شناخت اجتماعی

با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی اجتماعی ایران

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اعضای هیات تحریریه

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

اطلاعات آماری نشریه

رابطه بین چشم انداز زمان با جهت گیری هدف، تعلل تحصیلی و پیشرفت تحصیلیِ دانشجویان دانشکده‌های مختلف دانشگاه خلیج فارس

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار دانشگاه خلیج فارس بوشهر

2 دانشجوی کارشناسی ارشد دانشگاه خلیج فارس بوشهر

چکیده

مقدمه: چشم­انداز زمان چگونگی ادراک یا ارزیابی شخص از گذشته، حال و آینده را مشخص می­کند. چشم­انداز زمان، ساختار شناختی ناهشیاری دارد که فرد در هنگام     تصمیم­گیری درباره اعمال و اهداف کوتاه‌مدت یا بلندمدت به کار می­برد. هدف پژوهش حاضر تعیین نقش واسطه­ای جهت­گیری هدف در رابطه بین چشم انداز زمان، پیشرفت تحصیلی و تعلل تحصیلی دانشجویان بود. روش: به این منظور 424 نفر (223 زن، 201 مرد) از دانشجویان دانشکده­های مختلف (ادبیات، مهندسی، علوم پایه) دانشگاه خلیج‌فارس بوشهر به روش نمونه­گیری خوشه­ای انتخاب شدند و به مقیاس چشم­انداز زمان زیمباردو (ZTPI، فرم 56 سؤالی)، مقیاس آینده متعالی (TFTPS)، مقیاس جهت­گیری هدف 2×3 (3 × 2 AGQ-S) و پرسش­نامه تعلل ورزی تحصیلی (TPS) پاسخ دادند. جهت تجزیه‌وتحلیل داده­ها از مدل معادلات ساختاری استفاده شد. یافته‌ها: نتایج نشان داد که رابطه­ مستقیم بین چشم­انداز زمان و جهت­گیری هدف معنی‌داری بود؛ و رابطه­ی بین چشم­انداز زمان و تعلل تحصیلی معنادار بود. رابطه­ی غیرمستقیم جهت­گیری هدف و تعلل تحصیلی با پیشرفت تحصیلی معنادار بود. همچنین رابطه­ی غیرمستقیم چشم انداز زمان از طریق جهت­گیری هدف با پیشرفت تحصیلی معنادار بود. به علاوه رابطه­ی غیرمستقیم چشم­انداز زمان از طریق تعلل تحصیلی با پیشرفت تحصیلی معنادار بود. نتایج مدل معادلات ساختاری حکایت از برازندگی مدل مفروض تحقیق داشت. نتیجه‌گیری: با توجه به یافته­ها می­توان گفت که جهت­گیری هدف نقش واسطه­ای مهمی در رابطه­ی بین چشم­انداز زمان، پیشرفت تحصیلی و تعلل تحصیلی ایفا می­کند. بر این اساس با در نظر گرفتن نقش    چشم­انداز زمان، افزایش آگاهی نسبت جهت­گیری هدف و تعلل تحصیلی می­توان پیشرفت تحصیلی دانشجویان را بهبود بخشید.

کلیدواژه‌ها

عنوان مقاله [English]

The Relationship between the Time Perspective and Achievement Goal, the Academic Procrastination and Academic Achievement of Students in Various Colleges of the University of the Gulf

نویسندگان [English]

  • said mousa golestaneh 1
  • Seyed Ali Afshin 2
  • Yusef Dehghani 1

2 college student

چکیده [English]

Aim: Time perspective identifies a person's perception or assessing of past, present, and future. Time perspective, has an unconscious cognitive structure that a person uses in decision-making on short-term or long-term goals and actions. The aim of this study was to examine the mediating role of achievement goal in the relationship between time perspective, academic achievemen, and students' academic procrastination. Method: For this purpose, 424 (223 female, 201 male) students from different faculties (Literature, Engineering, Science) of the Persian Gulf University of Bushehr were selected by cluster sampling method and responded to the Zimbardo Time Perspective Scale (ZTPI, the form of 56 questions), Transcendental Future Time Perspective Scale (TFTPS), Measuring Target Scale 3×2 (3×2 AGQ-S), and the Academic Procrastination Scale (TPS). Structural Equation Modeling was used to analyze the data. Results: The results showed a direct significant relationship between the time perspective and achievement goal. Besides, there was a significant relationship between time perspective and academic ­procrastination and a significant indirect relationship between achievement goal and academic procrastination. Also, the indirect relationship between time perspective through achievement goal with academic achievement was significant. In addition, the indirect relationship between time perspective through academic procrastination and academic achievement was significant. Results of Structural Equation Modeling indicated the fitness of the supposed model in the study. Conclusion:  According to the findings, it can be said that time perspective has an important mediating role in achievement goal in the relationship between academic achievement and academic procrastination. Accordingly, taking into account the time perspective role and raising awareness of achievement goal and academic procrastination can improve students' academic achievement.

