پیش‌بینی اهمال‌کاری تحصیلی دانشجویان براساس باورهای فراشناختی درباره اهمال‌کاری با نقش واسطه‌ای اضطراب امتحان: مدل معادلات ساختاری

نویسندگان
حمید هاشمی پور
هادی کرامتی
جواد کاووسیان
مهدی عرب‌زاده
دانشگاه خوارزمی
چکیده
هدف پژوهش حاضر پیش‌بینی اهمال‌کاری تحصیلی دانشجویان براساس باورهای فراشناختی درباره اهمال‌کاری با نقش واسطه‌ای اضطراب امتحان بود. روش پژوهش، توصیفی از نوع همبستگی بود. جامعه آماری شامل کلیه دانشجویان دوره کارشناسی دانشگاه شهید بهشتی تهران در سال تحصیلی 99-98 بود که از بین آن‌ها 320 نفر (206 زن و 114 مرد) با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند. برای جمع‌آوری داده‌ها از مقیاس اهمال‌کاری دانشجویان، پرسشنامه اضطراب امتحان اسپیلبرگر و پرسشنامه باورهای فراشناختی درباره اهمال‌کاری استفاده شد. داده‌ها با روش مدل‌یابی معادلات ساختاری تحلیل شد. یافته‌ها نشان داد که مدل مفهومی پیشنهادی، برازندگی مطلوبی با داده‌ها دارد. متغیرهای اضطراب امتحان و باورهای فراشناختی درباره اهمال‌کاری به ترتیب بیشترین سهم را در تبیین واریانس اهمال‌کاری تحصیلی داشتند و در مجموع 28 درصد واریانس آن را تبیین می‌کنند. باورهای فراشناختی منفی درباره اهمال‌کاری تنها به‌صورت غیرمستقیم و از طریق اضطراب امتحان بر اهمال‌کاری تحصیلی اثر داشت و میانجی‌گری کامل مورد تأیید واقع شد. با توجه به نتایج به‌دست‌آمده می‌توان نتیجه گرفت که باورهای منفی در مورد اهمال‌کاری، دانشجویان را مستعد اضطراب امتحان و اهمال‌کاری تحصیلی می‌کند. از این رو تعدیل این باورها می‌تواند به‌عنوان برنامه‌ای برای کاهش اضطراب امتحان و اهمال‌کاری تحصیلی در نظر گرفته شود.
کلیدواژه‌ها
اهمال‌کاری تحصیلی
اضطراب امتحان
باورهای فراشناختی

عنوان مقاله English

Predicting academic procrastination of university students based on metacognitive beliefs about procrastination with mediating role of test anxiety: Structural model

نویسندگان English

Hamid Hashemipour
Hadi Keramati
Javad Kavousian
Mehdi Arabzadeh
Kharazmi University
چکیده English

The aim of this research was to predict students' academic procrastination based on metacognitive beliefs about procrastination with the mediating role of test anxiety The research method was descriptive-correlational. The statistical population included all undergraduate students of Shahid Beheshti University of Tehran in the academic year of 2019-20, from which 320 (206 females and 114 males) were selected by multi-stage cluster sampling. The Procrastination Assessment Scale for Students, Spielberger test anxiety questionnaire and Metacognitive Beliefs about Procrastination Scale were used to collect data. Data were analyzed by structural equation modeling. Findings showed that the suggested conceptual model has a good fit with the data. The variables of test anxiety and metacognitive beliefs about procrastination accounted for most of the variance in academic procrastination, respectively, and explained a total of 28% of its variance. Negative metacognitive beliefs about procrastination only indirectly affected academic procrastination through test anxiety, and full mediation was endorsed. According to the results, it can be concluded that negative beliefs about procrastination make students prone to test anxiety and academic procrastination. Therefore, modifying these beliefs can be considered as an intervention program to decrease test anxiety and academic procrastination.

کلیدواژه‌ها English

Academic procrastination
test anxiety
metacognitive beliefs
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