چکیده:
هدف: پژوهش حاضر با هدف بررسی نقش تعدیلکنندگی خودنظارتی در رابطهی بین ادراک از ساختار کلاس و تعللورزی تحصیلی دانشآموزان انجام شده است. روش: پژوهش حاضر بر اساس هدف از نوع کاربردی و از لحاظ نحوه گردآوری دادهها توصیفی از نوع همبستگی میباشد. جامعه آماری پژوهش، دانشآموزان متوسطه اول گچساران در سالتحصیلی 1399-1398 به تعداد 1809 نفر مشتمل بر 938 پسر و 871 دختر میباشند. در راستای گزینش گروه نمونه و استخراج دادهها، تعداد 318 نفر با استفاده از جدول کرجسی و مورگان با دو روش نمونهگیری تصادفی طبقهای و خوشهای چند مرحلهای انتخاب گردیدند. دادههای پژوهش با استفاده از پرسشنامههای خودنظارتی اسنایدر و کانچستا (1974)، ادراک از ساختار کلاس بلک برن (1998) و تعللورزی تحصیلی سولون و راثبلوم (1998) گردآوری و با استفاده از نرمافزارهای SPSS و AMOS تحلیل گردید. به منظور آزمون روابط بین متغییرها در مدل از آزمون ضریب همبستگی پیرسون و روش مدلیابی معادلات ساختاری استفاده شد. یافتهها: نتایج نشان داد که شاخصهای برازش مدل تعدیلکنندگی متغییر خودنظارتی بدون نیاز به ویرایش و اصلاح به طور معنیداری در وضعیت مطلوبی قرار دارد.متغییرهای ادراک از ساختار کلاس 68/0و خودتنظیمی 22/0 از پراکندگی نمرات تعللورزی تحصیلی را تبیین میکنند و اثر غیرمستقیم ادراک از ساختار کلاس بر تعللورزی تحصیلی با نقش تعدیل کنندگی خودتنظمی 214/0 است که معنیدار میباشد. یافتههای فوق نمایانگر این است که با تعریف راهبردهای خودتنطیمی از یکسو و ادراک شاگردان از ساختار کلاس از سوی دیگر، میتوان در جهت کاهش تعللورزی تحصیلی به عنوان یکی از مهمترین موانع فرایندهای یاددهی- یادگیری گامهای اساسی برداشت.
AbstracObjective: The purpose of this study was to investigate the role of self-regulatory moderation in the relationship between perception of class structure and students' academic procrastination.Method: The present study is based on the purpose is the applied type and in terms of data collection, is a descriptive correlational type and more precisely of the type of structural equations. The statistical population of the study was 1809 peoples of first secondary school students in Gachsaran City, of which 328 were using Krejcie and Morgan table with two methods of stratified random sampling and multi-stage cluster sampling as Sample selected. Data were collected using Snyder and Conchesta (1974) self-monitoring questionnaires, Blackburn classroom structure perception (1998) and Solon and Rothblom (1998) academic procrastination and analyzed using SPSS and AMOS software. For this purpose, first the share of each class in the sample is determined, then from 21 schools for boys, 4 schools and from among 18 schools for girls, 3 schools and finally from each school, 2 classes are randomly selected and all students of this Classes were included in the study as a statistical sample. The product of this process was the completion and collection of 321 questionnaires from the study sample. Also, in order to test the relationships between variables in the assumed model, Pearson correlation coefficient test and structural equation modeling method have been used.Results: The results showed that the fit indices (absolute, adaptive and destination) of the moderating model of the self-regulatory variable without the need for editing, modification and correction are significantly in good condition. Also, the variables of perception of class structure -0.68 and self-regulation explain 0.22 of the scattering of academic procrastination scores and the indirect effect of perception of class structure on academic procrastination with the role of self-regulatory mode is 0.214, which is The comment is statistically significant. Based on these findings, it can be stated that the perception variable of class structure had a significant inverse effect and the self-regulatory variable had a significant positive effect on students' academic procrastination. In other words, academic procrastination is a function of perception of class structure on the one hand and students' self-supervision on the other hand. So in this way, the focus of educational systems should be based on the optimal management of these variables.AbstracObjective: The purpose of this study was to investigate the role of self-regulatory moderation in the relationship between perception of class structure and students' academic procrastination.Method: The present study is based on the purpose is the applied type and in terms of data collection, is a descriptive correlational type and more precisely of the type of structural equations. The statistical population of the study was 1809 peoples of first secondary school students in Gachsaran City, of which 328 were using Krejcie and Morgan table with two methods of stratified random sampling and multi-stage cluster sampling as Sample selected. Data were collected using Snyder and Conchesta (1974) self-monitoring questionnaires, Blackburn classroom structure perception (1998) and Solon and Rothblom (1998) academic procrastination and analyzed using SPSS and AMOS software. For this purpose, first the share of each class in the sample is determined, then from 21 schools for boys, 4 schools and from among 18 schools for girls, 3 schools and finally from each school, 2 classes are