امید به انتخاب شغل: بررسی نقش اهمال کاری تحصیلی و انگیزش تحصیلی

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانشگاه قم

2 دانشگاه اصفهان

3 اسنادیار گروه روان شناسی ،دانشگاه ازاد اسلامی واحد نیشابور، نیشابور، ایران

چکیده

هدف از این پژوهش بررسی رشد مسیر شغلی مبتنی بر امید  بر اساس انگیزه تحصیلی و اهمال کاری تحصیلی بود. روش تحقیق از نوع توصیفی- همبستگی بود. نمونه  آماری شامل 231  نفر از دانشجویان دختر دانشگاه اصفهان بودند که با استفاده از روش نمونه گیری خوشه ای انتخاب شدند. ابزار اندازه گیری پژوهش شامل پرسشنامه رشد مسیر شغلی مبتنی بر امید (HCCI؛ نورمن اماندسون و همکاران، 2013)، پرسشنامه اهمال کاری تحصیل ( سولومون و راثبلوم، 1984) و پرسشنامه انگیزه تحصیلی (والرند و همکاران، 1989) بود. برای تجزیه و تحلیل آماری از شاخص های آمار توصیفی و ضریب همبستگی پیرسون و تحلیل رگرسیون چند متغیره(همبستگی چندگانه) استفاده شده است. با توجه به ضریب همبستگی پیرسون رابطه معنادار و مثبت بین امید و مؤلفه های انگیزه تحصیلی وجود داشت یعنی با افزایش هریک از مؤلفه های انگیزه تحصیلی امید افزایش می یابد و بین امید و مؤلفه های اهمال کاری تحصیلی رابطه منفی و معنادار بدست آمد یعنی با افزایش هریک از مؤلفه های اهمال کاری تحصیلی امید کاهش معناداری یافته است. نتایج تحلیل رگرسیون انجام شده پیش بینی امید را از طریق متغیر انگیزه تحصیلی و مؤلفه‌های آن و متغیر اهمال کاری تحصیلی و مؤلفه های آن مورد تائید قرار داد.

کلیدواژه‌ها


عنوان مقاله [English]

Hope to get a job: The role of academic procrastination and academic motivation

نویسندگان [English]

  • sohrab abdi zarrin 1
  • Saeede Sharifiana 2
  • mehdi akbarzadeh 3
1 University of Qom
2 University of Isfahan
3 Associate Professor, Department of Psychology, Islamic Azad University, Neishabour Branch, Neishabour, Iran
چکیده [English]

the aim of this study was to investigate the role academic procrastination and academic motivation on hope to get a job. The research was correlation study. For this samples of 231 female students in the university of Isfahan by cluster sampling selected. Hope-Centered Career Inventory (HCCI; Amundsen Norman et al, 2013) and Questionnaire of Academic procrastination (Solomon & Rathblom, 1984), and Academic Motivation Questionnaires (Valrnd et al, 1989) completed by samples. For descriptive statistics (mean and standard deviation) and for statistical analysis Pearson correlation index and multivariate regression analysis (multiple regressions) were used. Results of Pearson correlation showed that between Component of academic procrastination, academic motivation and hope were a significant relation. Regression analysis was used to predict the hope of changing academic motivation and its components and variable components of procrastination has been approved. Results showed that hope to get a job could be predicted by academic motivation and academic negligence.

کلیدواژه‌ها [English]

