Journal of Rafsanjan University of Medical Sciences
مجله دانشگاه علوم پزشکی رفسنجان
JRUMS
Medical Sciences
http://journal.rums.ac.ir
69
journal69
1735-3165
2008-7268
10.66224/jrums
fa
jalali
1402
11
1
gregorian
2024
2
1
22
12
online
1
fulltext
fa
طراحی مدل اهمالکاری تحصیلی مبتنی بر خودکارآمدی و کمالگرایی با تأکید بر نقش میانجی باورهای فراشناختی در دانشجویان روانشناسی دانشگاه آزاد اسلامی کرمان در سال تحصیلی 1402-1401: یک مطالعه توصیفی
Designing a Model of Academic Procrastination Based on Self-Efficacy and Perfectionism in Kerman Islamic Azad University Psychology Students in the Academic Year 2022-2023 with the Mediating Role of Metacognitive Beliefs:
A Descriptive Study
روانپزشكي
Psychiatry
پژوهشي
Research
<div style="text-align: right;"><span style="font-size:10pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><a name="_Hlk113374001"><b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">زمینه و هدف: </span></span></b></a><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">اهمالکاری</span></span> <span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">پیامدهای منفی بسیاری هم بر سلامت جسمی و روحی و هم بر توانایی افراد در دست­یابی به اهداف دارد. لذا مطالعه برای شناخت عوامل همبسته با آن معقول است.</span></span> <span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">مطالعه حاضر با هدف تحلیل مسیر پیش­بینی اهمالکاری تحصیلی دانشجویان روان­شناسی دانشگاه آزاد اسلامی کرمان بر اساس کمال­گرایی و خودکارآمدی آنان با توجه به نقش واسطه­ای باورهای فراشناختی انجام شد. </span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">مواد و روش­ها:</span></span></b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""> مطالعه حاضر از نوع توصیفی به روش تحلیل همبستگی میباشد. جامعه آماری شامل دانشجویان کارشناسی روانشناسی دانشگاه آزاد اسلامی کرمان در سال تحصیلی 1402-1401 بود که تعداد 227 دانشجو به روش نمونهگیری در دسترس انتخاب و مقیاسهای اهمالکاری تحصیلی </span></span>Savari<span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""> و همکاران، </span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">کمالگرایی </span></span>Hill<span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""> و همکاران، </span></span><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">خودکارآمدی عمومی </span></span>Sherer<span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""> و </span></span>Maddux<span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""> و باورهای فراشناختی </span></span>Wells<span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""> و </span></span>Cartwright<span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""> را تکمیل کردند. داده­ها با استفاده از مدل­یابی معادلات ساختاری تجزیه­ و تحلیل شدند.</span></span> <span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">یافتهها:</span></span></b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""> نتایج نشان داد که خودکارآمدی اثر مستقیم، مثبت و معناداری بر باورهای فراشناختی مثبت (39/0=</span></span>β<span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">، 01/0></span></span>P<span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">) و اثر معکوس، منفی و معناداری بر باورهای فراشناختی منفی (42/0-=</span></span><span lang="FA" style="font-family:"Cambria",serif">β</span><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">، 01/0></span></span>P<span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">) و اهمالکاری تحصیلی (32/0-=</span></span><span lang="FA" style="font-family:"Cambria",serif">β</span><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">، 01/0></span></span>P<span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">) دارد. نتایج هم­چنین نشان داد کمال­گرایی اثر مستقیم، مثبت و معناداری بر باورهای فراشناختی مثبت (83/0=</span></span><span lang="FA" style="font-family:"Cambria",serif">β</span><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">، 01/0></span></span>P<span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">) و باورهای فراشناختی منفی (51/0=</span></span><span lang="FA" style="font-family:"Cambria",serif">β</span><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">، 01/0></span></span>P<span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">) دارد. </span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">نتیجه</span></span></b><b>­</b><b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">گیری:</span></span></b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""> یافته­های مطالعه حاضر نشان داد که باورهای فراشناختی می­تواند در رابطه بین خودکارآمدی و کمال</span></span>­<span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">گرایی با اهمالکاری تحصیلی نقش مهمی داشته باشد. با توجه به پیامدهای منفی اهمالکاری بر سلامت تحصیلی دانشجویان پیشنهاد می­شود که برنامه­های مداخله برای تغییر مناسب متغیرهای مؤثر بر اهمالکاری تدوین شود.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">واژه­ های کلیدی:</span></span></b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""> اهمالکاری</span></span> <span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">تحصیلی، خودکارآمدی، کمال­گرایی، باورهای فراشناختی</span></span><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:normal"><span style="font-family:"Times New Roman",serif"><span style="font-size:1.0pt"></span></span></span></span><br>
</div>
