نقش کمال گرایی منفی، دشواری تنظیم هیجانی و خودناتوان سازی در پیش بینی دلزدگی تحصیلی دانش آموزان پسرمتوسطه دوره دوم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجویی دکترای تخصصی روانشناسی عمومی، گروه روانشناسی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران

2 استادیار گروه روانشناسی، واحد همدان، دانشگاه آزاد اسلامی، همدان، ایران

3 دانشیار گروه روانشناسی، دانشگاه پیام نور، تهران، ایران

4 استادیار گروه روانشناسی تربیتی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران

10.22098/jsp.2021.1184

چکیده

هدف از انجام این پژوهش نقش کمال گرایی منفی، دشواری تنظیم هیجانی و خودناتوان سازی در پیش­بینی دلزدگی تحصیلی دانش آموزان پسرمتوسطه دوره دوم شهر کرمانشاه بود. جامعه آماری پژوهش شامل تمام دانش آموزان مشغول به تحصیل پسر در دوره دوم متوسطه  شهر کرمانشاه بود (3821= n). 600 نفر به عنوان نمونه با استفاده از روش نمونه گیری خوشه ای چند مرحله ای انتخاب شد. برای گردآوری داده ها از پرسشنامه های دلزدگی تحصیلی پکران و همکاران، خودناتوان­سازی جونز و رودوالت، مقیاس کمال­گرای منفی تری شورت و همکاران و پرسشنامه دشواری­های تنظیم هیجانی استفاده شد. نتایج حاصل از ضریب همبستگی پیرسون نشان داد که بین ابعاد دشواری­های تنظیم هیجانی، کمال­گرایی منفی و خودناتوان­سازی با دلزدگی تحصیلی رابطه مثبت و معنی­داری وجود دارد (001/0≥P). همچنین نتایج رگرسیون چندگانه به روش گام به گام نشان داد که 65 درصد از واریانس دلزدگی تحصیلی توسط مؤلفه­های دشواری­های تنظیم هیجانی و خودناتوان­سازی تبیین می­شود. بنابراین پیشنهاد می گردد هماهنگی لازم بین مراکز مشاوره و مشاورین مدارس مورد تاکید بیشتری قرار گیرد تا ضمن بهبود تنظیم هیجان و خودناتوان سازی و کمال گرایی، زمنیه کاهش دلزدگی تحصیلی فراهم گردد.

کلیدواژه‌ها

عنوان مقاله [English]

The role of negative perfectionism, difficulty in emotional regulation and self-disability in predicting academic boredom in high school male students

نویسندگان [English]

  • H Nik Andam Kermanshahi 1
  • I Safaei Rad 2
  • N Erfani 3
  • Y Yar Ahmadi 4
1 PhD Student in Psychology, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
2 Assistant Professor, Department of Psychology, Hamedan Branch, Islamic Azad University, Hamedan, Iran.
3 Associate Professor, Department of Psychology, Payame Noor University, Tehran, Iran
4 Assistant Professor,Department of Educational Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.
چکیده [English]

The purpose of this study is the role of negative perfectionism, difficulty in emotional regulation and self-disability in predicting academic boredom of high school male students in the second year of Kermanshah. The statistical population of the study included all students studying in the second year of high school in Kermanshah (n=3821). 600 people were selected as a sample using multi-stage cluster sampling. To collect data from the Packran et al. Academic Boredom Questionnaire, the Jones & Rodwalt  Self-Disability Questionnaire, the Terry Short et al. Negative Perfectionism Scale, and the Emotional Regulation Difficulty Questionnaire Graz and Roemer was used. The results of Pearson correlation coefficient showed that there is a positive and significant relationship between the dimensions of emotional regulation difficulties, negative perfectionism and self-disability with academic boredom (P≥0.001). Also, the results of multiple regression by stepwise method showed that 65% of the variance of academic boredom is explained by the components of emotional regulation difficulties and self-disability. Therefore, it is suggested that the necessary coordination between counseling centers and school counselors be emphasized more while improving emotion regulation, self-disability and perfectionism, to provide the ground for reducing academic boredom.

کلیدواژه‌ها [English]

  • Negative perfectionism
  • Difficulty in emotional regulation
  • Self-disability
  • academic boredom
  • Student

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روان شناسی مدرسه و آموزشگاه
دوره 10، شماره 2
تیر 1400
صفحه 155-180

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