نویسندگان
1 کارشناسی ارشد رشته روانشناسی دانشگاه آزاد اسلامی اصفهان (خوراسگان)
2 پژوهشگر فوق دکتری روانشناسی صنعتی و سازمانی دانشگاه اصفهان
چکیده
اهمال‌کاری یکی از عوامل تأثیرگذار در عملکرد تحصیلی دانشجویان است. پژوهش حاضر با هدف بررسی رابطه اهمال‌کاری تحصیلی با باورهای فراشناختی، تنظیم هیجان و تحمل ابهام انجام شد. روش پژوهش توصیفی- همبستگی و جامعه آن کلیه دانشجویان دانشگاه اصفهان بودند که 120 نفر از آنها با روش نمونه‌گیری ساده چند مرحله‌ای انتخاب شدند. داده‌ها با استفاده از پرسشنامه اهمال‌کاری تحصیلی سواری (با ابعاد اهمال‌کاری عمدی، اهمال‌کاری ناشی از خستگی جسمی-روانی و اهمال‌کاری ناشی از بی‌برنامگی)، پرسشنامه فراشناخت ولز و کاترایت- هاتون، مقیاس دشواری در تنظیم هیجان گراتز و رومر و مقیاس تحمل ابهام احمدپور مبارکه 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 آزمون t مستقل تحلیل شدند. یافته‌ها نشان داد که بین اهمال‌کاری تحصیلی کلی و اهمال‌کاری ناشی از خستگی جسمی- روانی (اهمال‌کاری بیشتر) با باورهای فراشناختی (باورهای فراشناختی منفی)، تنظیم هیجان (دشواری در تنظیم هیجان) و تحمل ابهام (قدرت تحمل ابهام پایین) رابطه مثبت معنا‌دار وجود دارد. بین اهمال‌کاری عمدی و اهمال‌کاری ناشی از بی‌برنامگی (اهمال‌کاری بیشتر) با تنظیم هیجان (دشواری در تنظیم هیجان) رابطه مثبت معنا‌دار وجود دارد. تنظیم هیجان، اهمال‌کاری تحصیلی کلی، اهمال‌کاری ناشی از خستگی جسمی- روانی و اهمال‌کاری ناشی از بی‌برنامگی را به صورت معنا‌دار پیش‌بینی می‌کند. تحمل ابهام، اهمال‌کاری ناشی از خستگی جسمی- روانی را به صورت معنا‌دار پیش‌بینی می‌کند. همچنین بین دانشجویان زن و مرد از نظر اهمال‌کاری تحصیلی، باورهای فراشناختی، تنظیم هیجان و تحمل ابهام تفاوت معنا‌دار وجود ندارد.
کلیدواژه‌ها
عنوان مقاله [English]
Relationship of academic procrastination with metacognitive beliefs, emotion regulation and tolerance of ambiguity in university students
نویسندگان [English]
- Leila Zarei 1
- Mahdieh Sadat Khoshouei 2
1 M.A. in Psychology, Isfahan University
2 Postdoctoral Researcher in Industrial and Organizational Psychology, Isfahan University
چکیده [English]
Procrastination is one of the effective factors in students' academic performance. This research carried out to investigate the relationship of academic procrastination with metacognitive beliefs, emotion regulation and tolerance of ambiguity. The research method was descriptive-correlational and its population was all students at the University of Isfahan, 120 of whom were selected by multistage simple random sampling method. The Sevari academic procrastination questionnaire (with dimensions of deliberating procrastination, procrastination caused by physical-mental and procrastination caused by disorganization), the Wells & Cartwright-Hatton metacognitive beliefs questionnaire, the Gratz & Roemer difficulties in emotion regulation scale and the Ahmadpour Mobarakeh tolerance of ambiguity scale were used for data gathering. Descriptive statistics including mean, and standard deviation and inferential statistics comprising Pearson correlation, simultaneous regression and independent t-test were used for data analysis. Results showed that there was a significant positive relationship between the total academic procrastination and procrastination caused by physical-mental (more procrastination) with metacognition beliefs (more negative metacognitive beliefs), emotion regulation (difficulty in emotion regulation) and tolerance of ambiguity (low tolerance of ambiguity). There was a significant positive relationship between the deliberating procrastination and procrastination caused by disorganization (more procrastination) with emotion regulation (difficulty in emotion regulation). The emotion regulation significantly predicted the total academic procrastination, procrastination caused by physical-mental and procrastination caused by disorganization. The tolerance of ambiguity significantly predicted the procrastination caused by physical-mental. Also, there is no difference between female students and male students in terms of procrastination, metacognition beliefs, emotion regulation and tolerance of ambiguity.
کلیدواژه‌ها [English]
- Academic procrastination
- Metacognition beliefs
- emotion regulation
- Tolerance of ambiguity
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