<span style="font-size:10pt"><span style="line-height:145%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><a name="_Hlk114425361"><b><span style="font-size:9.5pt"><span style="line-height:145%">Background and Objectives:</span></span></b></a><span style="font-size:9.5pt"><span style="line-height:145%"> Procrastination has many negative consequences on both physical and mental health and the ability of people to achieve goals. Therefore, it is reasonable to study to know the related factors. The present study was conducted with the aim of analyzing the path of predicting academic procrastination of students based on their perfectionism and self-efficacy, considering the mediating role of metacognitive beliefs.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:145%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.5pt"><span style="line-height:145%">Materials and Methods:</span></span></b><span style="font-size:9.5pt"><span style="line-height:145%"> The current research is a descriptive-correlational study. The statistical population included undergraduate psychology students of Kerman Islamic Azad University in the academic year 2022-2023, and 227 students were selected by convenience sampling and completed the scales of Savari et al.’s Academic Procrastination, Sherer and Maddux’s General Self-Efficacy, Hill et al.’s Perfectionism, and Wells and Cartwright’s Metacognitive Beliefs. Data were analyzed using structural equations modelling. </span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:145%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.5pt"><span style="line-height:145%">Results:</span></span></b><span style="font-size:9.5pt"><span style="line-height:145%"> The results indicated that self-efficacy has a direct, positive and significant effect on positive metacognitive beliefs (β=0.39, p<0.01) and an inverse, negative and significant effect on negative metacognitive beliefs (β=-0.42, p<0.01) and academic procrastination (β=-0.32, p<0.01). The results also showed that perfectionism has a direct, positive and significant effect on positive metacognitive beliefs (β=0.83, p<0.01) and negative metacognitive beliefs (β=0.51, p<0.01).</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:145%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.5pt"><span style="line-height:145%">Conclusion:</span></span></b><span style="font-size:9.5pt"><span style="line-height:145%"> The results of the current study showed that metacognitive beliefs can play an important role in the relationship between self-efficacy and perfectionism and academic procrastination. Considering the negative consequences of procrastination on the academic health of students, it is recommended that intervention programs be prepared to appropriately change the variables affecting procrastination.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:145%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.5pt"><span style="line-height:145%">Key words:</span></span></b><span style="font-size:9.5pt"><span style="line-height:145%"> Academic procrastination, Self-efficacy, Perfectionism, Metacognitive beliefs</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:145%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><span style="font-size:9.5pt"><span style="line-height:145%"></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:145%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.5pt"><span style="line-height:145%">Funding: </span></span></b><span style="font-size:9.5pt"><span style="line-height:145%">This study did not have any funds.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:145%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.5pt"><span style="line-height:145%">Conflict of interest: </span></span></b><span style="font-size:9.5pt"><span style="line-height:145%">None declared.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:145%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.5pt"><span style="line-height:145%">Ethical approval: </span></span></b><span style="font-size:9.5pt"><span style="line-height:145%">The Ethics Committee of Islamic Azad University of Kerman approved the study (IR.IAU.KERMAN.REC.1402.043).</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:3.0pt"><span style="line-height:150%"></span></span></b></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="line-height:140%">How to cite this article:</span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Nekooie Malihe, Kamyabi Mitra, Hajipoor Abaei Najme, Bahreini Zade Anahita. Perfectionism in Kerman Islamic Azad University Psychology Students in the Academic Year 2022-2023 with the Mediating Role of Metacognitive Beliefs: A Descriptive Study</span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:140%">. </span></span><i><span style="font-size:9.0pt"><span style="line-height:140%">J Rafsanjan</span></span></i><span style="font-size:9.0pt"><span style="line-height:140%"> <i>Univ Med Sci</i> 2024; 22 (12): 1259-78 [Farsi]</span></span> <span style="font-size:8.0pt"><span style="line-height:140%"></span></span></span></span></span></span></span><br>
اهمالکاری تحصیلی, خودکارآمدی, کمالگرایی, باورهای فراشناختی
Academic procrastination, Self-efficacy, Perfectionism, Metacognitive beliefs
1259
1278
http://journal.rums.ac.ir/browse.php?a_code=A-10-6501-1&slc_lang=fa&sid=1
Mitra
Kamyabi
میترا
کامیابی
kamyabi.mitra@gmail.com
6900319475328460056578
6900319475328460056578
Yes
Islamic Azad University, Kerman
دانشگاه آزاد کرمان
Malihe
Nekooie
ملیحه
نکوئی
malihenekooie@yahoo.com
6900319475328460056579
0009-0001-5004-8024
No
Islamic Azad University, Kerman
دانشگاه آزاد کرمان
Najme
Hajipoor Abaei
نجمه
حاجی پور عبایی
Hajipour_1359@yahoo.com
6900319475328460056580
6900319475328460056580
No
Islamic Azad University, Kerman
دانشگاه آزاد کرمان
Anahita
Bahreini Zade
آناهیتا
بحرینی زاده
romina.radan@yahoo.com
6900319475328460056581
6900319475328460056581
No
Islamic Azad University, Kerman
دانشگاه آزاد کرمان