پیش بینی اهمال کاری تحصیلی براساس طرحواره های ناسازگار اولیه با میانجی گری انعطاف پذیری شناختی و باورهای فراشناختی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روانشناسی بالینی، گروه روانشناسی، دانشگاه شاهد، تهران، ایران

2 دانشیار، گروه روانشناسی بالینی، گروه روانشناسی، دانشگاه شاهد، تهران، ایران

3 دانشیار، گروه روانشناسی تربیتی، گروه روانشناسی تربیتی، دانشگاه خوارزمی، کرج، ایران

چکیده

مقدمه: بنابر یافته های پژوهشی یک عامل شناختی موثر در شکل گیری و تداوم اهمالکاری تحصیلی افراد، طرحواره های ناسازگار اولیه آنان می باشد. گروه دیگری از مطالعات از نقش باورهای فراشناختی و انعطاف پذیری شناختی در کاهش اهمالکاری تحصیلی حمایت می کنند. در این راستا، پژوهش حاضر به منظور ارزیابی مدل ساختاری اهمالکاری تحصیلی بر اساس طرحواره های ناسازگار اولیه و بررسی اثرات میانجی انعطاف پذیری شناختی و باورهای فراشناختی صورت گرفت.
روش: شرکت کنندگان این پژوهش 294 نفر از دانشجویان شهر تهران بودند که به روش نمونه گیری در دسترس، از طریق فضای مجازی انتخاب گردید. داده ها با استفاده از پرسشنامه های اهمالکاری تحصیلی (APS)، فرم کوتاه طرحواره های ناسازگار اولیه یانگ، انعطاف پذیری شناختی (CFI) و باورهای فراشناختی ولز، گردآوری و با نرم افزارهایSPSS و PLS مورد تجزیه و تحلیل قرار گرفتند.
یافته : یافته های حاصل از پژوهش بیانگر ارتباط معنادار بین نمره کل اهمالکاری تحصیلی و طرحواره های ناسازگار اولیه، مولفه های انعطاف پذیری شناختی و برخی مولفه های باورهای فراشناختی بود. نتایج حاصل از مدل معادلات ساختاری و تحلیل مسیر نشان داد که طرحواره های ناسازگار اولیه به صورت مستقیم و غیر مستقیم ، به واسطه باورهای فراشناختی بر اهمالکاری تحصیلی اثرگذار است، اما این مسیر از طریق متغیر انعطاف پذیری شناختی اثرگذار نبود.
نتیجه گیری: مدل ساختاری اهمالکاری تحصیلی براساس طرحواره های ناسازگار اولیه با میانجی گری انعطاف پذیری شناختی و باورهای فراشناختی از برازش مناسبی برخوردار است.
کلیدواژه ها: اهمالکاری تحصیلی، طرحواره های ناسازگار اولیه، انعطاف پذیری شناختی، باورهای فراشناختی

کلیدواژه‌ها

عنوان مقاله [English]

Predicting Academic Procrastination based on Early Maladaptive Schemas with the Mediating Role of Cognitive Flexibility and Metacognitive Beliefs

نویسندگان [English]

  • zahra Aliaskar najar 1
  • Hamid Yaghubi 2
  • Hamidreza hassanabadi 3
1 Master of Clinical Psychology, Department of Psychology, Shahed University, Tehran, Iran
2 Associate Professor, Department of Clinical Psychology, Department of Psychology, Shahed University, Tehran, Iran
3 Associate Professor, Department of Educational Psychology, Department of Educational Psychology, Kharazmi University, Karaj, Iran
چکیده [English]