کلیدواژه‌ها [English]

  • Time Perspective
  • Academic Achievement
  • Academic Procrastination
  • Achievement Goal
مراجع
- Andriessen, I.; Phalet, K. & Lens, W. (2006). Future goal setting, task motivation and learning of minority and non‐minority students in Dutch schools. British Journal of Educational Psychology, 76(4), 827-850.
- Betts, M .(2013).Future time perspective: examination of multiple conceptualizations and work-related correlates. A Thesis Presented to The Academic Faculty. Georgia Institute of Tecnology.
- Bosato, G. N. (2001). Time perspective, academic motivation, and procrastination. Master's Theses. Paper 2170.
- Boyd, J. N., & Zimbardo, P. G. (1997). Constructing time after death the transcendental-future time perspective. Time & Society, 6(1), 35-54.
- Burt, C. D., & Kemp, S. (1994). Construction of activity duration and time management potential. Applied Cognitive Psychology, 8(2), 155-168.
- Cate, R. A., & John, O. P. (2007). Testing models of the structure and development of future time perspective: maintaining a focus on opportunities in middle age. Psychology and aging, 22(1), 186.
- Chen, S. M. E. (2011). Time perspective, death anxiety and emotional regulation processes in older adults.
- Collins, K. M., Onwuegbuzie, A. J., & Jiao, Q. G. (2008). Reading ability as a predictor of academic procrastination among African American graduate students. Reading Psychology, 29(6), 493-507.
- Dekker, S., Krabbendam, L., Lee, N., Boschloo, A., de Groot, R., & Jolles, J. (2016). Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation. Journal of Educational and Developmental Psychology, 6(1), 47.
- Dewitte, S., & Schouwenburg, H. C. (2002). Procrastination, temptations, and incentives: The struggle between the present and the future in procrastinators and the punctual. European Journal of Personality, 16(6), 469-489.
- Elliot A, McGregor H. Achievement Goal Framework, Journal of Personality and Social Psychology 2001; 80: 501-509.
- Elliot, A. J. (2005). A conceptual history of the achievement goal construct. Handbook of competence and motivation, 16, 52-72.
- Elliot, A. J. (2006). The hierarchical model of approach - avoidance motivation. Motivation and Emotion, 30, 111–116. doi:10.1007/s11031-006-9028-7.
- Elliot, A. J., & McGregor, H. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
- Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 3, 1-35.
- Ellis, L., Wahab, E., & Ratnasingan, M. (2012). Religiosity and fear of death: A three‐nation comparison. Mental Health, Religion & Culture, 16 (2), 1–21. - Ferrari, J. R., & Díaz-Morales, J. F. (2007). Procrastination: Different      time orientations reflect different motives. Journal of Research in Personality,41(3), 707-714.
- Ferrari, J. R., & Dovidio, J. F. (2000). Examining behavioral processes in indecision: Decisional procrastination and decision-making style. Journal of Research in Personality, 34(1), 127-137.
- Garnefski, N., Kommer, T., Kraaij, V., Teerds, J., Legerstee, J., & Onstein, E. (2002). The relationship between cognitive emotion regulation strategies and emotional problems: Comparison between a clinical and a non-clinical sample. Eur J Pers, 23(16), 403-420.
- GÜLER, A. (2004). Relationship between self-construals and future time orientations (Doctoral dissertation, Middle East Technical University).
- Hall, E. (1983). The Dance of Life. Garden City, N.Y.: Doubleday.
- Hart, R. R. (1978). Therapeutic effectiveness of setting and monitoring goals. Journal of Consulting and Clinical Psychology, 46(6), 1242-1245.
- Holman, E. A., & Silver, R. C. (1998). Getting" stuck" in the past: temporal orientation and coping with trauma. Journal of personality and social psychology, 74(5), 1146.
- Kamya, H. A. (2000). Hardiness and spiritual well-being among social work students: Implications for social work education. Journal of social work education, 36(2), 231-240.
- Karshki H, Hashemi G. (2014). Future role in motivation and learning performance: Find the roots of motivation on performance and future prospects. Proceedings of the National Conference of Educational Psychology, 21(7-1). [Persian]. - Karshki H. Mohseni N. (2012). Motivation in learning and teaching. Tehran: Sound of Light. [Persian].
- Kline, R. (2005). Principiples and Practices of structural equation modeling (2nd Eds). New Yourk: Guilford
- Kruger, D. J., Reischl, T., & Zimmerman, M. A. (2008). Time perspective as a mechanism for functional developmental adaptation. Journal of Social, Evolutionary, and Cultural Psychology, 2(1), 1.
- Lasane, T. P., & Jones, J. M. (1999). Temporal orientation and academic goal-setting: The mediating properties of a motivational self. Journal of Social Behavior and Personality, 14(1), 31.
- Lehtonen, A. (2012). Future thinking and learning in improvisation and a collaborative devised theatre project within primary school students. Procedia-Social and Behavioral Sciences, 45, 104-113.
- Linnenbrink, E. A., & Pintrich, P. R. 2002. Motivation as an enabler for academic success. School Psychology Review, 31(3), 313-327.
