بررسی تأثیر اجتناب شناختی و ترس از شکست بر اهمال کاری تحصیلی: نقش واسطه‌ای دشواری تنظیم هیجان در دانش‌آموزان دوره‌ی دوم متوسطه
محورهای موضوعی : تربیتی
محمد نریمانی
1
,
محمد هرنگ زا
2
1 - استاد گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
2 - دانشجوی دکتری گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
کلید واژه: دشواری در تنظیم هیجان, اهمال‌کاری تحصیلی, دانش‌آموزان دوره‌ی دوم متوسطه,
چکیده مقاله :
هدف این پژوهش، بررسی نقش اجتناب شناختی و ترس از شکست با واسطه‌گری دشواری در تنظیم هیجان در پیش‌بینی اهمال‌کاری تحصیلی بود. روش این پژوهش همبستگی بود. جامعه‌ی آماری را دانش‌آموزان دوره‌ی دوم متوسطه شهرستان بستک در سال تحصیلی ۹۸-۱۳۹۷ تشکیل می‌دادند. ۲۳۴ دانش‌آموز(۱۲۲پسر و ۱۱۲ دختر) با استفاده از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای تصادفی انتخاب شدند. داده‌ها با استفاده از پرسشنامه‌ی اجتناب‌شناختی) (Sexton & Dugas, 2008 ، مقیاس ترس از شکست ) (Conroy, Willow & Metzler, 2002، مقیاس دشواری در تنظیم هیجان Gratz & Roemer,) (2004 و مقیاس اهمال‌کاری تحصیلی (Solomon & Rothblum, 1984) جمع‌آوری و با روش‌های تحلیل رگرسیون چندگانه و تحلیل مسیر و به‌وسیله نرم‌افزار‌های اس پی اس اس ۲۰ و ایموس ۲۰ بررسی شد. تحلیل داده‌ها نشان داد مؤلفه‌های دشواری در‌تنظیم هیجان شامل عدم پذیرش پاسخ‌های هیجانی، دشواری در انجام رفتار هدفمند و دسترسی محدود به راهبردهای هیجانی در رابطه‌ی میان اجتناب شناختی و ترس از شکست با اهمال‌کاری تحصیلی تا اندازه‌ای واسطه شده‌اند. بنابراین، دبیران، مربیان و مشاوران برای کاهش اهمال‌کاری تحصیلی باید از یک‌سو به چالش با باورهای شناختی و هیجانی منفی و ناسازگار (اجتناب‌شناختی و ترس‌از‌شکست) پرداخته و از سوی دیگر برای مدیریت و تنظیم هیجانات راهبردهای مناسب‌تر را جایگزین کنند.
The purpose of this study was to investigate the role of cognitive avoidance and fear of failure by mediating difficulty in regulating emotion in predicting academic procrastination. The method of this research is correlation. The statistical population of this study was secondary school students of Bastak. 234 students (122 males and 112 females) were selected using random multistage cluster sampling method. data were collected using Sexton & Dugas’ Cognitive Avoidance Questionnaire (2008), Conroy, Willow & Metzler’s fear of failure Scale (2002), Gratz & Roemer’s Difficulties in Emotion Regulation Scale (2004) and Solomon & Rothblum’s Academic Procrastination Scale (1984). The data were analyzed using methods of multiple regression analysis and path analysis by SPSS 20 and Amos 20 software. Data analysis showed that difficulties in emotion regulation subscale including non acceptance of Emotional response, difficulties engaging in goal directed behavior and limited access of emotion regulation strategies mediated to some extent between cognitive avoidance and fear of failure with academic procrastination. Therefore, teachers, trainers and consultants to reduce academic procrastination should challenge with negative and maladaptive cognitive and emotional beliefs(Cognitive Avoidance & fear of failure) and, on the other, to replace more appropriate strategies for management and regulation of emotions.
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