مدل تعلل ورزی تحصیلی بر اساس خود ناتوان سازی تحصیلی و کمال گرایی با نقش واسطه ای احساس شایستگی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
تعلل ورزی تحصیلی، پدیده ای شایع در بین دانش آموزان است که تحت تأثیر عوامل متعدد موقعیتی یا خصیصه های شخصیتی است. این پژوهش با هدف ارائه مدل ساختاری تعلل ورزی تحصیلی براساس خودناتوان سازی و کمال گرایی با نقش واسطه ای احساس شایستگی انجام شد. روش پژوهش همبستگی و جامعه آماری شامل کلیه دانش آموزان دختر مقطع متوسطه دوم شهرستان اسکو، در سال تحصیلی 1401-1400 بود. تعداد 346 نفر از دانش آموزان به روش نمونه گیری خوشه ای چندمرحله ای انتخاب شدند که مقیاس های تعلل ورزی تحصیلی، مقیاس خودناتوان سازی تحصیلی، مقیاس کمال گرایی، و مقیاس احساس شایستگی را تکمیل کردند. داده ها با استفاده از روش مدل یابی معادلات ساختاری در نرم افزار AMOS ویراست 24 تحلیل شد. براساس نتایج به دست آمده، خودناتوان سازی تحصیلی و کمال گرایی تحصیلی به صورت مستقیم و منفی بر احساس شایستگی و همچنین، با واسطه گری احساس شایستگی بر تعلل ورزی تحصیلی اثر دارند. احساس شایستگی نیز به صورت مستقیم بر تعلل ورزی تحصیلی تأثیر منفی دارد. باتوجه به نتایج، پیشنهاد می شود معلمان برای کاهش تعلل ورزی دانش آموزان، محیط های یادگیری را تدارک ببینند که با درنظرگرفتن کمال گرایی و رفتارهای خودناتوان ساز، از احساس شایستگی آنان در امور تحصیلی حمایت کند.The model of academic procrastination based on academic self-handicapping and perfectionism with the mediating role of students' sense of competence
Academic procrastination is a common phenomenon among students, which is influenced by many situational factors or personality traits. This research was conducted with the aim of providing a structural model of academic procrastination based on self-handicapping and perfectionism with the mediating role of sense of competence. The correlational research method and the statistical population included all female students of the second secondary level of Iran, in the academic year of 2022-2023. A number of 350 students were selected using the multi-stage cluster sampling method, and completed the academic procrastination scale; academic self-handicapping scale; perfectionism scale and Sense of Competence scale. The data was analyzed using the structural equation modeling method in AMOS software version 24. Based on the obtained results, academic self-handicapping and academic perfectionism have a direct and negative effect on the sense of competence, and also, through the mediation of the sense of competence, on academic procrastination. The sense of competence has a direct negative effect on academic procrastination. According to the results, it is suggested that teachers prepare learning environments to reduce students' procrastination, which supports their sense of competence in academic matters by considering perfectionism and self-handicapping behaviors.IntroductionA particular type of negligence that is expressed in school situations and in relation to academic variables is called academic Procrastination. Individual differences based on personality traits are in general tendency to academic Procrastination studies (Wieland et al., 2021). Among these features, which may be related to academic Procrastination, are self- handicapping. Researchism suggests that there is a positive relationship between academic Procrastination and self- handicapping.It can also be said that one of the most common issues in the field of academic Procrastination is perfectionism (Naz et al., 2021). Frost and colleagues define perfectionism as a characteristic that includes very high personal standards and over -worry about performance quality and inability to withstand the possibility of failure (Frost and et al., 1999). Numerous studies have shown the relationship between perfectionism and academic Procrastination.In the relationship between variables, there are variables that can be influenced by the intensity of relationships; One of the variables that seems to be related to academic Procrastination in the relationship between perfectionism and self- handicapping is the sense of competence of learners because, according to self -determination and Ryan (SDT), students' active participation in learning and mastery. On school themes, it is rooted in meeting the basic psychological needs, such as merit (Deci & Ryan, 2000).By studying the theoretical foundations of this concept, it seems that perfectionism can affect students' sense of competence. Because perfectionist concerns can potentially impede academic achievement and academic failure experience (Madigan, 2019); Therefore, according to self -determining theory (SDT), when students experience more failure, they may have biased thoughts about themselves, often leading to less competence and inability to succeed (Raufelderet al, 2015).In addition, such a relationship can also be conceived for its two variables of academic self- handicapping. and a sense of competence. Because Ainn believes itself leads students' inability to create a set of barriers as a means of protecting self -efficacy that results in successful failure to perform tasks (Eyink, 2019).The prevalence of academic Procrastination indicates the need for systematic research to document the potential factors that lead to academic neglect and subsequently examine potential ways to reduce academic Procrastination (Zhou et al., 2021). Therefore, this study was aimed at providing the structural model of academic Procrastination