- Löckenhoff, C. E., Terracciano, A., & Costa Jr, P. T. (2009). Five-factor model personality traits and the retirement transition: longitudinal and cross-sectional associations. Psychology and aging, 24(3), 722.
- Long, J. R. (2001). Goal agreement and early therapeutic change. Psychotherapy: Theory, Research, Practice, Training, 38(2), 219.
- Mascret, N., Elliot, A. J., & Cury, F. (2015). Extending the 3× 2 achievement goal model to the sport domain: The 3× 2 Achievement Goal Questionnaire for Sport. Psychology of Sport and Exercise, 17, 7-14.
- Miksza, P., Tan, L., & Dye, C. (2016). Achievement motivation for band: A cross-cultural examination of the 2×2 achievement goal motivation framework. Psychology of Music, 1, 17.
- Milgram, N., & Tenne, R. (2000). Personality correlates of decisional and task avoidant procrastination. European Journal of Personality, 14, 141–156.
- Negru-Subtirica, O., & Pop, E. I. (2016). Longitudinal links between career adaptability and academic achievement in adolescence. Journal of Vocational Behavior, 93, 163-170.
- Olatoye, R. A., Akintunde, S. O., & Yakasai, M. I. (2010). Emotional intelligence, creativity and academic achievement of business administration students. Electronic Journal of Research in Educational Psychology, 8(2), 763-786.
- Pakize A. (2008). Comparison of Students' Mental Health and the Impact of Spiritual Concept Activation on It. 4th Seminar of Students's Mental Health. Shiraz: University of Shiraz; [Text in Persian].
- Phalet, K., Andriessen, I., & Lens, W. (2004). How future goals enhance motivation and learning in multicultural classrooms. Educational Psychology Review, 16(1), 59-89.
- Pychyl, T. A., Morin, R. W., & Salmon, B. R. (2000). Procrastination and the planning fallacy: An examination of the study habits of university students.Journal of Social Behavior and Personality, 15(5), 135.
- Reber, A. S. (1985). Dictionary ofpsychology.new York: Viking penguin.
- Robinson, O. C., Demetre, J. D., & Corney, R. (2010). Personality and retirement: Exploring the links between the Big Five personality traits, reasons for retirement and the experience of being retired. Personality and Individual Differences, 48(7), 792-797.
- Saddler, C. D., & Buley, J. (1999). Predictors of academic procrastination in college students. Psychological Reports, 84, 686-688.
- Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Wieory, research, and applications. Upper Saddle River, NJ: Pearson Education.
- Seginer, R. (2009). Future orientation: Developmental and ecological perspectives . New York: Springer.
- Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., ... & Harney, P. (1991). The will and the ways: development and validation of an individual-differences measure of hope. Journal of personality and social psychology, 60(4), 570.
- Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential    self-regulatory failure. Psychological bulletin, 133(1), 65.
- Stipek, D.J., &Weisz, J.R. (1981). Perceived personal control and academic achievement. Review of Educational Research, 51, 101–137 Retrieved from http://www.jstor. org/stable/1170252.
- Strathman, A., Gleicher, F., Boninger, D. S., & Edwards, C. S. (1994). The consideration of future consequences: weighing immediate and distant outcomes of behavior. Journal of personality and social psychology, 66(4), 742. - Van Beek, W., & Kairys, A. (2015). Time Perspective and Transcendental Future Thinking. In Time Perspective Theory; Review, Research and Application (pp.73-86). Springer International Publishing.
- Van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and individual differences, 35(6), 1401-1418.
- VandeWalle D. Goal orientation: Why wanting to look successful doesn’t always lead to
- Yeo, G. B., & Neal, A. (2004). A multilevel analysis of effort, practice, and performance: effects; of ability, conscientiousness, and goal orientation. Journal of Applied Psychology, 89(2), 231.
- Zacher, H. (2014). Career adaptability predicts subjective career success above and beyond personality traits and core self-evaluations. Journal of Vocational Behavior, 84, 21–30. http://dx.doi.org /10.1016/j.jvb.2013.10.002.
- Zimbardo, P. G. & Boyd, J. N. (2008). The time paradox: The new psychology of time that will change your life. New York: Free Press.
- Zimbardo, P. G., & Boyd, J. N. (1999). Putting time in perspective: A valid, reliable individual-differences metric. Journal of Personality and Social Psychology, 77(6), 1271-1288. doi: http://dx.doi.org/10.1037/0022-3514.77.6.1271.
- Zimbardo, P. G., & Maslach, C. (1992, June). Cognitive effects of biased time perspective. In International Journal of Psychology (Vol. 27, No. 3-4, pp. 167-167). 27 CHURCH RD, HOVE, EAST SUSSEX, ENGLAND BN3 2FA: PSYCHOLOGY PRESS.
- Zimbardo, P. G., Sword, R., & Sword, R. (2012). The time cure: Overcoming PTSD with the new psychology of time perspective therapy. San Francisco: Jossey-Bass.
شناخت اجتماعی
دوره 5، شماره 2 - شماره پیاپی 10
پاییز و زمستان 1395
دی 1395
صفحه 52-71
فایل ها
هم رسانی
ارجاع به این مقاله
آمار