randomly selected and all students of this Classes were included in the study as a statistical sample. The product of this process was the completion and collection of 321 questionnaires from the study sample. Also, in order to test the relationships between variables in the assumed model, Pearson correlation coefficient test and structural equation modeling method have been used.Results: The results showed that the fit indices (absolute, adaptive and destination) of the moderating model of the self-regulatory variable without the need for editing, modification and correction are significantly in good condition. Also, the variables of perception of class structure -0.68 and self-regulation explain 0.22 of the scattering of academic procrastination scores and the indirect effect of perception of class structure on academic procrastination with the role of self-regulatory mode is 0.214, which is The comment is statistically significant. Based on these findings, it can be stated that the perception variable of class structure had a significant inverse effect and the self-regulatory variable had a significant positive effect on students' academic procrastination. In other words, academic procrastination is a function of perception of class structure on the one hand and students' self-supervision on the other hand. So in this way, the focus of educational systems should be based on the optimal management of these variables.AbstracObjective: The purpose of this study was to investigate the role of self-regulatory moderation in the relationship between perception of class structure and students' academic procrastination.Method: The present study is based on the purpose is the applied type and in terms of data collection, is a descriptive correlational type and more precisely of the type of structural equations. The statistical population of the study was 1809 peoples of first secondary school students in Gachsaran City, of which 328 were using Krejcie and Morgan table with two methods of stratified random sampling and multi-stage cluster sampling as Sample selected. Data were collected using Snyder and Conchesta (1974) self-monitoring questionnaires, Blackburn classroom structure perception (1998) and Solon and Rothblom (1998) academic procrastination and analyzed using SPSS and AMOS software. For this purpose, first the share of each class in the sample is determined, then from 21 schools for boys, 4 schools and from among 18 schools for girls, 3 schools and finally from each school, 2 classes are randomly selected and all students of this Classes were included in the study as a statistical sample. The product of this process was the completion and collection of 321 questionnaires from the study sample. Also, in order to test the relationships between variables in the assumed model, Pearson correlation coefficient test and structural equation modeling method have been used.Results: The results showed that the fit indices (absolute, adaptive and destination) of the moderating model of the self-regulatory variable without the need for editing, modification and correction are significantly in good condition. Also, the variables of perception of class structure -0.68 and self-regulation explain 0.22 of the scattering of academic procrastination scores and the indirect effect of perception of class structure on academic procrastination with the role of self-regulatory mode is 0.214, which is The comment is statistically significant. Based on these findings, it can be stated that the perception variable of class structure had a significant inverse effect and the self-regulatory variable
خلاصه ماشینی:
از خيل عظيم اين دلايل و بازده ها ميتوان به اضطراب از ارزشيابي Chabaud, Ferrand and) (٢٠١٠ ,Maury، پايين بودن حرمت خود (٢٠٠٨ ,Klassen, Krawchuk and Rajani)، خودتنظيمي پايين (٢٠١٠ ,Sirois and Pychyl)، منبع کنترل (٢٠٠٩ ,anDeniz, Tras and Aydog)، ادراک از ساختار کلاس ٢ (٢٠١٠ ,KHamesan and SHirzadi)، احساس گناه و افکار غيرمنطقي (٢٠٠٧ ,Steel)، حس مسئوليت پايين نسبت به تکاليف درسي (٢٠٠٩ ,Arslan &Bacanlı, Ilhan )، فقدان يا ضعف 3 مهارت هاي مديريت زمان (٢٠٠٧ ,Balkıs)، ترس از شکست (٢٠٠٥ ,Uzun-Ozer)، کمال گرايي (٢٠١١ ,Sarıoglu) و تعيين اهداف غيرواقعي (٢٠١٩ ,Akdemir ̧Oznur Atas) اشاره نمود.
1- Academic Procrastination 2- perception of classroom structure 3- Perfectionism يکي از پيشايندهاي تأثيرگذار در عملکرد تحصيلي دانش آموزان ، مدرسه و ساختار کلاس درس به عنوان يک فضاي حياتي براي موفقيت تحصيلي فراگيران است (٢٠٠٦ ,Martin and Marsh).
يافته هاي پژوهش همان گونه که بيان شد، مطالعه حاضر به منظور بررسي نقش تعديل کنندگي خودنظارتي در رابطه - ي بين ادراک از ساختار کلاس درس و تعلل ورزي تحصيلي دانش آموزان متوسطه اول شهرستان گچساران با استفاده از روش آماري مدل يابي معادلات ساختاري انجام شده است .
همچنين به منظور بررسي تأثيرگذاري متغير جنسيت بر مدل مفروض تعديل کنندگي خودتنظيمي در رابطه بين ادراک از ساختار کلاس درس و تعلل ورزي تحصيلي دانش آموزان مورد مطالعه اين پژوهش ، مدل مفروض بر اساس داده هاي جمع آوريشده از هر يک از طبقات (پسران و دختران ) به صورت جداگانه آزمون گرديد که نتايج در شکل ذيل به تفکيک براي هر دو گروه نمايش داده شده است .