based on perfectionism and academic self- handicapping with the intermediary role of sense of competence. MethodThe present study was correlated and the relationships between the proposed model structures were analyzed using structural equation modeling method in AMOS 24 software. The statistical population included all female students of the second secondary level of Iran in the academic year 2020-2021.The research tool included the following questionnaires: academic Procrastination Questionnaire:The questionnaire has been designed and developed by Solmun and Rabblum to measure the learners' Procrastination (Solomon & Rothblum,1984). The reliability coefficient of this questionnaire was obtained in Jafarzadeh, magnificent, Darwal (2021) research using Cronbach's alpha coefficient for the entire questionnaire of 0.798 . The validity of this questionnaire was also reported in Gastason and Mayaki (2017) research using the desired factor analysis method.Academic Self- handicapping Questionnaire: Academic self- handicapping Questionnaire has been built by Schuregger and & Stiensmeier-Pelster to measure academic self- handicapping (Schwinger & Stiensmeier-Pelster, 2011). This scale has 7 items with a five -point Likert scale (fully agree to fully disagree) that has a value of between 1 and 5.Perfectionism Questionnaire: The Multidimensional Perfectionism Scale was built in 1990 by Frost et al. Based on the multidimensional model of perfectionism, which included 35 items and 6 components, and Frost et al. Reported the internal identity coefficient for the entire questionnaire (Frost and et al., 1990). Sense of Competence Questionnaire: A sense of competence was made in 2015 by Javdan to measure the amount of competence of children and adolescents. The reliability of this scale was obtained using Cronbach's alpha, Spearman-Brown formula, and Guttman's methods as 0.91, 0.89, and 0.88, respectively. The validity of the content has also been confirmed by experts (Javadan 2014). FindingsThe demographic distribution of the present study showed that the subjects were 346 secondary school female students whose minimum and maximum age was 16 and 19, respectively.To test the research model, path analysis was used by maximum probability method using AMOS software. After examining assumptions and ensuring they are to evaluate the intermediary role of competence in the relationship between self- handicapping and academic perfectionism by academic Procrastination. The path analysis was used. The results are presented in Figure 1. Figure 1: The relationship among academic self- handicapping and perfectionism with academic Procrastination: The mediating role of sense competenceTable 1 provides the model's fit indicators. The index of the Kai -based ratio of freedom (DF/χ2) was less than5, which means the model fited with the data. The original root error (RMSEA) was 0.78, smaller than the criterion (0.08). IFI, CFI, GFI and NFI indicators were also larger than the criterion (0.9). The estimated coefficients indicated acceptable model fit. Table 1: Good Indicators of the Test Pattern of ResearchRMSEAIFICFINFIGFI(DF/X2)Fit index<0/08>0/9>0/9>0/9>0/9<5Accepted domain0/0780/910/910/900/913/08Viewed value Discussion and conclusionThe purpose of the present study was to explain the structural model of academic Procrastination based on academic self- handicapping and perfectionism with the intermediary role of sense of competence. The results of the study showed that academic self- handicapping and academic perfectionism directly and negatively influence the sense of competence academic self- handicapping have both directly and indirectly and with a sense of competence affecting academic Procrastination. Also, academic perfectionism has an indirect and intermediary sense of competence affects academic Procrastination; Therefore, a sense of competence in the relationship between self- handicapping and perfectionism with academic Procrastination plays an intermediary, and this model has a favorable fit. In general, it can be said that a sense of competence, a sense of dominance and effectiveness is based on one's perceived ability to achieve the desired goals in different areas of life. In school, students feel highly competent when they feel they can succeed. When this mental need is met, they stimulate motivational processes that lead to behavioral, emotional, and cognitive conflict (Neel & Fuligni, 2013). According to the above explanations, the failure experience after determining the above standards as perfectionism and the creation of barriers to protect self -efficacy as self -made behavior; The feeling of competence targets students as a lack of mastery and effectiveness, and the students' emotional, behavioral, and cognitive involvement of the task is lost, which in turn led to the creation of academic Procrastination (Olivier et al., 2020).In addition, the constraints of the present study are not ineffective as the result of this study. Because the lack of gender segregation in this study limits the possibility of generalization of the findings, and it is suggested that in future research, the relationship between academic Procrastination and academic self- handicapping and perfectionism and a sense of competence based on gender factor be examined.
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