نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

2 دانشیار گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

3 استادیار گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

چکیده

زمینه و هدف: اهمال­کاری پدیده­ای فراگیر و بیانگر تاخیر در فعالیت­های تحصیلی است که با عوامل متعددی در ارتباط است. پژوهش حاضر با هدف شناسایی و تشخیص مولفه­های پیش بینی­کننده­ اهمال­کاری تحصیلی تدوین شده است.مواد و روش: روش پژوهش حاضر از نوع علی مقایسه­ای است. جامعه آماری شامل کلیه دانشجویان دانشگاه علوم پزشکی شهید بهشتی است و نمونه­گیری آن در دو مرحله بصورت در دسترس و هدفمند انجام شده است. در مرحله اول  از میان 181 آزمودنی، دو نمونه با اهمال­کاری بالا و پایین مشخص شدند و داده­ها با روش تحلیل تشخیصی بررسی گردیدند.  برای جمع آوری داده­ها از مقیاس اهمال کاری تحصیلی ، مقیاس اضطراب امتحان، پرسشنامه­ی عزت نفس روزنبرگ، مقیاس خودکارآمدی ، مقیاس چند بعدی کمال­گرایی و پرسشنامه پنج وجهی ذهن آگاهی توسط دانشجویان تکمیل شد.یافته­ها: نتایج نشان داد 3/94 درصد از افراد نمونه که در طبقه­ی اهمال­کاری با نمره­ی پایین قرار می­گرفتند، و 5/93 درصد از افرادی که در طبقه­بندی اهمال­کاری با نمره­ی بالا قرار می­گرفتند، براساس نمرات ذهن­آگاهی، خودکارآمدی و کمالگرایی درست تشخیص داده شده­اند. اطلاعات در مورد این سه متغیر گفته شده  تا 5/93 درصد  می­تواند به طبقه بندی درست افراد در دو دسته­ی اهمال­کاری بالا و پایین کمک می­کند.بحث و نتیجه­گیری: نتایج به تشخیص اهمال­کاری تحصیلی براساس نمرات کمال­گرایی بالا، خودکارآمدی پایین، و ذهن آگاهی پایین قبل از مواجهه با مشکلات کمک می­کند. بر اساس نتایج، درمان­های مبتنی بر ذهن­­آگاهی جهت کاهش اهمال­کاری تحصیلی پیشنهاد می­شود.

کلیدواژه‌ها

عنوان مقاله [English]

Determining Factors of Academic Procrastination

نویسندگان [English]

  • Hura Motie 1
  • Mahmoud Heidari 2
  • Fatemeh Bagherian 2
  • Fariba Zarani 3

1 PhD Student, Shahid Beheshti University, Tehran, Iran

2 Associated Professor, Shahid Beheshti University, Tehran, Iran

3 Assistant professor, Shahid Beheshti University, Tehran, Iran

چکیده [English]

Background and purpose: Procrastination is a common phenomenon, especially in education. The purpose of this study was to recognize and identify the predictive factors of academic procrastination.
Material and method: The present study was performed in a causal framework. The statistical population included all students of Shahid Beheshti University of Medical Sciences and Health Services. Sampling was carried out in two stages and in two ways, namely available and targeted sampling. In the first stage, from among 181 subjects, two samples with high and low procrastination level were identified and the data were analyzed using diagnostic analysis. The data were collected using Procrastination Assessment Scale – Students (PASS), Test Anxiety Scale, Multidimensional Perfectionism Scale, Self-efficacy Scale, Rosenberg's Self-esteem Scale, and Five Facet Mindfulness Questionnaire (FFMQ).
Results: The results showed that out of 35 subjects, 33 (94.3%) showed low procrastination level, and 29 (93.5%) out of 31 subjects showed low procrastination level based on the scores of mindfulness, self-efficacy and perfectionism. Information about these three variables can help to accurately categorize people (up to 93.5%) to high and low procrastination level.
Conclusion:  The results help to diagnose students’ academic procrastination before they encounter any problems. Based on the results, mindfulness therapies are recommended to reduce academic procrastination.

کلیدواژه‌ها [English]

  • Procrastination
  • Mindfulness
  • Self-efficacy
  • Perfectionism

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