رابطة باورهای ضمنی هوش و جهت‌گیری اهداف پیشرفت با تعلل‌ورزی تحصیلی دانشجویان دانشگاه تبریز
محورهای موضوعی : پژوهش در برنامه ریزی درسی
اسکندر فتحی آذر
1
(
استاد گروه علوم تربیتی دانشگاه تبریز، تبریز، ایران
)
رحیم بدری گرگری
2
(
استاد گروه علوم تربیتی دانشگاه تبریز، تبریز، ایران
)
منیژه خانی
3
(
کارشناس ارشد روان‌شناسی تربیتی، دانشگاه تبریز، تبریز، ایران
)
کلید واژه: جهت‌گیری اهداف پیشرفت و تعلل‌ورزی تحصیلی, باورهای ضمنی هوش,
چکیده مقاله :
پژوهش حاضر با هدف تعیین رابطه باورهای ضمنی هوش و جهت‌گیری اهداف پیشرفت با تعلل‌ورزی تحصیلی انجام شد. برای این منظور 384 دانشجو به شیوه نمونه‌گیری طبقه‌ای نسبتی از میان کلیه دانشجویان مقطع کارشناسی دانشگاه تبریز (11200 نفر)، انتخاب شد. برای گردآوری اطلاعات از پرسشنامه‌های مقیاس ارزیابی تعلل‌ورزی تحصیلی، باورهای ضمنی هوش و مقیاس جهت‌گیری اهداف پیشرفت استفاده شد. داده‌های گردآوری شده، با استفاده از روش همبستگی پیرسون و آزمون t برای گروه‌های مستقل در نرم‌افزار SPSS مورد تجزیه‌وتحلیل قرار گرفت. نتایج تحلیل‌ها نشان داد که بین باورهای ضمنی هوش افزایشی و جهت‌گیری هدف تبحرگرایی با تعلل‌ورزی تحصیلی رابطه منفی معنادار و باورهای ضمنی هوش ذاتی و جهت‌گیری‌های هدف عملکردگریزی و تبحرگریزی با تعلل‌ورزی تحصیلی رابطه مثبت معنادار وجود دارد. نیز نتایج نشان داد که بین دانشجویان دختر و پسر از نظر تعلل‌ورزی تحصیلی تفاوت معناداری وجود ندارد. همچنین 41 درصد از دانشجویان تعلل‌ورزی بالا و بسیار بالا دارند.
This study determined the relationship between implicit beliefs of intelligence and achievement goal orientation with academic procrastination. For this purpose, using a stratified random method, 384 students were selected from all of the undergraduate students of Tabriz University (11200 students). Data were gathered by these questionnaires academic procrastination assessment scale, implicit beliefs of intelligence, and achievement goal orientation. Data obtained using Pearson's correlation test, and t test for independent groups were analyzed in SPSS software. The results showed that there was there is a significant relationship between implicit beliefs of intelligence (inherent and additive), goal orientations (mastery- approach, performance- avoidance, mastery- avoidance) and except the performance- approach, with academic procrastination. Finally, the results showed there was not any significant difference between males and females in academic procrastination. Also the 41 percent of the students have high and very high procrastination.
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