تعداد نشریات | 161 |
تعداد شمارهها | 6,532 |
تعداد مقالات | 70,501 |
تعداد مشاهده مقاله | 124,099,662 |
تعداد دریافت فایل اصل مقاله | 97,207,062 |
رابطه خودتنظیمی و خودکارآمدی با تعلل ورزی: مقایسه دانش آموزان با اختلالات یادگیری و عادی | ||
فصلنامه پژوهشهای کاربردی روانشناختی | ||
مقاله 5، دوره 9، شماره 1، خرداد 1397، صفحه 73-92 اصل مقاله (907.92 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22059/japr.2018.69910 | ||
نویسندگان | ||
زهرا نقش* 1؛ زﻫﺮا رﻣﻀﺎﻧﯽ ﺧﻤﺴﯽ2 | ||
1استادیار ،دانشکده روانشناسی و علوم تربیتی دانشگاه تهران | ||
2ﮐﺎرﺷﻨﺎﺳﯽ ارﺷﺪ رواﻧﺸﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ، داﻧﺸﮑﺪه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ و رواﻧﺸﻨﺎﺳﯽ داﻧﺸﮕﺎه اﻟﺰﻫﺮا (س) | ||
چکیده | ||
هدف پژوهش حاضر بررسی رابطه بین خودتنظیمی و خودکارآمدی با تعللورزی در دانشآموزان سال هفتم شهر تهران و مقایسه مدل ساختاری این روابط در بین دو گروه با اختلالات یادگیری و عادی است. به این منظور، 300 دانشآموز سال هفتم ابتدایی (150 دانشآموز با اختلالات و 150 دانشآموز عادی)، بهصورت تصادفی از چهار منطقه (2، 6، 13، 18) آموزش و پرورش شهر تهران انتخاب شدند و به مقیاس سنجش یادگیری خودتنظیمی میلر و همکاران (1996)، خودکارآمدی عمومی دانشجویان شرر و همکاران (1982) و تعللورزی سولومون و روثبلوم (1984) پاسخ دادند. نتایج نشان داد که دانشآموزان با اختلالات یادگیری و عادی، به لحاظ مدل ساختاری در پژوهش حاضر با یکدیگر تفاوت دارند و همارز نیستند و برگزاری دورههای آموزشی به منظور افزایش خودکارآمدی و خودتنظیمی دانشآموزان دارای اختلال یادگیری به منظور کاهش تعللورزی در آنها سودمند است. | ||
کلیدواژهها | ||
خودتنظیمی؛ خودکارآمدی؛ تعلل ورزی؛ اختلالات یادگیری | ||
مراجع | ||
پورجعفردوست، کاملیا ( 1386) . ساخت و هنجاریابی آزمون خودکارآمدی دانشآموزان 14 تا 18 سالهی دبیرستانهای شهر کرج. پایان نامه ی کارشناسی ارشد، دانشکدهی روانشناسی و علوم تربیتی دانشگاه عالمه طباطبایی تهران. تمدنی، مجتبی. حاتمی، محمد. رزینی، هادی، (1390) .خودکارآمدی عمومی، اهمالکاری تحصیلی و پیشرفت تحصیلی دانشجویان. فصلنامه روانشناسی تربیتی شماره هفدهم، سال ششم . حاجلو، نادر و رضایی شریف، علی. بررسی ویژگیهای روانسنجی پرسشنامه مشکلات یادگیری کلورادو. مجله ناتوانیهای یادگیری (1)1. .43-24 حاج شمسایی، مهدی؛ کارشکی، حسین و امین یزدی، سید امیر (1393) . آزمون مدل نقش میانجی گرا نهی خودتنظیمی در رابطهی بین جو روانی اجتماعی کلاس و ناسازگاری کلاسی دانش آموزان دوره ی راهنمایی. روانشناسی مدرسه، کاپالن اچ ال، سادوک بی ج. (1387) . خلاصه روانپزشکی (علوم رفتاری-روانپزشکی بالینی )، ج 3 ،ترجمه رفیعی، حسن و رضایی، فرزین، تهران: انتشارات ارجمند، چاپ هشتم. 3(3 ،)37-21 . گرمن، جین چنگ (1386) . اختلالهای یادگیری هیجانی و ناتوانی ترجمه فرشته باعزت و مریم راحت. تهران: انتشارات پیام مؤلف، ( تاریخ انتشار به زبان اصلی 1997). لطیفی، زهره؛ امیری، شعله؛ ملک پور، مختار؛ مولوی، حسین (1388) . اثربخشی آموزش حل مسئله شناختی -اجتماعی بر بهبود روابط بین فردی تغییر رفتارهای اجتماعی و ادراک خودکارآمدی دانش آموزان مبتلابه ناتوانی یادگیری. تازه های علوم شناختی (3)11، .70 -84 شناختی نریمانی، محمد و سلیمانی، اسماعیل (1392) . اثربخشی توانبخشی شناختی بر کارکردهای اجرایی( حافظه ی کاری و توجه) و پیشرفت تحصیلی دانش آموزان دارای اختلال ریاضی. مجله ی ناتوانی یادگیری، دوره ی2 ، شماره 91-115/3 Alexiou, A., Paraskeva, F. (2013). Exploiting motivation and self-efficacy through the implementation of a self- regulated oriented. Portfolio. June 12th-14th, New York, NY, USA. Abolghasemi, A., Barzegar, S. & Rostamoghli, Z. (2013). The effectiveness of selfregulation learning training on academic motivation and self-efficacy of students with mathematics disorder. Journal of Learning Disabilities, 4(2), 6-21.