پیش بینی اهمالکاری بر اساس سبک های اسناد و سرسختی روان شناختی با میانجیگری خودپنداره تحصیلی در دانش آموزان دوره دوم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، واحدزنجان، دانشگاه آزاداسلامی، زنجان،ایران

2 استادیار گروه روانشناسی، واحد زنجان، دانشگاه آزاداسلامی ،زنجان،ایران.

3 استادیار گروه روانشناسی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان، ایران

چکیده

هدف: هدف پژوهش حاضر، تعیین پیش ­بینی اهمال­کاری تحصیلی بر اساس سبک­های اسناد و سرسختی روانشناختی با میانجیگری خود­پنداره تحصیلی در دانش­آموزان دوره دوم متوسطه کنگاور بود.
 روش ها: روش پژوهش، همبستگی، و جامعه آماری، شامل تمامی دانش­آموزان دختر و پسر دوره متوسطه دوم شهر کنگاور بود. از بین دانش آموزان  330 نفر از آنها به عنوان نمونه آماری انتخاب شدند.حجم نمونه بر اساس فرمول کوکران و روش نمونه گیری روش طبقه­ای­ نسبتی بود.  ابزار پژوهش پرسشنامه اهمال­کاری سولومن وراث (1984) ، پرسشنامه سبک­های اسنادی سلیگمن و همکاران(1983)، مقیاس خودپنداره تحصیلی یسن چن (2004)، پرسشنامه سرسختی روانشناختی اهواز(1377) بود.
یافته ها: نتایج نشان داد که سبک اسناد و سرسختی به صورت مستقیم در سطح 5 0/0 قدرت پیش بینی اهمال­کاری تحصیلی را داشت. اما خود پنداره تحصیلی به طور سهمی نقش واسطه­ای بین  اهمال­کاری  و سبک­ های اسناد را نداشت. همچنین خودپنداره تحصیلی نقش واسطه ­ای بین اهمال­کاری و سرسختی روان شناختی تأیید نگردید.
 نتیجه گیری: بنابراین محیط های آموزشی باید به دنبال پرورش سرسختی روان شناختی، خودپنداره مثبت و سبک­های اسناد درونی و قابل کنترل در دانش­آموزان  باشد.

کلیدواژه‌ها


عنوان مقاله [English]

Predicting academic procrastination based on attributional style and psychological hardiness with the meditation of academic self-concept in second year students

نویسندگان [English]

  • Karami Moghaddam Pari 1
  • G.H Entesarfoumany 2
  • M Haghazi 3
1 Ph.D. Student of Educational Psychology, Zanjan Branch, ,Islamic Azad University, Zanjan, Iran.
2 Assistant Professor of Psychology, Zanjan Branch, , Islamic Azad University, Zanjan, Iran.
3 Assistant Professor of Psychology, Branch, Zanjan, Islamic Azad University, Zanjan , Iran.
چکیده [English]

Objective:  The aim of this research was to predict academic Procrastination based on attributional style  and hardiness with the meditation of academic self-concept  in secondary school  students of Kangawer.
Methods:The research method was descriptive and the design was correlation of the kind of structural equation  modeling. The statistical population consisted of all secondary school students of Kangawer in 2017-2018 academic years and 330 of whom were selected  through stratified random sampling and cocranꞌs formula. Data was collected by academic  procrastination of Solomon Herr questionnaire (1984) , attributional style Seligman et al. (1983 )questionnaire, academic Self-Concept Yessen Chen's questionnaire(2004) and psychological hardiness of Ahwaz questionnaire (1998). 
Results:The result showed that attributional style and hardiness directly predictive of Academic Procrastination at a level of 0.05. academic self-concept has not partially mediating role among academic self-efficacy and attributional style. also academic self-concept was not a mediator role between procrastination and psychological hardiness.
Conclusion: Therefore, educational environments should seek to cultivate psychological toughness, positive self-concept, and internal and controllable attribution styles in students.

