بررسی نقش تعدیل کنندگی خودنظارتی در رابطه ی بین ادراک از ساختار کلاس و تعلل ورزی تحصیلی مطالعه موردی: دانش آموزان متوسطه اول شهر گچساران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی، دانشگاه پیام نور. ایران. تهران

2 استادیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران ایران

3 کارشناس ارشد روانشناسی تربیتی، دانشگاه پیام نور، بهبهان، ایران

چکیده

هدف: پژوهش حاضر با هدف بررسی نقش تعدیل‌کنندگی خودنظارتی در رابطه‌ی بین ادراک از ساختار کلاس و تعلل‌ورزی تحصیلی دانش‌آموزان انجام شده است.
روش: پژوهش حاضر بر اساس هدف از نوع کاربردی و از لحاظ نحوه گردآوری داده‌ها توصیفی از نوع همبستگی می‌باشد. جامعه آماری پژوهش، دانش‌آموزان متوسطه اول گچساران در سالتحصیلی 1399-1398 به تعداد 1809 نفر مشتمل بر 938 پسر و 871 دختر می‌باشند. در راستای گزینش گروه نمونه و استخراج داده‌ها، تعداد 318 نفر با استفاده از جدول کرجسی و مورگان با دو روش نمونه‌گیری تصادفی طبقه‌ای و خوشه‌ای چند مرحله‌ای انتخاب گردیدند. داده‌های پژوهش با استفاده از پرسشنامه‌های خودنظارتی اسنایدر و کانچستا (1974)، ادراک از ساختار کلاس بلک برن (1998) و تعلل‌ورزی تحصیلی سولون و راثبلوم (1998) گردآوری و با استفاده از نرم‌افزارهای SPSS و AMOS تحلیل گردید. به منظور آزمون روابط بین متغییرها در مدل از آزمون ضریب همبستگی پیرسون و روش مدل‌یابی معادلات ساختاری استفاده شد.
یافته‌ها: نتایج نشان داد که شاخص‌های برازش مدل تعدیل‌کنندگی متغییر خودنظارتی بدون نیاز به ویرایش و اصلاح به طور معنی‌داری در وضعیت مطلوبی قرار دارد.متغییرهای ادراک از ساختار کلاس 68/0و خودتنظیمی 22/0 از پراکندگی نمرات تعلل‌ورزی تحصیلی را تبیین می‌کنند و اثر غیرمستقیم ادراک از ساختار کلاس بر تعلل‌ورزی تحصیلی با نقش تعدیل کنندگی خودتنظمی 214/0 است که معنی‌دار می‌باشد. یافته‌های فوق نمایانگر این است که با تعریف راهبردهای خودتنطیمی از یکسو و ادراک شاگردان از ساختار کلاس از سوی دیگر، می‌توان در جهت کاهش تعلل‌ورزی تحصیلی به عنوان یکی از مهمترین موانع فرایندهای یاددهی- یادگیری گام‌های اساسی برداشت.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the role of self-regulatory moderation in the relationship between perception of class structure and academic procrastination Case study: First high school students in Gachsaran

نویسندگان [English]

  • Mohammad Rahim Jafarzadeh 1
  • akbar bashokooh 2
  • shiva dardel 3
1 Assistant Professor, Department of Education, Payame Noor University, Tehran, Iran.
2 Assistant Professor, Department of Education, Payame Noor University, Tehran, Iran. Email: asbashokooh@gmail.com (Corresponding Author) *
3 MA, Instructional Psychology, Payame Noor University, Behbahan, Iran.
چکیده [English]

Objective: In the process of evolution of human development, most of the progress of human beings is due to their learning and accumulation in the form of dense experiences. although these dense experiences include cognitive, affective, and psycho-motor dimensions, the majority of curriculum content in systematic educational systems is based on cognitive domains, and making desirable changes in the affective domain is not very welcome. one of these important behaviors influenced by emotional-motivational factors is procrastination (Gündüz et al, 2020) which refers to the lack of desire of individuals to perform activities despite being aware of the negative consequences of doing them on time (Abdi Zarrin, et al, 2020) is focused. this phenomenon also negatively affects the process of learners 'participation in classroom activities and students' academic performance in general (Amani and Arbabi, 2020). One of the influential antecedents on students' procrastination and academic performance is class structure (Martin and Marsh, 2006). the mechanism of this structure is the quality of the class and how the students are present in this environment and overshadows the students' perception of the school experiences. students learn best when they positively evaluate the structural atmosphere of the classroom (Dorman and Adams, 2004). this positive and appropriate assessment of the class structure influences the completion of homework "on time". another important prerequisite for procrastination is a strategy of self-monitoring or self-control. this concept is concerned with how students solve their academic problems independently (Sadeghi and et al, 2018). the result of such a process is the transformation of students into independent self-Learners sensitive to the discovery and accumulation of new knowledge from related sources (Santyasa et al, 2020). the above issues emphasize the need to formulate a research problem in order to explore the relationship between self-monitoring strategies and perception of classroom structure with students' procrastination. Method: The purpose of this study is to study the direct effect of perception of class structure on academic procrastination and also study the indirect effect of self-monitoring on academic procrastination with using statistical method of structural equation modeling and specifically it has been done by path analysis technique and Bootstrab method. therefore, present study is based on the purpose is the applied type and in terms of data collection is a descriptive correlational type and more precisely of the type of structural equations. the statistical population was all the high school students of Gachsaran city in the academic year 1399-1398 with a volume of 1809 people. the sample size was determined using Krejcie-Morgan table, 318 which was selected by two methods of stratified random sampling (by gender) and multi-stage cluster random sampling (by schools). Data were collected using Snyder and Conchesta (1974) self-monitoring questionnaires, Blackburn classroom structure perception (1998) and Solon and Rothblom (1998) academic procrastination and analyzed using SPSS and AMOS software. the scores of the self-monitoring questionnaire are in the range of 1 (more self-monitoring) to 18 (lower self-monitoring). the Perception Scale of the Blackburn class structure also includes three subscales of Motivational Tasks, Autonomy Support, and Skills Assessment. the next scale was the Solomon and Rothblum procrastination questionnaire, which includes a total of three components: exam preparation, homework preparation, and preparation for term papers. In the first step in the analysis of results, to ensure the consistency of the data with the statistical methods considered in the research, Kolmogorov-Smirnov normalization tests were used. the results related to the normality of the data indicate that the value of Kolmogorov-Smirnov test statistics in all variables was p

کلیدواژه‌ها [English]

  • self-supervision
  • perception of class structure
  • academic procrastination
  • academic performance
  • homework

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