جامعه شناسی آموزش و پرورش

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ارائه مدل اهمال‌کاری تحصیلی بر اساس راهبردهای یادگیری خودگردان و سبک‌های تربیتی والدین با نقش واسطه‌ای خودکارآمدی تحصیلی

نوع مقاله : مقاله پژوهشی (کمی)

نویسندگان

1 دانشجو دکتری، گروه روانشناسی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.

2 استادیار، گروه روانشناسی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.

10.22034/ijes.2023.1988001.1381

چکیده

هدف: اهمال‌کاری تحصیلی باعث افت عملکردهای تحصیلی می‌شود و باید به‌دنبال راهکارهایی برای کاهش آن بود. در نتیجه، این مطالعه با هدف ارائه مدل اهمال‌کاری تحصیلی بر اساس راهبردهای یادگیری خودگردان و سبک‌های تربیتی والدین با نقش واسطه‌ای خودکارآمدی تحصیلی انجام شد.
روش‌شناسی: طرح پژوهش مقطعی از نوع همبستگی بود. جامعه آماری پژوهش حاضر کلیه دانش‌آموزان مقطع متوسطه شهر تهران در سال تحصیلی 02-1401 بودند که از میان 23552 دانش‌آموز، تعداد 400 نفر با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند. در این پژوهش از ابزارهای اهمال‌کاری تحصیلی (سولومون و راثبلوم، 1984)، راهبردهای یادگیری خودگردان (پینتریچ و دی‌گروت، 1990)، سبک‌های تربیتی والدین (بامریند، 1991) و خودکارآمدی تحصیلی (جینکس و مورگان، 1999) استفاده شد. به‌منظور تجزیه و تحلیل داده‌ها از روش‌های ضرایب همبستگی و مدل‌یابی معادلات ساختاری در نرم‌افزارهای SPSS-V23 و Lisrel-V8.8 استفاده شد.
یافته‌ها: یافته‌ها نشان داد که مدل اهمال‌کاری تحصیلی بر اساس راهبردهای یادگیری خودگردان و سبک‌های تربیتی والدین با نقش واسطه‌ای خودکارآمدی تحصیلی برازش خوبی داشت. همچنین، راهبردهای یادگیری خودگردان (شناختی و فراشناختی) بر خودکارآمدی و اهمال‌کاری تحصیلی به‌صورت مستقیم و از طریق خودکارآمدی تحصیلی بر اهمال‌کاری تحصیلی به‌صورت غیرمستقیم تاثیر معنادار داشتند (05/0>P). علاوه بر آن، سبک‌های تربیتی والدین (مقتدر، مستبد و سهل‌گیر) بر خودکارآمدی و اهمال‌کاری تحصیلی به‌صورت مستقیم و از طریق خودکارآمدی تحصیلی بر اهمال‌کاری تحصیلی به‌صورت غیرمستقیم تاثیر معنادار داشتند (05/0>P).
بحث و نتیجه‌گیری: با توجه به نتایج می‌توان اظهار داشت هر چقدر فرد راهبردهای یادگیری خودگردان، سبک تربیتی مقتدر و خودکارآمدی تحصیلی بیشتر و سبک‌های تربیتی سهل‌گیر و مستبد کمتری داشته باشد، میزان اهمال‌کاری تحصیلی کمتر خواهد شد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Presenting the Academic Procrastination Model based on Self-Directed Learning Strategies and Parenting Styles with the Mediating Role of Academic Self-Efficacy

نویسندگان [English]

  • Mohadeseh Nemati 1
  • Arezo Shomal Oskoei 2
  • Haideh Saberi 2

1 PhD. student, Department of Psychology, Roudhen Branch, Islamic Azad University, Roudhen, Iran.

2 Assistant Professor, Department of Psychology, Roudhen Branch, Islamic Azad University, Roudhen, Iran

چکیده [English]

Purpose: Academic procrastination causes a drop in academic performance, and should be look for ways to reduce it. As a result, this study was conducted with the aim of presenting the academic procrastination model based on self-directed learning strategies and parenting styles with the mediating role of academic self-efficacy.
Methodology: The research design was cross-sectional from type of correlation. The statistical population of the present study was all secondary school students of Tehran city in the academic years of 2022-23, which out of 23552 students number of 400 people were selected by multi-stage cluster sampling method. In this research were used the tools of academic procrastination (Solomon and Rothblum, 1984), self-directed learning strategies (Pintrich and De Groot, 1990), parenting styles (Baumrind, 1991) and academic self-efficacy (Jinks and Morgan, 1999). In order to analyze the data were used correlation coefficients and structural equation modeling methods in SPSS-V23 and Lisrel-V8.8 software.
Findings: The findings showed that the academic procrastination model based on self-directed learning strategies and parenting styles with the mediating role of academic self-efficacy had a good fit. Also, self-directed learning strategies (cognitive and metacognitive) on academic procrastination and self-efficacy directly and indirectly through academic self-efficacy on academic procrastination had a significant effect (P<0.05). In addition, parenting styles (authoritative, authoritarian and permissive) on academic procrastination and self-efficacy directly and indirectly through academic self-efficacy on academic procrastination had a significant effect (P<0.05).
Conclusion: According to the results, it can be stated that a person has more self-directed learning strategies, authoritative parenting style and academic self-efficacy and less permissive and authoritarian parenting styles, the amount of academic procrastination will decrease.

کلیدواژه‌ها [English]

  • Academic Procrastination
  • Self-Directed learning Strategies
  • Parenting styles
  • Academic self-Efficacy
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جامعه شناسی آموزش و پرورش
دوره 9، شماره 1
فروردین 1402
صفحه 313-324
فایل ها
سابقه مقاله
  • تاریخ دریافت: 01 بهمن 1401
  • تاریخ بازنگری: 23 اردیبهشت 1402
  • تاریخ پذیرش: 24 خرداد 1402
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