بررسی تعلل تحصیلی دانشجویان در خصوص پنج عامل شخصیت و جهتگیری هدف

نویسندگان

1 دانشکده علوم تربیتی و روانشناسی دانشگاه بیرجند

2 دانشجوی کارشناسی ارشد تحقیقات آموزشی دانشگاه فردوسی مشهد

چکیده

تعلل تحصیلی پدیده‌ای شایع در میان دانشجویان است و پیشگیری از آن از دغدغه­های اصلی متولیان تعلیم و تربیت محسوب می‌شود. پژوهش حاضر با هدف بررسی نقش پنج عامل بزرگ شخصیت و جهتگیری هدف در تبیین تعلل تحصیلی انجام شد. روش پژوهش توصیفی– همبستگی و جامعه آن کلیه دانشجویان دانشگاه پیام­نور بیرجند بودند که 330 نفر از آنها با روش نمونه‌گیری در دسترس انتخاب شدند. داده‌ها با استفاده از مقیاس تعلل تحصیلی لی، پرسشنامه پنج عاملی شخصیت (BFI) و مقیاس جهتگیری هدف الیوت و مک­گریگور جمع‌آوری و در دو سطح آمار توصیفی شامل میانگین و انحراف استاندارد و آمار استنباطی شامل ضریب همبستگی پیرسون، رگرسیون چندگانه به شیوه همزمان و تحلیل واریانس چندمتغیره تحلیل شدند. یافته‌ها نشان داد که میان پنج عامل شخصیت و چهار نوع جهتگیری هدف با تعلل تحصیلی روابط معنادار وجود دارد. نتایج تحلیل رگرسیون چندگانه نشان داد شخصیت و جهتگیری هدف، تعلل تحصیلی را به­صورت معنادار پیش‌بینی می‌کنند. همچنین نتایج حاکی از آن بود که جهتگیری هدف 62 درصد و پنج عامل شخصیت 95 درصد از تغییرات تعلل تحصیلی دانشجویان را پیش­بینی می­کنند. به علاوه، تفاوت معناداری برحسب جنسیت میان متغیرهای مورد بررسی به­دست نیامد. به­طورکلی، می‌توان نتیجه گرفت که میان پنج عامل شخصیت و جهتگیری هدف با تعلل تحصیلی رابطه وجود دارد و شخصیت و جهتگیری هدف پیش‌بین‌های معناداری برای تعلل تحصیلی هستند.

کلیدواژه‌ها

عنوان مقاله [English]

Evaluation of academic procrastination in connection with the five personality factors and goal orientation

نویسندگان [English]

  • Mohammad Akbari Boorang 1
  • Zakiye Adelipoor 2
  • Fateme Gholami Boorang 2

1 Department of Education, Birjand University

2 M.A. Student, Ferdowsi Mashhad University

چکیده [English]

Academic procrastination is a common phenomenon among college students, and its prevention is the main concern for educational authorities. This study carried out to investigate the role of personality traits and goal orientations in explaining procrastination. The research method was descriptive - correlational and its population was all students at PNU Birjand, 330 of whom were selected by convenience sampling method. The Lee academic Procrastination Scale, the Five Personality Factor Inventory (BFI) and the Elliott and McGregor Achievement questionnaire were used for data gathering. Descriptive statistics including mean, and standard deviation and inferential statistics comprising Pearson correlation, simultaneous regression and stepwide multiple regression were used for data analysis. Results showed that there is a significant relationship between the five personality factor and goal orientation with procrastination. Multiple regression analysis showed that task orientation, openness to experience, neuroticism and mastery approach, and mastery-avoidance orientation significantly predict to procrastination. In addition, the results showed that 96 percent of the procrastination variation is explained by personality traits and goal orientation. In general, it can be concluded that there is a relationship between the five factors of personality and goal orientation with academic procrastination, and personality and goal orientation are significant predictors of academic procrastination.

کلیدواژه‌ها [English]

  • Five personality factors
  • Goals orientation
  • Academic procrastination
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