دو فصلنامه علمی جامعه شناسی آموزش و پرورش

نوع مقاله : مقاله پژوهشی (کمی)

نویسندگان

1 کارشناسی ارشد، گروه روانشناسی، آموزش و پرورش ناحیه یک رشت، گیلان، ایران.

2 استادیار، گروه روانشناسی، واحد رشت، دانشگاه آزاد اسلامی، گیلان، ایران.

10.22034/ijes.2019.43748

چکیده

هدف: هدف پژوهش حاضر بررسی رابطه هوش هیجانی، کمال­گرایی دانش‌آموزان و اهمال­کاری تحصیلی بود.
روش شناسی: پژوهش حاضر از نوع توصیفی- همبستگی بود. جامعه آماری آن را تمامی دانش آموزان پسر سال ششم دوره ابتدایی ناحیه یک رشت (2218 نفر) در سال تحصیلی 1396-1397تشکیل دادند. از بین جامعه آماری، بر اساس جدول کرجسی و مورگان 240 نفر با استفاده از نمونه­گیری خوشه­ای انتخاب شدند. ابزارهای پژوهش شامل پرسشنامه کمال­گرایی چند بعدی هویت و فلت (1991)، پرسشنامه هوش هیجانی شرینگ (1996)و پرسشنامه سولومون و راث بلوم (1984) بود. داده‎ها با استفاده از همبستگی پیرسون و رگرسیون چند متغیره با استفاده از نرم افزارspss21 تجزیه و تحلیل شد.
یافته ها: نتایج نشان داد که بین مولفه‎های کمال­گرایی (خویشتن­مدار و کمال­گرایی کل) با اهمال­کاری رابطه وجود داشت (0/01>p < /span>). همچنین بین هوش هیجانی با اهمال­کاری رابطه وجود نداشت (0/01
).
نتیجه گیری: با افزایش کمال­گرایی در دانش‌آموزان، اهمال­کاری آن­ها افزایش می‌یابد. از این­رو لازم است که هوش هیجانی به عنوان یک مهارت در واحدهای درسی آنان گنجانده شود.

کلیدواژه‌ها

عنوان مقاله [English]

The Relationship between Emotional Intelligence, Perfectionism and Educational Procrastination in Sixth Grade Male Students in Rasht First District

نویسندگان [English]

  • Soghra Yousefi Dogori 1
  • Masoud Amoopoor 2

1 M.A, Department of Psychology, Education and Culture of one district of Rasht, Gilan, Iran.

2 Assistant Professor, Department of Psychology, Rasht Branch, Islamic Azad University, Gilan, Iran.

چکیده [English]

Purpose: The purpose of the present study was to investigate the relationship between emotional intelligence, student perfectionism and academic procrastination.
Methodology: This study was descriptive-correlational. The statistical population consisted of all male students of elementary school of Rasht region (2218 students) in the academic year 1396-1396. From the statistical population, according to Krejcie and Morgan table, 240 people were selected using cluster sampling. The research tools were Multidimensional Perfectionism Identity and Felt Questionnaire (1991), Shearing Emotional Intelligence Questionnaire (1996) and Solomon & Ruth Bloom Questionnaire (1984). Data were analyzed using Pearson correlation and multivariate regression using spss21 software.
Findings: The results showed that there was a relationship between perfectionism (self-restraint and total perfectionism) with procrastination (p <0.01). Also, there was no relationship between emotional intelligence and procrastination (p <0.01).
Conclusion: With increasing perfectionism in students, their procrastination increases. Therefore, it is necessary to incorporate emotional intelligence as a skill in their courses.

کلیدواژه‌ها [English]

  • Perfectionism
  • emotional intelligence
  • neglect
  • students
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