رابطه پنج عامل شخصیت با تعللورزیتحصیلی: نقش میانجی تابآوری تحصیلی
محورهای موضوعی : روانشناسی تربیتی
ابوالفضل فرید
1
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فاطمه فرجیان
2
1 - دانشگاه شهید مدنی اذربایجان
2 - دانشگاه شهید مدنی آذربایجان
کلید واژه: تعللورزیتحصیلی, روانرنجورخویی, برونگرایی, توافقپذیری, وظیفهشناسی, تابآوریتحصیلی,
چکیده مقاله :
پژوهش حاضر باهدف تعیین رابطه ویژگیهای پنج عاملی شخصیت با تعللورزیتحصیلی با واسطهگری تابآوریتحصیلی انجام شد. روش پژوهش حاضر توصیفی از نوع همبستگی بود. جامعه آماری پژوهش، کلیه دانشجویان دانشگاه شهید مدنی بود. تعداد 200 نفر به روش نمونهگیری تصادفی خوشهای انتخاب شدند و به پرسشنامههای پنج عاملی شخصیت، تابآوریتحصیلی ساموئلز و تعللورزیتحصیلی تاکمن پاسخ دادند. تحلیل دادهها با روش تحلیل مسیر نشان داد بین روانرنجورخویی، برونگرایی و تعللورزی تحصیلی رابطه مستقیم و بین توافقپذیری، وظیفهشناسی و تعللورزی تحصیلی رابطه منفی وجود دارد (05/0>P). بین گشودگی به تجربه و تعللورزیتحصیلی رابطه معنیدار وجود ندارد. بعلاوه، تابآوری تحصیلی قادر است روابط بین ویژگیهای روانرنجورخویی، برونگرایی، توافقپذیری، وظیفهشناسی و تعللورزیتحصیلی را میانجیگری کند. میتوان نتیجه گرفت تابآوری میتواند هم بهطور مستقیم بر تعللورزیتحصیلی تأثیر بگذارد و درعینحال نقش میانجیگری بین صفات شخصیت وتعللورزیتحصیلی را ایفا کند ناتوانی در سازگاری روانی منجر به استرس، اضطراب یا عزتنفس پایین در دانشجویان میشود، درنتیجه آنها را بیشتر مستعد تعللورزی میکند.
The present study aimed to determine the relationship between five-factor personality traits and academic procrastination through academic resilience. The present study was conducted with a correlational method. The study population included students of Shahid Madani University. Using random cluster method, 200 subjects were selected. They were assessed by the five-factor personality, Samuels’s academic resilience and Tuckman academic procrastination questionnaires. Data analysis using path analysis method showed that there were positive relationships between neuroticism, extraversion and academic procrastination and a negative relationship between agreeableness, conscientiousness and academic procrastination (P <.05). There was no significant relationship between openness to experience and academic procrastination. In addition, academic resilience could mediate the relationships between neuroticism, extraversion, agreeableness, conscientiousness and academic procrastination. Hence, it can be concluded that resilience can directly affect academic procrastination and play a mediating role between personality traits and academic procrastination. Inability to psychologically adapt leads to stress, anxiety or low self-esteem in students; as a result, they are more prone to procrastination
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