مدل یابی رابطه اهداف پیشرفت و باورهای انگیزشی با اهمال‌کاری تحصیلی : نقش میانجی راهبردهای یادگیری خودتنظیمی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای روانشناسی تربیتی، گروه روانشناسی تربیتی، دانشگاه آزاد اسلامی، واحد قم، قم، ایران.

2 عضو هیئت علمی، گروه روانشناسی بالینی، دانشگاه آزاد اسلامی، واحد قم، قم، ایران.

3 عضو هیئت علمی، گروه روانشناسی تربیتی، دانشگاه آزاد اسلامی، واحد قم، قم، ایران.

چکیده

پژوهش حاضر با هدف مدل­یابی بین اهداف پیشرفت، مؤلفه‌های باورهای انگیزشی (خودکارآمدی، ارزش‌گذاری درونی و اضطراب امتحان) و اهمال‌کاری تحصیلی با میانجی‌گری راهبردهای یادگیری خودتنظیمی در بین دانشجویان تحصیلات تکمیلی انجام شد. در مطالعه همبستگی حاضر، 382 دانشجو تحصیلات تکمیلی دانشگاه علوم تحقیقات، به پرسشنامه اهمال‌کاری تحصیلی سولومون و راث بلوم، اهداف پیشرفت میدلتن و میگلی و باورهای انگیزشی پینتریچ و دیگرویت MSLQ  پاسخ دادند. در این مطالعه به‌ منظور آزمون روابط ساختاری در مدل مفروض، از روش آماری مدل یابی معادلات ساختاری حداقل مجذورات جزئی با نرم‌افزار Smart PLS استفاده شد. نتایج بیانگر این بود که همه‌ شاخص‌های برازندگی با داده‌های گردآوری‌شده برازش داشتند. همچنین یافته‌ها نشان داد که اثر مستقیم خودکارآمدی، اهداف تبحری و ارزش‌گذاری درونی بر اهمال‌کاری تحصیلی منفی و معنادار، اثر مستقیم اهداف اجتنابی، گرایشی و اضطراب امتحان بر اهمال‌کاری تحصیلی مثبت و معنادار بود. اثر مستقیم باورهای انگیزشی و اهداف پیشرفت بر راهبردهای یادگیری خودتنظیمی و اثر راهبردهای یادگیری خودتنظیمی با اهمال‌کاری تحصیلی معنادار بود. اثر غیرمستقیم باورهای انگیزشی و اهداف تبحری بر اهمال‌کاری تحصیلی به ‌واسطه راهبردهای یادگیری خودتنظیمی معنادار ولی اثر غیرمستقیم اهداف گرایشی و اجتنابی بر اهمال‌کاری با میانجی‌گری راهبردهای خودتنظیمی معنادار نبود. در مجموع نتایج مطالعه حاضر نشان داد که در پیش‌بینی اهمال‌کاری تحصیلی عوامل شناختی و انگیزشی نقش بسیار مهمی را بر عهده ‌دارند و می‌توان با توجه به این عوامل راهکارهای مناسب برای کاهش اهمال‌کاری ارائه داد.

کلیدواژه‌ها


عنوان مقاله [English]

A Model of Relationship between Achievement Goals and Motivational Beliefs with Educational Procrastination: The Mediating Role of Self-Regulated Learning Strategies

نویسندگان [English]

  • Fatemeh Sadat Razeghi 1
  • Hassan Mirzahosseini 2
  • Majid Zargham hajebi 3
1 Ph.D. Student of Educational Psychology, Department of Educational Psychology, Islamic Azad University, Qom Branch, Qom, Iran.
2 Faculty Member, Department of Clinical Psychology, Islamic Azad University, Qom Branch, Qom, Iran.
3 Faculty Member, Department of Educational Psychology, Islamic Azad University, Qom Branch, Qom, Iran.
چکیده [English]

The purpose of this study was to model the relationship between achievement goals, components of motivational beliefs (self-efficacy, intrinsic evaluation, and test anxiety) and academic procrastination by mediating self-regulated learning strategies among graduate students. In the present correlational study, 382 postgraduate students at the Research Sciences University responded to Solomon and Ruth Bloom's academic procrastination questionnaire, Middleton and Miguel's (2000) Achievement Questionnaire, and Pinterich and Digrovit's MSLQ (1990) motivational beliefs. In this study, in order to test the structural relationships in the given model, the statistical method of modeling structural equations of partial least squares was used with Smart PLS software. After data analysis, the results indicated that all fit indices were fitted to the collected data. Moreover, the results showed that the direct effect of self-efficacy, mastery goals, and internal evaluation on academic procrastination was negative and significant; whereas the direct effect of avoidance, tendency and test anxiety on academic procrastination was positive and significant. In addition, the direct effect of motivational beliefs and achievement goals on self-regulated learning strategies, and also the effect of self-regulated learning strategies on academic procrastination were significant. The indirect effect of motivational beliefs and mastery goals on academic procrastination through self-regulation learning strategies was significant; although, the indirect effect of tendency and avoidance goals on procrastination mediated self-regulation strategies was not significant. As a result, the outcomes of this study showed that cognitive and motivational factors play an important role in predicting academic procrastination, therefore, appropriate strategies can be provided to reduce procrastination with regard to these factors.
 

کلیدواژه‌ها [English]

  • academic procrastination
  • Achievement goals
  • Motivational Beliefs
  • Self-regulatory Learning Strategies
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