Introduction: According to research findings, one of the effective cognitive factors in the formation and continuation of academic procrastination is their initial maladaptive schemas. Another group of studies supports the role of metacognitive beliefs and cognitive flexibility in reducing academic procrastination. In this regard, the present study was conducted to evaluate the structural model of academic procrastination based on early maladaptive schemas and to investigate the mediating effects of cognitive flexibility and metacognitive beliefs.
Method: The participants of this study were 294 students in Tehran who were selected by available sampling method through cyberspace. Data were collected using Academic Procrastination Questionnaire (APS), Young's Early maladaptive Schema Short Form, Cognitive Flexibility (CFI) and Wells Metacognitive Beliefs, and analyzed using SPSS and PLS software.
Findings: The findings of the study showed a significant relationship between the total score of academic procrastination and early maladaptive schemas, components of cognitive flexibility and some components of metacognitive beliefs. The results of structural equation modeling and path analysis showed that early maladaptive schemas directly and indirectly affect academic procrastination due to metacognitive beliefs, but this path was not affected by the cognitive flexibility variable.
Conclusion: The structural model of academic procrastination based on early maladaptive schemas mediated by cognitive flexibility and metacognitive beliefs has a good fit.
Keywords: academic procrastination, early maladaptive schemas, cognitive flexibility, metacognitive beliefs

کلیدواژه‌ها [English]

  • "academic procrastination"
  • "early maladaptive schemas"
  • "cognitive flexibility"
  • " metacognitive beliefs"

