1کارشناسی ارشد روانشناسی بالینی، گروه روانشناسی، دانشگاه شاهد، تهران، ایران
2دانشیار، گروه روانشناسی بالینی، گروه روانشناسی، دانشگاه شاهد، تهران، ایران
3دانشیار، گروه روانشناسی تربیتی، گروه روانشناسی تربیتی، دانشگاه خوارزمی، کرج، ایران
تاریخ دریافت: 01 آذر 1399،
تاریخ بازنگری: 10 دی 1400،
تاریخ پذیرش: 09 بهمن 1400
چکیده
مقدمه: بنابر یافته های پژوهشی یک عامل شناختی موثر در شکل گیری و تداوم اهمالکاری تحصیلی افراد، طرحواره های ناسازگار اولیه آنان می باشد. گروه دیگری از مطالعات از نقش باورهای فراشناختی و انعطاف پذیری شناختی در کاهش اهمالکاری تحصیلی حمایت می کنند. در این راستا، پژوهش حاضر به منظور ارزیابی مدل ساختاری اهمالکاری تحصیلی بر اساس طرحواره های ناسازگار اولیه و بررسی اثرات میانجی انعطاف پذیری شناختی و باورهای فراشناختی صورت گرفت. روش: شرکت کنندگان این پژوهش 294 نفر از دانشجویان شهر تهران بودند که به روش نمونه گیری در دسترس، از طریق فضای مجازی انتخاب گردید. داده ها با استفاده از پرسشنامه های اهمالکاری تحصیلی (APS)، فرم کوتاه طرحواره های ناسازگار اولیه یانگ، انعطاف پذیری شناختی (CFI) و باورهای فراشناختی ولز، گردآوری و با نرم افزارهایSPSS و PLS مورد تجزیه و تحلیل قرار گرفتند. یافته : یافته های حاصل از پژوهش بیانگر ارتباط معنادار بین نمره کل اهمالکاری تحصیلی و طرحواره های ناسازگار اولیه، مولفه های انعطاف پذیری شناختی و برخی مولفه های باورهای فراشناختی بود. نتایج حاصل از مدل معادلات ساختاری و تحلیل مسیر نشان داد که طرحواره های ناسازگار اولیه به صورت مستقیم و غیر مستقیم ، به واسطه باورهای فراشناختی بر اهمالکاری تحصیلی اثرگذار است، اما این مسیر از طریق متغیر انعطاف پذیری شناختی اثرگذار نبود. نتیجه گیری: مدل ساختاری اهمالکاری تحصیلی براساس طرحواره های ناسازگار اولیه با میانجی گری انعطاف پذیری شناختی و باورهای فراشناختی از برازش مناسبی برخوردار است. کلیدواژه ها: اهمالکاری تحصیلی، طرحواره های ناسازگار اولیه، انعطاف پذیری شناختی، باورهای فراشناختی
1Master of Clinical Psychology, Department of Psychology, Shahed University, Tehran, Iran
2Associate Professor, Department of Clinical Psychology, Department of Psychology, Shahed University, Tehran, Iran
3Associate Professor, Department of Educational Psychology, Department of Educational Psychology, Kharazmi University, Karaj, Iran
چکیده [English]
Introduction: According to research findings, one of the effective cognitive factors in the formation and continuation of academic procrastination is their initial maladaptive schemas. Another group of studies supports the role of metacognitive beliefs and cognitive flexibility in reducing academic procrastination. In this regard, the present study was conducted to evaluate the structural model of academic procrastination based on early maladaptive schemas and to investigate the mediating effects of cognitive flexibility and metacognitive beliefs. Method: The participants of this study were 294 students in Tehran who were selected by available sampling method through cyberspace. Data were collected using Academic Procrastination Questionnaire (APS), Young's Early maladaptive Schema Short Form, Cognitive Flexibility (CFI) and Wells Metacognitive Beliefs, and analyzed using SPSS and PLS software. Findings: The findings of the study showed a significant relationship between the total score of academic procrastination and early maladaptive schemas, components of cognitive flexibility and some components of metacognitive beliefs. The results of structural equation modeling and path analysis showed that early maladaptive schemas directly and indirectly affect academic procrastination due to metacognitive beliefs, but this path was not affected by the cognitive flexibility variable. Conclusion: The structural model of academic procrastination based on early maladaptive schemas mediated by cognitive flexibility and metacognitive beliefs has a good fit. Keywords: academic procrastination, early maladaptive schemas, cognitive flexibility, metacognitive beliefs
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