کلیدواژه‌ها [English]

  • Academic procrastination
  • Attributional style
  • Hardiness
  • Self-concept
اشکانی، فرح و حیدری، حسن. (1393). تاثیر آموزش تنظیم هیجانی بر بهزیستی روان شناختی و سبک‌های اسنادی دانش‌آموزان مبتلا به ناتوانی یادگیری مقطع دبستان. مجله ناتوانی‌های یادگیری، 4(1)، 6-22.  [JLD-1]
زارعی، لیلا، خشوعی، مهدیه سادات. (1395). رابطه اهمال‌کاری تحصیلی با باورهای فراشناختی، تنظیم هیجان و تحمل ابهام در دانشجویان . فصلنامه پژوهش و برنامه ریزی در آموزش عالی، ۲۲ (۳)، 113-130.http://journal.irphe.ac.ir/article-1-3065-fa.html
حیدری، سکینه، مکتبی، غلامحسین، شهنی ییلاق، منیژه. (1391).مقایسه دانش‌آموزان دختر موفق و ناموفق دبیرستانی از لحاظ سبک‌های اسناد و خود ناتوان سازی با کنترل هوش، در شهر اهواز. مجله دستاوردهای روان‌شناسی، 19 (1)، 43-62.https://www.sid.ir/paper/186544/fa
قدرتی میرکوهی، م.، رحیمیان بوگر، ا. (1396). پیش بینی خودکارآمدی مدیریت دیابت نوع دو بر اساس سخت رویی و راهبردهای مقابله با تنش در بیماران مبتلا. مجله دانشگاه علوم پزشکی قزوین، 20، 4  (87)، 51-43.https://www.sid.ir/paper/49263/fa
عباسیان، م.، دهقان حصار،م . (1394). سرسختی روان‌شناختی، انگیزه تحصیلی و غفلت تحصیلی در دانشجویان دختر. روان‌شناسی معاصر، 1017-1020.https://www.sid.ir/paper/828956/fa
عقیلی, سید مجتبی و نصیری, الهه سادات. (1393). رابطه راهبردهای یادگیری و سبک های اسناد با مسئولیت پذیری. شناخت اجتماعی3(ویژه نامه), 109-125.https://sc.journals.pnu.ac.ir/article_1495.html?lang=fa
عینی، ساناز؛ عبادی، متینه؛ سعادتمند، صغری و ترابی، نغمه. (1399). نقش تفکر خلاق، ذهن آگاهی و هوش هیجانی در پیش‌بینی تنیدگی تحصیلی دانش‌آموزان تیزهوش.  تفکر و کودک، 11(2)، 210-183.  [Doi: 10.30465/FABAK.2021.6214]
نریمانی، محمد؛ رشیدی، جمال و زردی، بهمن. (1398). نقش خودپنداره کودکان، حمایت اجتماعی خانواده و سبک والدگری در پیش‌بینی سرزندگی تحصیلی دانش‌آموزان دارای ناتوانی یادگیری خاص. مجله ناتوانی‌های یادگیری، 8(3)، 133-112. [Doi: 10.22098/JLD.2019.791]
Abbasian, M., Dehghan, M . (2015). Psychological hardiness, educational motivation and academic neglect in female students. Contemporary Psychology, 10, 1017-1020. ]file:///C:/Users/Home/Downloads/3421394h05172.pdf[
Abramowski, Anna.(2018). Is procrastination all that “bad”? A qualitative study of academic procrastination and self-worth in postgraduate university students. Journal of Prevention & Intervention in the Community, 46(2), 158–170- ]Doi:10.1080/10852352.2016.1198168[
Aghili,  S. M ., & Nasiri,  E. S .(2015). The relationship between learning strategies and attributional styles with responsibility. Social Cognition (Special Edition), 109-125. http://sc.journals.pnu.ac.ir/article_1495.html
Ashby, J. S., & Rice, K. G. (2002). Perfectionism, dysfunctional attitudes, and self-esteem: A structural equations analysis. Journal of Counseling & Development, 80(2), 197–203. ]Doi: 10.1002/j.1556-6678.2002.tb00183.x[
Ashkani, F., & Heydari, H. (2014). Effects of emotional adjustment on psychological welfare and attributional styles of students with learning disabilities in primary school. Journal of Learning Disabilities, 4(1), 6-22. (Persian) doi: JLD-1
Badri Gargari, R, Sabouri, H., Norzad, F. (2011). Academic procrastination: The relationship between causal attribution styles and behavioral postponement. Iran J Psychiatry Behav Sci, 5(2), 76-82. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3939975
Bailey, N., Brittany, A., Andrzejewski, S. K., Greif, S. M. ., Svingos, A. M.  & Heaton ,Sh. C.(2018). The role of executive functioning and academic achievement in the academic self-concept of children and adolescents referred for neuropsychological assessment. Children, 5, 83.  ]Doi:10.3390/children5070083[
Carden, R., Bryant, C., & Moss, R. (2004). Locus of Control, Test anxiety, academic procrastination, and achievement among college students. Psychol Rep,  95, 581-582. ]Doi:10.2466/PR0.95.6.581-582[
