفه های ذهن آگاهی با نشخوار فکری و تعلل ورزی تحصیلی رابطۀ معناداری وجود دارد (01/0 p<). بر اساس نتایج پژوهش، ذهن آگاهی باعث عدم محوریت ذهن فرد نسبت به الگوهای فکری تکراری و کاهش نشخوار ذهنی می‌گردد و با نگه داشتن ذهن فرد در زمان حال از به وجود آمدن تعلل ورزی در انجام کارها جلوگیری می‌کند. نشخوار فکری نیز با مرور افکار ذهنی بی فایده، انگیزۀ انجام به‌موقع کارها را گرفته و باعث تعلل‌ورزی می شود.

چکیده انگلیسی:

The purpose of this study was to determine the effect of mindfulness components on rumination and academic procrastination. The research method was descriptive and correlational. The statistical population consisted of all undergraduate students of Bu Ali Sina University in Hamedan. 367 students were selected by stratified random sampling method. Academic procrastination questionnaire (Solomon & Rothblum, 1984), Rumination scale (Yousefi, 2008), five-dimensional mindfulness scale (Baer et al., 2006) were used for data collection. The data were analyzed using multivariate regression analysis. The results showed that the components of mindfulness are able to predict the rumination and academic procrastination changes (p<0.01) and also showed there was significant relationship between the components of mindfulness with rumination and procrastination (p <0.01). According to the results of the study, mindfulness reduces one's mind to repetitive patterns of thought and reduces rumination, and by keeping one's mind present, it prevents procrastination in doing things. Rumination, by reviewing useless mental thoughts, reduces the incentive to do things in timly manner and causes procrastination

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