نقش باورهای هوشی و جهت گیری اهداف پیشرفت در پیش بینی اهمال کاری تحصیلی دانشجویان

نویسندگان

1 عضو هیأت علمی، گروه علوم تربیتی، واحد دزفول، دانشگاه آزاد اسلامی، دزفول، ایران.

2 دانشجوی دکترای روانشناسی بالینی، دانشگاه غیر انتفاعی علم و فرهنگ، تهران، ایران.

چکیده

مطالعه ی حاضر با هدف بررسی نقش مؤلفه های نظریه ی شناختی-اجتماعی دوئک (باورهای هوشی و اهداف پیشرفت) در پیش بینی اهمال کاری تحصیلی دانشجویان به روش توصیفی-همبستگی انجام شد. با روش نمونه گیری تصادفی طبقه ای، 375 نفر (175 زن و 250 مرد) از دانشجویان رشته های علوم انسانی، فنی-مهندسی و علوم پزشکی دانشگاه آزاد اسلامی واحد دزفول انتخاب شدند و پرسش نامه های اهمال کاری (لی 1986)، نظریه ضمنی هوش (عبدالفتاح و ییتس 2006) و پرسشنامه هدف پیشرفت (الیوت و مک گریگور 2001) را تکمیل کردند. یافته ها نشان داد که بین اهمال کاری تحصیلی با باورهای ذاتی به هوش و اهداف عملکرد-گرایش و عملکرد-اجتناب رابطه ی مثبت و معنادار و بین اهمال کاری با باورهای افزایشی به هوش و اهداف تسلط-گرایش رابطه ی منفی و معنادار وجود دارد (01/0>P). نتایج رگرسیون گام به گام نشان داد که اهداف تسلط-گرایش و عملکرد-گرایش و باور افزایشی به هوش، توانستند به طور معنادار متغیر اهمال کاری تحصیلی را پیش بینی کنند.

کلیدواژه‌ها


عنوان مقاله [English]

The Role of Intelligence Beliefs and Achievement Goals Orientation in Prediction of Students Academic Procrastination

نویسندگان [English]

  • Saeed Moshtaghi 1
  • Homam MoayedFar 2
1 Faculty Member, Department of Education Sciences, Islamic Azad University Dezful Branch, Dezful, Iran
2 Ph.D Student in Clinical Psychology, University of Science and Culture, Tehran, Iran
چکیده [English]

The present study aimed to investigate the role of psycho-social theory components of Dweck (intelligence beliefs and achievement goals) for prediction the academic procrastination among students. Research method was a descriptive and correlation study. Using classified-random sampling, 375 students (175 female, 200 male) were selected from students of humanities, engineering and medical science colleges at Islamic Azad University, Dezful branch. All the participants were asked to complete the following questionnaires: Procrastination Scale (Lay 1986), Implicit of Intelligence Scale (Abd-El-Fattah and Yates 2006), and Achievement Goal Questionnaire (Elliot and McGregor 2001). Results showed a significant positive relationship between academic procrastination with entity intelligence beliefs, performance-approach goals, and performance-avoidance goals. Also, there was a negative significant relationship between procrastination with incremental intelligence beliefs and mastery-approach goals (P<0.01). The results of stepwise Regression showed that the variables mastery-approach goal, performance-approach goal, and incremental intelligence belief could predict the academic procrastination.

کلیدواژه‌ها [English]

  • procrastination
  • Implicit beliefs of intelligence
  • Achievement goals

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