da Silva1, R. M., Goulart, C. T., Dias Lopes, L. F., Serrano, P. M., Siqueira Costa, A. L.,& de Azevedo Guido, L. (2014).Hardy personality and burnout syndrome among nursing students in three Brazilian universities an analytic study. BMC Nursing,  13, 9. Available online at www.biomedcentral.com/1472-6955/13/9
Dewitte, S., & Schouwenburg, H.C. (2002). Procrastination, temptations, and incentives: The struggle between the present and the future in procrastinators and the punctual. Eur J Personality, 16, 469-489. ]DOI:10.1002/per.461[
DockxB.De FraineM.Vandecandelaere.(2019).Tracks as frames of reference for academic self-concept. Journal of School Psychology. 72,  67-90. ]Doi: 10.1016/j.jsp.2018.12.006[
Dunn, K. E., Osborne, C., & Link, H. J. (2012). Exploring the influence of students’ attribution for success on their self-regulation in Pathophysiology. Journal of Nursing Education, 51(6), 353-357. ]Doi: 10.3928/01484834-20120420-01[
Eyni, S., Ebadi, M., Saadatmand, S., & Torabi, N. (2021). The role of creative thinking, mindfulness and emotional intelligence in predicting the academic stress of gifted students. Tafakkor & Kudak, 11(2), 183-210. (Persian) [Doi:10.30465/fabak.2021.6214]
Fatemi Nasab, N., Mohammadi-Aria, A. (2015). The predictive role of religious beliefs and psychological hardiness in academic procrastination of high School students. International Research Journal of Applied and Basic Sciences, 9 (7), 1082-1087.
Ferrari, J.R, Parker, T., & Ware, C. (1992). Academic procrastination: Personality correlates with Myers-Brggs types, self-efficacy, and locus of control. J Soc Behav Pers, 7, 495-502. https://www.scirp.org/S(lz5mqp453edsnp55rrgjct55
Gareau, A ., Chamandy, M., Kljajic, K., & Gaudreau, P. (2018). The detrimental effect of academic procrastination on subsequent grades: the mediating role of coping over and above past achievement and working memory capacity. Anxiety, Stress, & Coping.  ]DOI: 10.1080/10615806.2018.1543763[
Ghodrati Mirkohi M., & Rahimian Boogar, I. (2017). predicting diabetes management self-efficacy base on hardiness and coping strategies in patients with type 2 diabetes mellitus. Journal of Qazvin University of Medical Sciences, 20(4), 87. https://journal.qums.ac.ir/
Goroee, M., KhayerH M., & Hashemi L. (2011). The study of the relationship between perfectionism and academic self-concept regarding the role of mediating Academic procrastination in students. Journal of Methods and Psychological Models, 2,137-150. http://jpmm.miau.ac.ir/
Hajloo, N. (2014). Relationships between self-efficacy, self-esteem and procrastination in undergraduate psychology students. Iran J Psychiatry Behav Sci . 8(3), 42-49.
Harter, S. (2015). The construction of the Self: Developmental and Sociocultural Foundations. Guilford Publications: New York, NY, USA. https://www.guilford.com/books/TheConstruction-of-the-Self/Susan-Harter/9781462522729
Harvey, P., & Martinko, M.J. (2010). Attribution theory and motivation. In N. Borkowski (Ed.), Organizational behavior in health care, (2nd ed., pp. 147-164). Boston: Jones and Bartlett. ]Doi: 10.1177/1059601111410563[
Heydari, S., Maktabi, Gh. H., Shahni Yilagh, M. (2012). Comparison of successful and unsuccessful female high school students in terms of attribution styles and self-disability with intelligence control in Ahvaz. Journal of Psychology Achievements. 19(1), 43-62.
Howell, A., & Watson, D. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality Individual Differences, 43, 167-178. ]Doi:10.1016/j.paid.2006.11.017[
