تحلیل جامعه شناختی اهمال‌کاری دانشگاهی دانشجویان تحصیلات تکمیلی از دیدگاه استادان؛ مطالعه موردی دانشگاه شهید چمران اهواز

نویسندگان
طیبه نیک ورز 1
معصومه باقری 2
علی بوداقی 3
مرضیه شهریاری 3
1 مربی، گروه علوم‌ اجتماعی، دانشکده حقوق و علوم اجتماعی، دانشگاه پیام نور، تهران، ایران
2 دانشیار گروه علوم اجتماعی، دانشکدۀ اقتصاد و علوم اجتماعی، دانشگاه شهید چمران اهواز، اهواز، ایران
3 استادیار گروه علوم اجتماعی، دانشکدۀ اقتصاد و علوم اجتماعی، دانشگاه شهید چمران اهواز، اهواز، ایران
10.61838/KMAN.IRPHE.31.3.3
چکیده
عوامل و فرایندهای تأثیرگذار بر اهمال‌کاری دانشگاهی را می‌توان در طیف متنوعی از موضوعات از جمله جامعه شناسی تحلیل کرد. این پدیده تا کنون در حوزه روانشناسی مطالعه شده است و علی‌رغم اینکه برخی عوامل اجتماعی بر بروز آن مؤثر هستند، در حوزه جامعه­ شناسی از بررسی آن غفلت شده است. این پژوهش با رویکرد نظریه‌ی زمینه‌ای، به تحلیل جامعه‌شناختی اهمال‌کاری دانشگاهی دانشجویان تحصیلات تکمیلی پرداخته است. مشارکت‌کنندگان پژوهش شامل 15 عضو هیئت علمی دانشگاه شهید چمران اهواز بودند که به‌صورت هدفمند و تا اشباع نظری انتخاب شدند. داده‌ها از طریق مصاحبه‌های عمیق گردآوری و طی سه مرحله کدگذاری باز، محوری و انتخابی تحلیل شدند. یافته‌ها نشان داد که عواملی مانند ضعف سواد دانشگاهی، ساختار ناکارآمد آموزشی، شیوه‌ی تدریس استاد، بیگانگی دانشگاهی، جامعه‌پذیری تربیتی غیرمنطبق، شرایط پیش‌بینی ناپذیر، ویژگی­ های فردی و روانشناختی به­ عنوان شرایط علّی بر اهمال‌کاری تأثیرگذار است. شرایط مداخله‌گر شامل کجروی دانشگاهی، باورهای قالبی و حمایت خانوادگی و شرایط زمینه‌ای شامل مجازی شدن آموزش، سرانه دانشجو، شرایط اقلیمی و زیست­ محیطی و پایگاه اقتصادی-اجتماعی دانشجویان است. در مقابل اهمال‌کاری دانشجویان نظام آموزشی از راهبردهای تسهیل‌گرایانه، سخت‌گیرانه و پیگیرانه استفاده می‌کند. پیامدهای این پدیده شامل تقویت عملکرد تحصیلی، عادی‌سازی اهمال‌کاری و بازتولید آن در جامعه و شکل‌گیری پرولتاریای دانشگاهی است.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

Sociological Analysis of Academic Procrastination among Graduate Students from the Perspective of Faculty Members: (A Case Study of Shahid Chamran University of Ahvaz)

نویسندگان English

Tayebeh Nikvarz 1
Masoumeh Bagheri 2
Ali Boudaghi 3
Marziyeh Shahryari 3
1 Instructor, Department of Social Sciences, Faculty of Law and Social Sciences, Payame Noor University, Tehran, Iran
2 Associate Professor, Department of Social Sciences, Faculty of Economics and Social Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
3 Assistant Professor Department of sociology Economy and Social Sciences Faculty, Shahid Chamran University of Ahvaz, Ahvaz, Iran
چکیده English

The factors and processes influencing academic procrastination can be analyzed across a wide range of disciplines, including sociology. While this phenomenon has been extensively studied in psychology, the sociological aspects of academic procrastination, despite their relevance, have been largely overlooked. This study adopts a grounded theory approach to provide a sociological analysis of academic procrastination among graduate students. The participants included 15 faculty members from Shahid Chamran University of Ahvaz, selected through purposive sampling until theoretical saturation was achieved. Data were collected through in-depth interviews and analyzed using three stages of coding: open, axial, and selective. Findings revealed that factors such as poor academic literacy, inefficient educational structures, teaching methods, academic alienation, misaligned socialization processes, unpredictability of conditions, and individual psychological traits act as causal conditions for academic procrastination. Intervening conditions included academic deviance, stereotypical beliefs, and familial support, while contextual conditions encompassed online education, student-teacher ratios, environmental factors, and students' socioeconomic status. In response to students' procrastination, educational system employed facilitative, strict, and follow-up strategies. The consequences of academic procrastination included improved academic performance for some, normalization and perpetuation of procrastination, and the formation of an "academic proletariat."

کلیدواژه‌ها English

Academic Procrastination
Grounded Theory
Graduate Students
Sociology of Higher Education
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  • تاریخ دریافت 24 تیر 1403
  • تاریخ بازنگری 09 دی 1403
  • تاریخ پذیرش 07 بهمن 1403
  • تاریخ انتشار 01 مهر 1404