(Persian). Anderson, E. M. (2001). The relationships among task characteristics, self-regulation and procrastination. Unpublished Doctoral Dissertation, Loyola University, Chicago. Bandura, A. (2005). The primacy of self-regulation in health promotion. Appl Psychol An Int Rev, 54, (2), 245-254. Baird, G.L., Scott, W.D., Dearing, E., & Hamill, S.K. (2009). Cognitive self-regulation in youth with and without learning disabilities: Academic self-efficacy, theories of intelligence, learning vs. performan- ce goal preferences, and effort attributions. Journalof Social and Clinical Psychology, 28, 881-908. Bembenutty, H. (2008). Self-Regulation of Learning and Academic Delay of Gratification: Gender and Ethnic Differences among College Students. Journal of Advanced Academics, 18, (4), 586-616. Baumeister RF, Heatherton TF, Tice DM. Losing control:How and why people fail at self-regulation. 1st ed. SanDiego: Academic Press; 1994 Breso E, Salanova M, Schoufeli B. In search of the “thirddimension” of burnout: Efficacy or inefficacy?.ApplPsychol. 2007; 56(3):460-78. Balkis M. The relationship between academic procrastination and students' burnout. HacettepeÜniversitesiEğitimFakültesiDergisi 2013; 28 (28-1):68-78. Bandura, A. (1997). Self-efficacy: The exercise of control. N.Y.: W.H. Freemanand Company. Badrigargari, R., Fathiazar, E. & Mohammadi, N. (2014).The relationship between selfforgiveness and positive andnegative emotions with academic procrastination in thirdgrade high school students. Journal of school psychology, 3(1), 145-153. (Persian). Beck, B. L., Koons, S. R., &Milgrim, D. L. (2000). Correlates and consequences of behavioral procrastination: The effects of academic procrastination, selfconsciousness, self-esteem and self-handicapping. Journal of Social Behavior& Personality, 15(5), 313. Bouman TK, Meijer KJ. A preliminary study of worryand metacognition in hypochondriasis. ClinPsycholPsychother. 1999; 6 (2):96-101. Bandura, A. (2001). Guide for Constructing Self-Efficacy Scales. Stanford, CA, USA :Stanford University. Breuer, K. Eugster, B.(2006). Effects of training and assessment in vocation education and training(VET): reflections on the methodology of assessing the development of traits of self-regulation. Educational evaluation, 32(3), 243-261. Chularut, P. & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self efficacy in students of English as a second language. Contemporary Educational Psychology, 29(3), 248–63. Cole, J., Logan, T.K., Walker, R. (2011). Social exclusion, Personal control ,Self-regulation, and Stress among Substance Abuse Treatment Clients. Drug and Alcohol Dependence, 113, 13-20. Cleary, J. C. & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school based program to enhance self-regulated and self-motivation cycles of student learning. Psychology in the School, 41(5), 527-550. 