Jokar, B., Delavarpour, M. A. (2007). The relationship between educational procrastination and achievement goals. New Educational Thoughts, 3 (3), 61-80. ]Doi: 10.22051 / jontoe.2007.312[
Khadiviyah, E., & Wakili, O. (2011). Interspecific relationship of progress, the source of control, self-concept and academic achievement of high school students in Tabriz's five districts. Educational Sciences, 4(13), 45-66. http://jinev.iaut.ac.ir/article_521683.html
Kiamarsi, A., Najarian, B., Mehrabizadeh Honarmand, M. (1998). Build and validate a scale for measuring psychological toughness. 7: 171-284. https://iej.ihu.ac.ir/article_200819_904e6ba590f9d2fa6e072f8d143b191c.pdf
Kiamarsia, A., Abolghasemib, A. (2014). The relationship of procrastination and self-efficacy with Psychological vulnerability in students. Procedia - Social and Behavioral Sciences 114, 858 – 862. ]Doi: 10.1016/j.sbspro.2013.12.797[
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33. ]Doi:10.1016/j.paid.2015.02.038[
Klingsieck, K. B., Fries, S., Horz, C., & Hofer, M. (2012). Procrastination in a distance university setting. Distance Education, 33(3), 295-310. ]Doi: 10.1080/01587919.2012.723165[
Maddi, S. R. (2007). Relevance of hardiness assessment and training to the military context. Military Psychology, 19(1), 61–70. ]Doi:10.1080/08995600701323301[
Maddi, S. R. (2013). Hardiness: Turning stressful circumstances into resilient growth. Dordrecht: Springer. ]Doi:10.1007/978-94-007-6527-6_18[
Maddi, S. R., & Kobasa, S. C. (1984). The hardy executive: Health under stress. Homewood Il:
Marashian, F., & Khorami, N. S. (2012). The effect of early morning on academic self-concept and loneliness foster home children in Ahvaz city. Procedia -Social and Behavioral Sciences, 46, 316-319.
Marsh, H. W., & O'NEILL, R. O. S. A. L. I. E. (1984). Self description questionnaire III: the construct validity of multidimensional self‐concept ratings by late adolescents. Journal of Educational Measurement, 21(2), 153-174. ]Doi: 10.1111/j.1745-3984.1984.tb00227[
Nasiri , Tayebeh .(2016).Evaluation of the Relationship between Hardiness and Self-Efficacy with Job Satisfaction of High School Teachers in the County of Shahriar. International Journal of Humanities and Cultural Studies, 2356-5926. http://www.ijhcs.com/index.php/ijhcs/index
Narimani, M., Rashidi, J., & Zardi, B. (2019). The role of children’s self-concept, family’s social support, and parenting styles in predicting academic vitality among students with specific learning disability. Journal of Learning Disabilities, 8(3), 112-133. (Persian0[Doi: 10.22098/JLD.2019.791]
Nemat Tavousi, M. (2015).The effectiveness of progressive relaxation training on daily hassles: Moderating role of hardiness and self esteem. Procedia - Social and Behavioral Sciences, 190, 54 – 60 . ]Doi: 10.1016/j.sbspro.2015.04.916[
Peterson, C ., Seligman , M. E. P. (1984). Causal explanation as a risk factor for depressipn: theory evidence . Psychology Review, 91(3), 347-374. ]Doi:10.1037/0033-295X.91.3.347[
Rakes, G. C.,  Dunn, K. E., Rakes, T. A. (2013). Attribution as a predictor of procrastination in online graduate students. Journal of Interactive Online Learning. 12(3). http://www.ncolr.org/jiol/issues/pdf/12.3.2.pdf
Rebetez, M. M. L., Rochat, L., & Van der Linden, M. (2015). Cognitive, emotional, and motivational factors related to procrastination: A cluster analytic approach. Personality and Individual Differences, 76, 1–6. ]Doi:10.1016/j.paid.2014.11.044[
Reynaud, E., Guedj, E., Souville, M., Trousselard, M., Zendjidjian, X., El Khoury-Malhame, M., … Khalfa, S. (2013). Relationship between emotional experience and resilience: An fMRI study in fire-fighters. Neuropsychologia, 51(5), 845–849. ]Doi: 10.1016/j.neuropsychologia.2013.01.007[