  • hope
  • Hope-centered Career Development
  • Academic Procrastination
  • Academic Motivation
- باقری، ناصر. (1379). هنجاریابی مقیاس انگیزش تحصیلی بین دانش آموزان دبیرستا ن های شهرتهران، پایان نامه کارشناسی ارشد. دانشگاه تربیت معلم
- حسن زاده، رمضان(1382).بررسی رابطه بین مفاهیم انگیزش(درونی- بیرونی)، (منبع کنترل درونی- بیرونی) وپیشرفت تحصیلی دانش آموزان پسر سال دوم دبیرستانهای شهر گرگان، پایان نامه کارشناسی ارشد. دانشگاه تربیت معلم تهران.
- طالب زادگان، میترا.(1378). بررسی عوامل مؤثردر پیشرفت تحصیلی دانش آموزان موفق دخترسوم راهنمایی شهر اهواز. مجله داخلی شورای تحقیقات استان خوزستان. دوره سوم شماره1: 31-25.
- عابدی، احمد. (1380). بررسی رابطه بین انگیزش پیشرفت تحصیلی دانش آموزان دختروپسر دوره متوسطه شهر اصفهان با ویژگی های خانوادگی وشخصیتی آنان، اصفهان: طرح پژوهشی شورای تحقیقات سازمان آموزش وپرورش استان اصفهان.
- عابدی، احمد. (1381). بررسی رابطه بین انگیزش پیشرفت تحصیلی دانش آموزان دوره متوسطه شهر اصفهان با ویژگیهای خانوادگی وشخصیتی آنان. فصلنامه آموزشی، پژوهشی و علمی آموزه13. 29-23.
- عابدی، احمد وعریضی، حمیدرضا. (1384). بررسی رابطه بین انگیزش پیشرفت تحصیلی دانش آموزان دوره متوسطه شهر اصفهان با ویژگیهای خانوادگی آنان. فصلنامه خانواده پژوهشی، 2. 48-41.
- فرجاد، محمدعلی.(1375). روانشناسی اهمال کاری وغلبه برتعلل ورزیدن. تهران: انتشارات رشد.
- کاوسیان، جواد ؛ کدیور، پروین. (1384). بررسی عوامل مؤثر بر انگیزش تحصیلی دانش آموزان پسردبیرستانهای سراسر کشور، تهران: طرح پژوهشی وزارت آموزش وپرورش.
Areepattamannil, S., & Freeman, J. G. (2008). Academic achievement, academic self concept, and academic motivation of immigrant adolescents in the greater Toronto area secondary schools. Journal of Advanced Academics, 19, 700–743.
Bernt, T. J., & Miller, K. E. (1990). Expectancies, values, and achievement in junior high school. Journal of Educational Psychology, 82,319–326.
Chang, E. C. (2003). A critical appraisal and extension of hope theory in middleaged men and women: Is it important to distinguish agency and pathways components? Journal of Social and Clinical Psychology, 22, 121–143.
Chase, L. (2003). Procrastination: the new master skill of time management. Agency Sales Magazine, 33, 60-62.
Clark, Jeffrey L. and Oliver, Hill, W. (1994). Academic Procrastination among African-American. College Students. Psychological Reports .75,2 931.36.
Cokley, K., & Patel, N. (2007). A psychometric investigation of the academic selfconcept of Asian American college students.Educational and Psychological Measurement, 67, 88–99.
Covington, M. V. (2000). Goal theory, motivation, and schoolachievement: An integrative review. Annual Review of Psychology, 51, 171−200, doi:10.1146/annurev.psych.51.1.171.
Covington,M., & Muëller, K. J. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation. Educational Psychology Review, 13, 157–176.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and selfdetermination in human behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (Eds.). (2002). Handbook of selfdetermination research. Rochester, NY: University of Rochester Press.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991).Motivation and education: The selfdetermination perspective. Educational Psychologist, 26, 325 –346.
Dekker, S., & Fischer, R. (2008). Cultural differences in academic motivation goals: A metaanalysis across 13 societies. The Journal of Educational Research, 102(2), 99108.
Emundsoon,N.(2013). The Hope-Centered Career ResearchTeam Between the University of British Columbia and The Pennsylvania State University.
Ferrari J., Parker, J., & Ware, C. (1992). Academic procrastination: Personality correlates with Myers-Briggs types, self-efficacy,and academic locus of control. Journal of Social Behavior and Personality, 7, 495-502.
Ferrari JR. ,(1998). Procrastination. Encyclopedia of mental health.1-5.
Ferrari,J.R. & Beck, B.L. (1998).Affective responses before andafter fraudulent excuses by academic procrastinator. Education, 118(4), 529-538.
Ferrari, J.R., O’Callaghan, J., & Newbegin, I. (2005). Prevalence of procrastination in the United States, United Kingdom and Australia: Arousal and avoidance delays among adults. North American Journal of Psychology, 7, 1-6.
Goode, C. (2008). Effects of Academic procrastination Retrieved from website http ; // homeworktree. Com on October 13 , 2008.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology,82, 525 – 538.
Groopman.J.(2005). The Anatomy of Hope: How People Prevail in the Face of Illness. New York Time. Best Seller.USA.
Hariss , Donna. Pannbacker , M. & Lass , Norman , J . (1996). Academic Procrastination by speech – language pathology & Audiology students . National student speech language Hearing Association Journal . 3 ,42-45 .
Haycock, L. A., McCarthy, P., & Skay, C. L. (1998).Procrastination in college students: The role of selfefficacy and anxiety. Journal of Counseling & Development,76 (3), 317-324.
Herth,K (1993). Abbreviated instrument to measure hope: Development and Psychometric evaluation. Journal of Advancced Nursing.
Hill, M. B., Hill, D. A., Chabot, A. E., & Barrall, J. F. (1978). A survey of college faculty and student procrastination. College Student Journal, 12(3), 256-262.
Holland, J. L., Daiger, D., & Power, P. G. (1980). My vocational situation: Description of an experimental diagnostic from for the selection of vocational assistance. Palo Alto, CA: Consulting Psychologists Press.
