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پیش‌بینی اهمال‌کاری دانشجویان دانشگاه تهران بر اساس سبک‌های دلبستگی: با نقش میانجی شرم | ||
| شناخت اجتماعی | ||
| مقاله 10، دوره 13، شماره 26، آذر 1403 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/sc.2025.74122.3057 | ||
| نویسندگان | ||
| حسین دهقانی* 1؛ سمانه سلیمی2؛ مهدی کروندی3 | ||
| 1دانشجوی کارشناسی ارشد، روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی دانشگاه تهران | ||
| 2استادیار، گروه مشاوره، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران | ||
| 3دانشجوی دکتری، سنجش و اندازه‌گیری، دانشکده روان‌شناسی و علوم تربیتی دانشگاه تهران | ||
| چکیده | ||
| پژوهش حاضر به بررسی نقش سبک‌های دلبستگی (ایمن، اجتنابی و دوسوگرا) در پیش‌بینی اهمال‌کاری تحصیلی با میانجی‌گری شرم پرداخته است. این پژوهش توصیف همبستگی از نوع مدل سازی معادلات ساختاری بوده و جامعه آماری آن را 200 نفر از دانشجویان دانشگاه تهران شامل 121 زن و 79 مرد تشکیل دادند که به روش نمونه‌گیری تصادفی انتخاب شدند. برای جمع‌آوری داده‌ها از پرسشنامه‌های سبک دلبستگی بزرگسالان (هازن و شیور، 1987)، احساس شرم (کوهن و همکاران، 2018) و اهمال‌کاری تحصیلی (سولومون و راث‌بلوم، 1984) استفاده شد. داده‌ها با بهره‌گیری از مدل معادلات ساختاری (SEM) و با نرم‌افزار JASP تحلیل گردید. نتایج نشان داد که دلبستگی دوسوگرا تأثیر معناداری بر شرم و اهمال‌کاری تحصیلی دارد (P < 0.01)، اما سبک‌های دلبستگی ایمن و اجتنابی ارتباط معناداری با شرم و اهمال‌کاری نداشتند .(P > 0.05) همچنین، نتایج نشان داد که شرم رابطه مثبت و معناداری با اهمال‌کاری تحصیلی دارد (P < 0.05)، اما نقش میانجی آن در رابطه بین سبک‌های دلبستگی و اهمال‌کاری تأیید نشد. این امر می‌تواند ناشی از محدودیت حجم نمونه و استفاده از ابزارهای خودگزارشی باشد که توان شناسایی اثرات غیرمستقیم را کاهش می‌دهند. مدل پژوهش توانست 21 درصد از واریانس شرم و 23 درصد از واریانس اهمال‌کاری را تبیین کند. این یافته‌ها نشان می‌دهند که افراد با دلبستگی دوسوگرا به دلیل حساسیت بیشتر به تأیید اجتماعی، بیشتر در معرض تجربه شرم و اهمال‌کاری تحصیلی قرار دارند. این نتایج می‌توانند در طراحی مداخلات روان‌شناختی و آموزشی برای کاهش اهمال‌کاری دانشجویان و بهبود عملکرد تحصیلی آن‌ها مؤثر باشند. | ||
| کلیدواژه‌ها | ||
| اهمال‌کاری تحصیلی؛ سبک دلبستگی اجتنابی؛ سبک دلبستگی ایمن؛ سبک دلبستگی دوسوگرا؛ شرم | ||
| عنوان مقاله [English] | ||
| Prediction of Procrastination Based on Attachment Styles in Students of University of Tehran: With Shame as a Mediator Variable | ||
| نویسندگان [English] | ||
| Hossein Dehghani1؛ Samaneh Salimi2؛ Mahdi Karvandi3 | ||
| 1M.A Student, Educational psychology, Faculty of Psychology and Educational Sciences of University of Tehran, Tehran, Iran | ||
| 2Assistant professor, Department of counseling, Faculty of Psychology and Educational Science,, University of Tehran, Tehran, Iran | ||
| 3PhD student , Educational Measurement and Evaluation, Faculty of Psychology and Educational Sciences of University of Tehran, Tehran, Iran | ||
| چکیده [English] | ||
| This study investigates the role of attachment styles (secure, avoidant, and ambivalent) in predicting academic procrastination, with shame as a mediating factor. The research employs a descriptive-correlational and Structural Equation Modeling (SEM), with a sample of 200 students from the University of Tehran, selected through random sampling. Data collection was conducted using the Adult Attachment Questionnaire (Hazan & Shaver, 1987), the Shame Scale (Cohen et al., 2018), and the Academic Procrastination Scale (Solomon & Rothblum, 1984). Path analysis using JASP software revealed that ambivalent attachment style had a significant impact on both shame and academic procrastination (P < 0.01), while secure and avoidant attachment styles showed no significant relationship with these variables (P > 0.05). Additionally, shame directly influenced academic procrastination (P < 0.05), but its mediating role between attachment styles and procrastination was not confirmed. This may be due to the limited sample size and reliance on self-report instruments, which might reduce the sensitivity for detecting indirect effects. The proposed model explained 21% of the variance in shame and 23% of the variance in academic procrastination. These findings suggest that individuals with an ambivalent attachment style, due to their heightened sensitivity to social approval, are more prone to experiencing shame and engaging in academic procrastination. In contrast, those with secure and avoidant attachment styles seem less affected by shame in the context of procrastination. The results highlight the importance of considering attachment styles and emotional regulation strategies in interventions aimed at reducing procrastination and improving students' academic performance. Future research should explore the influence of emotional regulation in mitigating the effects of shame on procrastination. | ||
| کلیدواژه‌ها [English] | ||
| Academic Procrastination, Avoidant Attachment Style, Ambivalent Attachment Style, Secure Attachment Style, Shame | ||
| مراجع | ||
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