Roebke, P.V., Vadhan, N.P., Brooks, D.J., & Levin, F.R (2014). Verbal learning in marijuana users seeking treatment: a comparison between depressed and non-depressed samples. Am J Drug Alcohol Abuse. 40, 274-279. ]Doi: 10.3109/00952990.2013.875551[
Rothbloom, E., Solomon, L., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal counselling psychology, 33, 387-394. ]Doi: 10.1037/0022-0167.33.4.387[
Simpson, W. K., & Pychyl, T. A. (2009). In search of the arousal procrastinator: Investigating the relation between procrastination, arousal-based personality traits and beliefs about procrastination motivations. Personality and Individual Differences, 47(8), 906–911. ]Doi:10.1016/j.paid.2009.07.013[
Sin, M. N. & Lee, T. M. C.  (2019): The mediating role of hardiness in the relationship between perceived loneliness and depressive symptoms among older. Aging & Mental Health  ]Doi: 10.1080/13607863.2018.1550629[
Sirois1, F. M., & Giguere, B. (2018). Giving in when feeling less good: Procrastination, action control, and social temptations. British Journal of Social Psychology. ]Doi:10.1111/bjso.12243[
Solomon,L.J., & Rothbhum, E.D.(1984). Academic procrastination: frequency and cognitive behavioral correlates. Journal of Counseling Psychology , 31, 209-503. ]Doi: 10.1037/0022-0167.31.4.503[
Steel P., Brothen, T., & Wambach, C. (2001). Procrastination and personality, performance, and mood. Personality Individual Differences, 30,  95-106. ]Doi:10.1016/S0191-8869(00)00013-1[
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65. ]Doi:10.1037/0033- 2909.133.1.65[
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51(1), 36–46. ]Doi:10.1111/ap.12173[
Taimory, S., Khakpor, M., & Momeni Mahmouei, H. (2015).The relationship between hardiness and self-efficacy and personal control in cancer patients. JMS. 3 (1) :42-35
Trice, A., & Milton, C. (1987).Locus of control as a predictor of procrastination among adults in correspondence course. Percept Mot Skills. 65, 1002 ] Doi: 10.2466/pms.1987.65.3.1002[
Van Eerde, W. (2003).A meta-analytically derived nomological network of procrastination. Personality Individual Differences, 35(6), 1401-1418. ]Doi:10.1016/S0191-8869(02)00358-6[
Vinothkumar, M., Vindya, K. R. (2016). Moderating roles of hardiness and self-efficacy in the relationship between flow and academic procrastination on academic performance: A structural equation model approach. The International Journal of Indian Psychology, 3(2), 32-42.  ]Doi: 18.01.045/20160302 [
Wäschle, K., Allgaier, A., Lachner, A., Fink, S., & Nückles, M. (2014). Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Learning and Instruction, 29, 103–114. ]Doi: 10.1016/j.learninstruc.2013.09.005[
Wilson, B. A., & Nguyen, T. D. (2012). Belonging to tomorrow: An overview of procrastination. International Journal of Psychological Studies, 4(1), 211.  [Doi:10.5539/ijps.v4n1p211]
Yıldırım , F. B. U., & Demir, A. (2019). Self-handicapping among University students: The role of procrastination, test anxiety, self-esteem, and self-compassion. Psychological Reports, 2(1), 1–19. ]Doi: 10.1177/0033294118825099[
Zacks, S., & Hen, M. (2018). Academic interventions for academic procrastination: A review of the literature. Journal of Prevention & Intervention in the Community, 46(2), 117–130. ]Doi: 10.1080/10852352.2016.1198154[
Zare L., & Khoshoei, M.S. (2016). Relationship of academic procrastination with metacognitive beliefs, emotion regulation and tolerance of ambiguity in university students. Quarterly Journal of Research and Planning in Higher Education. 22(3), 113-130. https://icssjournal.ir/article-1-892-en.pdf