مراجع

  1. Burka JB, Yuen LM. Why you do it, what to do about it.  Psychology Today. 1982; 32-44.

    1. Solomon LJ, Rothblum ED. Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology. 1984;31(4):503-9.
    2. Ferrari JR. Compulsive Procrastination: Some Self-Reported Characteristics. Psychological Reports. 1991;68(2):455-8.
    3. Saddler CD, Sacks LA. Multidimensional perfectionism and academic procrastination: relationships with depression in university students. Psychol Rep. 1993;73(3 Pt 1):863-71.
    4. Steel P, Ones DS. Personality and happiness: A national-level analysis. Journal of personality and social psychology. 2002;83(3):767.
    5. Sepehrian F, Hosseinzadeh M. Structural modeling analysis of the relationship between coping styles and academic procrastination in students Quarterly Journal of New Thoughts on Education. 1390;7(4):77-93.
    6. Jaradat A-KM. Test Anxiety in Jordanian Students: Measurement, Correlates and Treatment; Psychometric Properties of the Differential Test Anxiety Inventory (DAI), and a Comparison of Cognitive Therapy and Study Skills Counseling in the Treatment of Test Anxiety 2004.
    7. McGinn LK, Young JE. Schema-focused therapy.Frontiers of cognitive therapy. New York, NY, US: The Guilford Press; 1996. p. 182-207.
    8. Dozois DJ, Martin RA, Bieling PJ. Early maladaptive schemas and adaptive/maladaptive styles of humor. Cognitive therapy and research. 2009;33(6):585-596.
    9. Stallard P. Early maladaptive schemas in children: Stability and differences between a community and a clinic referred sample. Clinical Psychology & Psychotherapy. 2007;14(1):10-8.
    10. Mohammad Beigi A, Mohammadkhani Sh, Sadegh Z. The Relation between Early Maladaptive Schema and Procrastination and Mental Health of Medical and Non-medical Students of Shahid Beheshti University of Medical Sciences. Journal of Mazandaran University of Medical Sciences. 2012;22(97):24-32.
    11. Cañas J, Quesada J, Antolí A, Fajardo I. Cognitive flexibility and adaptability to environmental changes in dynamic complex problem-solving tasks. Ergonomics. 2003;46(5):482-501.
    12. Dennis JP, Vander Wal JS. The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitive therapy and research. 2010; 34(3):241-253.
    13. Sternberg RJ, Frensch PA. On being an expert: A cost-benefit analysis. The psychology of expertise: Springer-Verlag New York, Inc; 1992. p. 191-203.
    14. Flavell JH. Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist. 1979;34(10):906.
    15. Wells A. Emotional disorders and metacognition: Innovative cognitive therapy: John Wiley & Sons; 2002.
    16. Kazemi H GM. Evaluation of relationship between metacognition components and dysfunctional attitudes in outpatients with bipolar mood disorder II. Journal of Shahid Sadoughi University of Medical Sciences. 2012;20(1):90-100.
    17. Rabiei M RA, Nikfarjam M, Najafipoor F The investigation of correlation between metacognitive subscales, Meta worry and thoughts–fusion with body dysmorphic disorder. journal of Nurse and Physician Within War. 2014;3(4):162-7.
    18. Wells A, Cartwright-Hatton S. A short form of the metacognitions questionnaire: properties of the MCQ-30. Behaviour research and therapy. 2004;42(4):385-96.
    19. Fischer TD, Smout MF, Delfabbro PH. The relationship between psychological flexibility, early maladaptive schemas, perceived parenting and psychopathology. Journal of contextual behavioral science. 2016;5(3):169-77.
    20. Özer BU, Demir A, Ferrari JR. Exploring academic procrastination among Turkish students: Possible gender differences in prevalence and reasons. The Journal of social psychology. 2009;149(2):241-57.
    21. Sadeghi H, Hajloo N, Babayi K, Shahri M. The relationship between metacognition and obsessive beliefs, and procrastination in students of Tabriz and Mohaghegh Ardabili Universities, Iran. Iranian journal of psychiatry and behavioral sciences. 2014;8(1):42.
    22. Munro BH. Statistical methods in health care research and application of SPSS in data analysis. Socialist: Salemi; 1389. p. 584.
    23. Torabi S, Hasanabadi H, Kadivar P.
    24. Young JE, Brown G. Young schema questionnaire-short form; Version 3. Psychological Assessment. 2005.
    25. Schmidt NB, Joiner TE, Young JE, Telch MJ. The schema questionnaire: Investigation of psychometric properties and the hierarchical structure of a measure of maladaptive schemas. Cognitive therapy and research. 1995;19(3):295-321.
    26. Zolfaghari M, Fatehi Zadeh M, Abedi M. Determining relationships between early maladaptive schemas and marital intimacy among Mobarakeh Steel Complex personnel. J Fam Res. 2008;4(3):261-47.
    27. Shareh H, Gharraee B, ATEF VMK, Eftekhar M. Metacognitive therapy (MCT), fluvoxamine, and combined treatment in improving obsessive-compulsive, depressive and anxiety symptoms in patients with obsessive-compulsive disorder (OCD). Iranian Journal of Psychiatry and Behavioral Sciences 2010; 4(2):17-25.
    28. Aboighasem A, Asadi Moghaddam A, Najarian B, Shokrkon H. Construction and Validation of a Test for the Measurement of Test Anxiety Among Ahwaz Guidance School Students. Journal of Education Sciences. 1996;3(2):62-73.
    29. Baron RM, Kenny DA. The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of personality and social psychology. 1986;51(6):1173.
    30. Aftab S, Klibert J, Holtzman N, Qadeer K, Aftab S. Schemas mediate the link between procrastination and depression: Results from the United States and Pakistan. Journal of Rational-Emotive & Cognitive-Behavior Therapy. 2017;35(4):329-45.
    31. Shirkavand M, Taj S. Predicting nursing students' academic procrastination based on initial maladaptive schemas and self-efficacy. Quarterly Journal Of New Strategies In Instruction al Administration. 2018;1(2):15-23.
    32. Gagnon J, Dionne F, Pychyl TA. Committed action: An initial study on its association to procrastination in academic settings. Journal of contextual behavioral science. 2016;5(2):97-102.
    33. Zarei L, Sadat Khoshouei M. Relationship of academic procrastination with metacognitive beliefs, emotion regulation and tolerance of ambiguity in university students. Quarterly Journal of Research and Planning in Higher Education. 2016;22(3):113-30.
    34. Azhari MS. Early Maladaptive Schemas and Academic Procrastination in Students: The Mediating Role of Perfectionism. International Journal of Psychological Studies. 2017;9(4):76-82.

فایل ها

سابقه مقاله

  • تاریخ دریافت: 01 آذر 1399
  • تاریخ بازنگری: 10 دی 1400
  • تاریخ پذیرش: 09 بهمن 1400

هم رسانی

ارجاع به این مقاله

آمار