پیش‌بینی اهمال‌کاری تصمیم‌گیری بر اساس باورهای فراشناختی دربارة اهمال‌کاری با نقش واسطه‌ای خودتنظیمی در اضطراب

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه یزد، یزد، ایران

2 دانشیار گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه یزد، یزد، ایران

چکیده

هدف امروزه، اهمال‌کاری به‌عنوان نوعی شکست در خودتنظیمی و عملکرد، تمرکز اصلی پژوهش‌های روان‌شناختی/ آموزشی به شمار می‌رود. در مطالعة حاضر، با فرض یک دیدگاه شناختی، رابطة بین باورهای فراشناختی دربارة اهمال‌کاری و اهمال‌کاری تصمیم‌گیری، با در نظرگرفتن نقش واسطه‌ای خودتنظیمی در اضطراب، مورد بررسی قرار گرفت.
روش: جامعة آماری پژوهش حاضر را، تمامی دانشجویان مشغول به تحصیل دانشگاه یزد در سال تحصیلی ۱۴۰۱-۱۴۰۰ تشکیل می‌دادند. ۳۹۱ دانشجو که براساس فرمول کوکران و با روش نمونه‌گیری تصادفی خوشه‌ای از سه دورة کارشناسی، کارشناسی‌ارشد و دکتری انتخاب شده بودند، پرسشنامه‌ها‌یی را تکمیل کردند که سطح باورهای فراشناختی دربارة اهمال‌کاری، خودتنظیمی در اضطراب و اهمال‌کاری تصمیم‌گیری آن‌ها را اندازه‌گیری می‌کردند. به‌منظور تحلیل داده‌های توصیفی و ماتریس همبستگی متغیرهای پژوهش، از نسخة ۲۶ نرم‌افزار SPSS و به‌منظور آزمون فرضیه‌ها و مدل نهایی پژوهش، از نسخة ۲۰ نرم‌افزارAMOS  استفاده گردید.
یافته‌ها: یافته‌ها، حاکی از این بودند که باورهای فراشناختی (مثبت، ۰۵/۰ =β و ۴۳۷/۰ =p؛ منفی، ۰۰۴/۰ =β و ۹۸۱/۰ =p)، اثر مستقیم معنی‌داری بر اهمال‌کاری تصمیم‌گیری ندارند؛ اما باورهای فراشناختی (مثبت، ۴۳/۰- =β و ۰۰۰۱/۰ =p؛ منفی ۴۷/۰- =β و ۰۰۱/۰ =p)، بر خودتنظیمی در اضطراب و نیز، خودتنظیمی در اضطراب (۵۶/۰- =β و ۰۰۱/۰ =p) بر اهمال‌کاری تصمیم‌گیری، اثر مستقیم معنی‌دار دارند. هم‌چنین، خودتنظیمی در اضطراب، در رابطة بین باورهای فراشناختی و اهمال‌کاری تصمیم‌گیری، نقش واسطه‌گری‌ ایفا کرد.
نتیجه‌گیری: به‌طورکلی، یافته‌های پژوهش حاضر، با مدل نظریة تعارض تصمیم‌گیری هم‌خوانی داشته و مبنایی نظری را برای بررسی اهمال‌کاری، به‌عنوان مانعی در برابر موفقیت تحصیلی یادگیرندگان فراهم کردند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Predicting of decisional procrastination based on metacognitive beliefs about procrastination with the mediating role of self-regulation in anxiety

نویسندگان [English]

  • Saeed Jafari 1
  • Kazem Barzegar bafrouee 2
1 Master's student in Educational Psychology, Faculty of Educational Sciences and Psychology, Yazd University, Yazd, Iran
2 Associate Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Yazd University, Yazd, Iran
چکیده [English]

Objective: Today, procrastination as a type of performance failure is the main focus of psychological/educational research. In the current study, assuming a cognitive perspective, the relationship between metacognitive beliefs about procrastination and decisional procrastination was investigated, considering the mediating role of self-regulation in anxiety.
Methods: The statistical population of the present research consisted of all students studying at Yazd University in the academic year 2021-2022. 391 students, who were selected based on Cochran's formula and by cluster random sampling from three bachelor, master, and doctoral courses, completed questionnaires that measured the level of metacognitive beliefs about procrastination, self-regulation in anxiety, and decisional procrastination. To analyze the descriptive data and the correlation matrix of the research variables, SPSS software version 26 was used and, to test the hypothesis and the final research model, AMOS software version 20 was used.
Results: The findings indicated that metacognitive beliefs (positive, β= 0.05 and p= 0.437; negative, β= 0.004 and p= 0.981) do not have a significant direct effect on decisional procrastination; but metacognitive beliefs (positive, β= -0.43 and p= 0.0001; negative β= -0.47 and p= 0.001) have a significant direct effect on self-regulation in anxiety and also, self-regulation in anxiety (β= -0.56 and p= 0.001) on decisional procrastination. Also, self-regulation in anxiety mediated the relationship between metacognitive beliefs and decisional procrastination.
Conclusions: In general, the current research findings are consistent with the decisional conflict theory model and provide a theoretical basis for investigating procrastination as an obstacle to learners' academic success.

کلیدواژه‌ها [English]

  • Decisional procrastination
  • Metacognitive Beliefs about Procrastination
  • Self-Regulation in Anxiety

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راهبردهای شناختی در یادگیری
دوره 12، شماره 22 - شماره پیاپی 22
بهار و تابستان 1403
مرداد 1403
صفحه 223-240

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