بررسی تأثیر اجتناب شناختی و ترس از شکست بر اهمال کاری تحصیلی: نقش واسطه‌ای دشواری تنظیم هیجان در دانش‌آموزان دوره‌ی دوم متوسطه
الموضوعات :
محمد نریمانی
1
(استاد گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران)
محمد هرنگ زا
2
(دانشجوی دکتری گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران)
الکلمات المفتاحية: دشواری در تنظیم هیجان, اهمال‌کاری تحصیلی, دانش‌آموزان دوره‌ی دوم متوسطه,
ملخص المقالة :
هدف این پژوهش، بررسی نقش اجتناب شناختی و ترس از شکست با واسطه‌گری دشواری در تنظیم هیجان در پیش‌بینی اهمال‌کاری تحصیلی بود. روش این پژوهش همبستگی بود. جامعه‌ی آماری را دانش‌آموزان دوره‌ی دوم متوسطه شهرستان بستک در سال تحصیلی ۹۸-۱۳۹۷ تشکیل می‌دادند. ۲۳۴ دانش‌آموز(۱۲۲پسر و ۱۱۲ دختر) با استفاده از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای تصادفی انتخاب شدند. داده‌ها با استفاده از پرسشنامه‌ی اجتناب‌شناختی) (Sexton & Dugas, 2008 ، مقیاس ترس از شکست ) (Conroy, Willow & Metzler, 2002، مقیاس دشواری در تنظیم هیجان Gratz & Roemer,) (2004 و مقیاس اهمال‌کاری تحصیلی (Solomon & Rothblum, 1984) جمع‌آوری و با روش‌های تحلیل رگرسیون چندگانه و تحلیل مسیر و به‌وسیله نرم‌افزار‌های اس پی اس اس ۲۰ و ایموس ۲۰ بررسی شد. تحلیل داده‌ها نشان داد مؤلفه‌های دشواری در‌تنظیم هیجان شامل عدم پذیرش پاسخ‌های هیجانی، دشواری در انجام رفتار هدفمند و دسترسی محدود به راهبردهای هیجانی در رابطه‌ی میان اجتناب شناختی و ترس از شکست با اهمال‌کاری تحصیلی تا اندازه‌ای واسطه شده‌اند. بنابراین، دبیران، مربیان و مشاوران برای کاهش اهمال‌کاری تحصیلی باید از یک‌سو به چالش با باورهای شناختی و هیجانی منفی و ناسازگار (اجتناب‌شناختی و ترس‌از‌شکست) پرداخته و از سوی دیگر برای مدیریت و تنظیم هیجانات راهبردهای مناسب‌تر را جایگزین کنند.
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