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روابط ساختاری تعللورزی تحصیلی بر پایه خستگی شناختی و کمالگرایی با تأکید بر نقش میانجی خودتنظیمی هیجان | ||
راهبردهای شناختی در یادگیری | ||
مقاله 5، دوره 13، شماره 24، تیر 1404 اصل مقاله (1.12 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22084/j.psychogy.2024.29144.2679 | ||
نویسندگان | ||
محمد ناصر هاشمی1؛ اسماعیل سلیمانی* 2؛ محمد نریمانی3 | ||
1دانشجوی دکتری روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه ، ایران. | ||
2دانشیار گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران. | ||
3استاد گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران | ||
چکیده | ||
هدف: از مسائل مهم در حوزه آموزش و پرورش و پیشرفت تحصیلی، بحث تعللورزی دانشآموزان میباشد. این مطالعه با هدف بررسی الگوی برازش تعللورزی تحصیلی براساس خستگی شناختی و کمالگرایی با نقش میانجی خودتنظیمی هیجان انجام شده است. روش: روش تحقیق مطالعه حاضر همبستگی از نوع مدل معادلات ساختاری بود. جامعه آماری این تحقیق شامل کلیه دانشآموزان دوره دوم متوسطه مدارس شهر ارومیه در سال 1402 بودند که نمونهای به حجم 200 نفر از طریق روش نمونهگیری تصادفی خوشهایی چندمرحلهایی از بین جامعه آماری انتخاب شدند. برای گردآوری دادههای این تحقیق از پرسشنامههای اهمالکاری آیتکن (1991)، پرسشنامه کمالگرایی تحصیلی رسولی و بهرامی (1395)، پرسشنامه خودتنظیمی هیجانی هافمن و کاشدن (2010) و پرسشنامه سنجش چندبعدی خستگی (MFI) اسمتس و همکاران (1996) استفاده شده است. یافتهها: نتایج تحلیل آزمون ضریب همبستگی پیرسون نشان داد که بین متغیرهای خستگی شناختی، کمالگرایی، تعللورزی و تنظیم هیجان همبستگی معناداری وجود دارد و ضرایب استاندارد مسیرها نشان داد مسیرهای مستقیم خستگی شناختی به تعللورزی تحصیلی (71/0=β)؛ و کمالگرایی تحصیلی به تعللورزی تحصیلی (63/0=β) در سطح آماری معنیدار میباشد. همچنین برای بررسی مسیرهای غیرمستقیم، نتایج آزمون بوت استراپ نشان داد که حد پایین و حد بالای مسیرهای غیرمستقیم خستگی شناختی و کمالگرایی از طریق خودتنظیمی هیجانی؛ صفر را دربرنمیگیرند که بیانگر معنیدار بودن مسیرهای غیرمستقیم میباشد. نتیجهگیری: با توجه به نتایج بدست آمده میتوان نتیجه گرفت رابطه تعللورزی تحصیلی با خستگی شناختی و کمالگرایی یک رابطه خطی ساده نیست و خودتنظیمی هیجان میتواند تعدیلکننده این ارتباط باشد. به متخصصان سیستم تعلیم و تربیت پیشنهاد میشود که با برگزاری کارگاههای آموزشی مهارتهای تنظیم هیجان از تعللورزی دانشآموزان پیشگیری نمایند. | ||
کلیدواژهها | ||
خستگی شناختی؛ کمالگرایی؛ تعللورزی؛ تنظیم هیجان | ||
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