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مدلیابی اهمالکاری تحصیلی براساس انعطافپذیری روانشناختی با نقش واسطهای امید تحصیلی | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| دوره 13، شماره 3 - شماره پیاپی 50، مهر 1404، صفحه 99-110 اصل مقاله (1.14 M) | ||
| نوع مقاله: پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/etl.2025.74792.4413 | ||
| نویسنده | ||
| روحالله صالحی تبار* | ||
| دانشحوی دکتری روانشناسی تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران. | ||
| چکیده | ||
| یکی از مهمترین اهداف نظام آموزش و پرورش هر کشور ارتقای سطح علمی و توان تحصیلی دانشآموزان است. برخی از دانشآموزان در فرایند تحصیل با چالشهایی روبهرو میشوند که مانع موفقیت تحصیلی آنان میشود. از چالشهای اساسی که اکثر دانشآموزان و دانشجویان با آنها مواجه هستند، اهمالکاری تحصیلی است. هدف از این پژوهش، مدلیابی روابط ساختاری اهمالکاری تحصیلی براساس انعطافپذیری روانشناختی با نقش واسطهای امید تحصیلی بود. از منظر هدف و شیوه گردآوری اطلاعات رویکرد توصیفی و از نوع طرحهای همبستگی مبتنی بر روش مدلیابی معادلات ساختاری است. جامعة آماری این پژوهش کلیة دانشجویان دانشگاه فرهنگیان همدان، شامل 2860 دانشجو در سال تحصیلی 1404 -1403 بود. تعداد 242 دانشجو با روش نمونهگیری خوشهای چندمرحلهای انتخاب شدند. برای جمعآوری دادهها از پرسشنامههای اهمالکاری تحصیلی سولومون و راثبلوم (۱۹۸۶)، انعطافپذیری روانشناختی ایژاک (2014) و امید تحصیلی سهرابی و سامانی (1390) استفاده شد. یافتههای این پژوهش نشان داد که امید تحصیلی و انعطافپذیری روانشناختی بر اهمالکاری تحصیلی اثر منفی و مستقیم دارند. همچنین انعطافپذیری روانشناختی با واسطهگری امید تحصیلی بر اهمالکاری تحصیلی اثر منفی دارد. در نتیجه میتوان گفت که انعطافپذیری روانشناختی و امید تحصیلی از عوامل اثرگذار بر کاهش اهمالکاری تحصیلی هستند و این یافتهها میتواند الگویی برای مداخله محسوب شود. | ||
| کلیدواژهها | ||
| اهمالکاری تحصیلی؛ انعطافپذیری روانشناختی؛ امید تحصیلی | ||
| عنوان مقاله [English] | ||
| Modeling Academic Procrastination Based on Psychological Flexibility with the Mediating Role of Academic Hope | ||
| نویسندگان [English] | ||
| Rouhollah Salehi Tabar | ||
| Ph.D. Student in Educational Psychology, Rudehen Branch, Islamic Azad University, Rudehen, Iran. | ||
| چکیده [English] | ||
| One of the primary objectives of any educational system is to enhance the academic level and learning ability of students. Some students face challenges during their educational journey, hindering their academic success. Among these challenges, academic procrastination stands out as a significant issue encountered by many students and learners. The aim of this research was to model academic procrastination based on psychological flexibility with academic hope as a mediating factor. From the perspective of the purpose and method of data collection, the approach is descriptive and of the type of correlational designs based on the structural equation modeling method. The statistical population of this study was all students of Farhangian University in Hamadan, including 2860 students in the academic year of 2023–2024. A sample of 242 students selected using multistage cluster sampling. Data collected using questionnaires measuring academic procrastination (Solomon & Rothblum, 1986), psychological flexibility (Isaac, 2014), and academic hope (Sohrabi & Samani, 2012). The findings of this study indicate that academic hope and psychological flexibility have direct negative effect on academic procrastination. Moreover, psychological flexibility with the mediating role of academic hope, has negative indirect effect on academic procrastination. Psychological flexibility and academic hope are significant factors in reducing academic procrastination. Therefore, it can be said that psychological flexibility and academic hope are factors that affect the reduction of academic procrastination, and these findings can be a model for intervention. | ||
| کلیدواژهها [English] | ||
| Academic Procrastination, Psychological Flexibility, Academic Hope | ||
| مراجع | ||
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