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منصوری, جمیل, امانی, نازیلا, بشارت, محمدعلی, محمدی, مینا. (1403). نقش میانجی کمال‌گرایی در رابطۀ بین استحکام من و اهمال‌کاری تحصیلی دانشجویان. نشریه هنرهای کاربردی, 16(3), 1-16. doi: 10.22075/jcp.2024.33842.2879
جمیل منصوری; نازیلا امانی; محمدعلی بشارت; مینا محمدی. "نقش میانجی کمال‌گرایی در رابطۀ بین استحکام من و اهمال‌کاری تحصیلی دانشجویان". نشریه هنرهای کاربردی, 16, 3, 1403, 1-16. doi: 10.22075/jcp.2024.33842.2879
منصوری, جمیل, امانی, نازیلا, بشارت, محمدعلی, محمدی, مینا. (1403). 'نقش میانجی کمال‌گرایی در رابطۀ بین استحکام من و اهمال‌کاری تحصیلی دانشجویان', نشریه هنرهای کاربردی, 16(3), pp. 1-16. doi: 10.22075/jcp.2024.33842.2879
منصوری, جمیل, امانی, نازیلا, بشارت, محمدعلی, محمدی, مینا. نقش میانجی کمال‌گرایی در رابطۀ بین استحکام من و اهمال‌کاری تحصیلی دانشجویان. نشریه هنرهای کاربردی, 1403; 16(3): 1-16. doi: 10.22075/jcp.2024.33842.2879

نقش میانجی کمال‌گرایی در رابطۀ بین استحکام من و اهمال‌کاری تحصیلی دانشجویان

روان شناسی بالینی
دوره 16، شماره 3 - شماره پیاپی 63، مهر 1403، صفحه 1-16    اصل مقاله (1.29 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22075/jcp.2024.33842.2879
نویسندگان
جمیل منصوری1؛ نازیلا امانی1؛ محمدعلی بشارت* 2؛ مینا محمدی3
1کاندیدای دکتری روانشناسی شناختی، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.
2استاد، گروه روانشناسی، دانشکده روانشناسی و علوم‌تربیتی، دانشگاه تهران، تهران، ایران.
3کارشناس ارشد مشاوره شغلی، گروه مشاوره، دانشکده روانشناسی و علوم‌تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.
تاریخ دریافت: 31 فروردین 1403،  تاریخ بازنگری: 27 آبان 1403،  تاریخ پذیرش: 30 آبان 1403 
چکیده
مقدمه: اهمال‌کاری تحصیلی یکی از ویژگی‌های روانشناختی دانشجویان است که باعث مشکلات عاطفی، رفتاری و تحصیلی برای آن‌ها می‌شود. پژوهش حاضر با هدف تعیین نقش میانجی ابعاد کمال‌گرایی در رابطۀ بین استحکام من و سطوح اهمال‌کاری تحصیلی دانشجویان انجام ‌شد.
روش: نوع پژوهش توصیفی و ‌همبستگی بود. جامعه آماری پژوهش شامل تمامی دانشجویان رشته‌ها و مقاطع مختلف دانشگاه خوارزمی بود که در سال تحصیلی 1403-1402 مشغول به تحصیل در این دانشگاه بودند. در پژوهش حاضر تعداد 300 دانشجو به‌صورت داوطلبانه و‌ نمونه‌گیری در دسترس، در پژوهش شرکت کردند. ابزارهای مقیاس استحکام من (بشارت، 1386)، مقیاس چندبعدی کمال‌گرایی دانشگاه تهران (بشارت، 1386) و مقیاس اهمال‌کاری تحصیلی (سولومون و راثلبوم، 1954) برای گردآوری داده‌ها در اختیار شرکت‌کنندگان قرار گرفت. داده‌های گردآوری‌شده با استفاده از نرم‌افزار SPSS نسخه 29 و Amos نسخه 28 به‌روش آماری مدل‌یابی معادلات ساختاری تجزیه‌وتحلیل شد.
یافته‌ها: یافته‌های پژوهش نشان داد که استحکام من با ضریب اثر 21/0- به‌صورت مستقیم و معناداری اهمال‌کاری تحصیلی دانشجویان را پیش‌بینی می‌کند؛ علاوه‌براین، استحکام من با میانجی‌گری ابعاد کمال‌گرایی اثر غیرمستقیم و معناداری با ضریب 08/0- بر اهمال‌کاری تحصیلی داشت.
نتیجه‌گیری: از یافته‌های پژوهش حاضر می‌توان نتیجه گرفت که ویژگی های شخصیتی از جمله استحکام من و ابعاد کمال گرایی می توانند در واریانس اهمال‌کاری تحصیلی دانشجویان نقش دارند و باید در برنامه‌های ارتقای عملکرد و کاهش اهمال‌گرایی به آن‌ها توجه داشت.
کلیدواژه‌ها
استحکام من؛ اهمال‌کاری؛ کمال‌گرایی؛ عملکرد تحصیلی
عنوان مقاله [English]
Mediating Role of Perfectionism between Ego Strength and Educational Procrastination in College Students
نویسندگان [English]
Jamil Mansouri1؛ Nazila Amani1؛ Mohammad Ali Besharat2؛ Mina Mohammadi3
1PhD candidate in Cognitive Psychology, Department of Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran.
2Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
3Master of Science in Career Counseling, Counseling Department, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
چکیده [English]
Background: Academic procrastination is one of the psychological characteristics of students that causes emotional, behavioral and academic problems for them.The present study was conducted to determine the mediating role of perfectionism dimensions between Ego Strength and Academic Procrastination levels of students.
Method: The type of research was descriptive-correlational. The statistical population of the research included students of different grades of Kharazmi University who were studying in the academic year 2023-2024. In recent research 300 students filled out ESS (Ego Strength Scale), TMPS (Tehran Multidimensional Perfectionism Scale) and APS (Academic Procrastination Questionnaire) questionnaires as data collection measures. The collected data were analyzed using SPSS-29 and Amos-28 software and the statistical method of structural equation modeling.
Results: The findings of the research showed that Ego Strength directly and significantly predicts students' academic procrastination with an effect coefficient (β= 0.21*); In addition, ego strength had an indirect and significant effect on academic procrastination with a coefficient of -0.08, indirectly and through the mediation of perfectionism dimensions.
Conclusion: It can be concluded that personality traits such as ego strength and perfectionism dimensions can play a role in the variance of students' academic procrastination and should be taken into account in programs to improve performance and reduce procrastination.
کلیدواژه‌ها [English]
Academic Performance, Ego Strength, Perfectionism, Procrastination
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