Jansenn,T.& Carton,J.S.(1999). The effects of locus of control and task difficulty on procrastination. Journal of Genetic Psychology, 160.
Knaus, W. J. (1998). Do it now! USA: John Wiley & Sons, Inc.
Lapan, R. T. (2004). Career development across the K-16 years: Bridging the present to satisfying and successful futures. Alexandria, VA, US: American Counseling Association.
Lavigne, G. L., Vallerand, R. J., & Miquelon, P. (2007). A motivational model of persistence in science education: A selfdetermination theory approach. European Journal of Psychology of Education, 22, 351–369.
Lay C ,(1986). At last, my research article on procrastination. Journal of research in personality, 20, 474-495.
Mallows, C. (2002). Existential aspects of procrastination. Unpublished Honours Bachelor of Arts,University of Carleton, Ottawa.
Marsh, H. W., & Hau, K.T.(2004). Explaining paradoxical relations between academic selfconcepts and achievements: Crosscultural generalizability of the internal/external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56–67.
Meninjer, K. (1959). The academic lecture on hope. The American Journal of Psychiatry, 116, 481-491.
Milgram N, Mey-Tal G, Levison Y. (1998). Procrastination, generalized or specific, in college students and their parents. Pers. Indiv. Differ., 25(2): 297-316.
Neenan M ,(2008). Tackling Procrastination: An REBT Perspective for Coaches. J Rat-Emo Cognitive- Behavior, 26, 53-62.
Niles, S. G., Yoon, H. J., Balin, E., Amundson, N. E., (2010). Using a hope-centered model of career development in challenging times. Turkish Psychological Counseling & Guidance Journal, 4(34), 101-108.
O’Brien, W.K. (2002). Applying the transtheoretical model toacademic procrastination. Dissertation Abstracts International. Section B: The Sciences and Engineering. 62(11-B):5359.
Onwuegbuzie,A.J & Jiao .(2000). I will Go to the library later: The relationship between Academic procrastination & library Anxiety. College & Research libraries.
Oweini, A. & Harraty, N (2005).The carrots or the stick: What motivate students? A Manuscript. Lebanese American University. USA.
Özer, B. U., Demir, A., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: Possible gender differences in prevalence and reasons. The Journal of Social Psychology, 149(2), 241–257.
Peterson, C. (2000). The future of optimism. American Psychologist, 55, 44–55.
Pintrich, P. R. (2004). An achievement goal theory perspective on issues in motivation terminology, theory, and research.Contemporary Educational Psychology, 25, 92 – 104.
Pintrich, P. R, & De Groot, E. V. (1990). Motivational and self –regulated Learing components of classroom academic performance. Journal of Educational Psychology, 82, 33 – 40.
Rohrbaugh, D. (2006). Perceived stress in active, passiveand non-procrastinating college students. BURS 2006, Psychology II.
Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33 (4), 387-394.
Ryan, R. M., & Deci, E. L. (2000). Selfdetermination theory and the facilitation of intrinsic motivation, social development, and wellbeing. American Psychologist, 55, 68–78.
Schouwenburg H.,(2005). On counseling the procrastinator in academic setting. Presented at the Fedora psychesconference.
Senecal C, Koestner R, & Vallerand RJ,(1995). Self-regulation and academic procrastination. Journalof Social Psychology, 135, 607-619.
Synder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13, 249-275.doi: 10.1207S15327965PLI1304_01.
Snyder, C. R, Harris, C, Anderson, J. R., Holran, S. A., Irving, L. M., Sigmon, S.T., Yoshinobu, L., Gibb. J.,Langelle, C.,& Harney, P.(1991). The will and the way: Development and validation of an individual-diffrences measure of hope. Journal of Personality and Social Psychology.
Snyder, C. R, Harris, C, Anderson, J. R., Irving, L M., Sigmon, S. T. (1991). The will and the ways: development and validation of an individual differences measure of hope. Journal of Personality and Social Psychology.
Snyder. C.R. (2000).Handbook of HOPE:Theory, Measures, and Aplications.(edited by C. R. Snyder)ACADEMIC PRESS. USA
Snyder, C. R. (2002). HopeTheory: Rainbows in the mind. Psychological Inquiry.
Snyder, C. R., Ilardi. S. S.,Cheavens, J., Michael, S. T., Yamhure, L., &Sympson, S. (2007). The role of hope in cognitive behavior therapies. Cognitive Therapy and Research
Solomon, L. J., and Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31,504-510.
Steel, P. (2005). The Nature of Procrastination: A Meta-Analytic and Theoretical Review of Self-Regulatory Failure. University of Calgary.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senecal, C., & Vallières, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003–1017.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senecal, C., & Vallières, E. F. (1993). On the assessment of intrinsic,extrinsic and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational and Psychological Measurement, 53,159–172.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Selfdetermination and persistence in a reallife setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology,72, 1161 – 1176.
Yao, M. (2009). An Exploration of Multidimensional Perfectionism, Academic Selfefficacy, Procrastination Frequency, and Asian American Cultural Values. Graduate Program in Psychology. The Ohio State University.
Zimmer-Gembeck, M. J., & Mortimer, J. T. (2006). Adolescent work, vocational development, and education. Review of Educational Research, 76(4), 537−566,