نقش میانجی تعلل‌ورزی تحصیلی در ارتباط ابعاد کمال‌گرایی با فرسودگی تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

2 گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

چکیده

اهداف: فرسودگی تحصیلی ازجمله موانعی است که سبب می‌شود دانشجویان نتوانند توانمندی‌های خود را در محیط دانشگاهی رشد و پرورش دهند. کمال‌گرایی و تعلل‌ورزی تحصیلی می‌توانند شکل‌گیری و تداوم فرسودگی تحصیلی دخیل باشند. قابل‌ذکر است که کمال‌گرایی خود دارای ابعاد سازگارانه و ناسازگارانه است. به نظر می‌رسد این ابعاد، همبستگی‌هایی متفاوتی با فرسودگی تحصیلی به‌صورت مستقیم و نیز غیرمستقیم -از طریق نقش میانجی تعلل‌ورزی تحصیلی- داشته باشند. پژوهش حاضر درصدد است نقش میانجی تعلل‌ورزی تحصیلی را در ارتباط بین کمال‌گرایی و فرسودگی تحصیلی موردمطالعه قرار دهد.
مواد و روش‌ها: طرح این تحقیق از نوع توصیفی-همبستگی بوده و با توجه به هدف آن، از نوع بنیادی است. از میان دانشجویان دانشگاه تبریز در سال تحصیلی 98 – 97 تعداد 375 نفر با روش نمونه‌گیری خوشه‌ای تصادفی انتخاب و وارد مطالعه شدند. ابزارهای پژوهش شامل پرسشنامه تجدید‌نظر‌شده کمال‌گرایی (APS-R)، مقیاس تعلل‌ورزی تحصیلی(PASS) و پرسشنامه فرسودگی تحصیلی مسلش (MBI) بودند.
یافته‌ها: بر اساس یافته‌های این پژوهش، کمال‌گرایی در ابعاد سازگارانه و ناسازگارانه قادر است با میانجیگری تعلل‌ورزی تحصیلی، تغییرات فرسودگی تحصیلی را تبیین نماید. به‌گونه‌ای که کمال‌گرایی ناسازگارانه ارتباط مثبت غیرمستقیم و کمال‌گرایی سازگارانه ارتباط منفی غیرمستقیم از طریق تعلل‌ورزی تحصیلی با فرسودگی تحصیلی دارند. حال‌آنکه ارتباط ضعیف‌تری بین کمال‌گرایی سازگارانه با فرسودگی تحصیلی از طریق نقش میانجی تعلل‌ورزی تحصیلی وجود دارد.
بحث و نتیجه‌گیری: با توجه به نقش ابعاد کمال‌گرایی و تعلل‌ورزی تحصیلی، می‌توان برنامه‌های مداخله‌ای و آموزشی در راستای ارتقاء مهارت‌های آموزشی و کاهش فرسودگی تحصیلی دانشجویان طراحی و اجرا نمود.

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