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, 469-489. Ferrari, Parker, J. T., & Ware, C. B. (1992). Academic procrastination:Personalitycorrelates with Myers-Briggs Types, self-efficacy, and academic locus of control. Journal of Social Behavior and Personality,7(3), 495-502. Ferrari, J. R. (1991a). Compulsive procrastination: Some self-reported characteristics. Psychological Reports, 68(2), 455-458. Ferrari, J. R. (1991b). Self-handicapping by procrastinators: Protecting self esteem,social-esteem, or both? Journal of Research in Personality, 25(3), 245-261. Ferrari, J. R., & Tice, D. M. (2000). Procrastination as a self-handicap for menand women: A task-avoidance strategy in a laboratory setting. Journal of Research in Personality, 34(1), 73-83. Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self awareness, and time limits on ‘working best un pressure’. European Journal of Personality, 15(5), 391–406. Fortsch, P., Henning, J., Nielsen L. E. (1990). Connecting classroom to clinical practice: a comparison of programs. Radiol Technol, 81 (2), 112-21. Fulk, B.M., Brigham, F.J., & Lohman, D.A. (1998). Motivation and self-regulation: A comparison of students with learning and behavior problems. Remedial and Special Education, 19, 300–309. Fletcher, J.M., Reid Lyon, G., Fuchs, L.S., Barnes, M.A. (2007). Learning disabilities: from identification to intervention. 1st ed. New York: Guilford Press. Fletcher, J. M. ,Lyon, G. R. ,Fuchs, L. S. &Barnes, M. A. (2007)Learning Disabilities, from Identification to Intervention. New York: The Guilford Press. Graham, S., & Harris, K.R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 323-334). New York: Guilford Press. Greene, B. A., Miller, R. B. (1996). Influences on achievement: Goals, perceived ability,and cognitive engagement. Contemporary Educational Psychology, 21, 181- 192. Gartland, D., & Strosnider, R. (2007). Learning disabilities and young children: Identification and intervention. Learning Disability Quarterly, 30(1), 63-72. Howell, A. J., Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences 43, 167–178. Harriot, J., & Ferrari, J. R. (1996).Prevalence of procrastination among sample ofadults. Psychological Reports, 78, 611-616. Hill, R.(2005). Learning Disabilities: Anew Definition. Learning Disabilities Association of Region 11181 Yonge Street, Unit 221. Key, M. (2006). What is Dysgraphia? Nationally certificated school psychologist. American Journal of Mental Retardation. 100(4), 365-373. Klassen., R. M., Krawchuk, L. L., Lynch., S. L. & Rajani, S. (2008). Procrastination and motivation of undergraduates with learning disabilities: A mixed-methods inquiry. Learning Disabilities Research & Practice, 23, 137-147. K, Klassen, R. M., &Kuzucu, E. (2009).Academic procrastination and motivation ofadolescents in Turkey.Educational Psychology, 29(1), 69-81. Klassen, R. M., Krawchuk, L. L., &Rajani, S. (2008). Academic procrastinationof undergraduates: Low self-efficacy to self-regulate predicts higher levelsof procrastination. Contemporary Educational Psychology, 33(4), 915-931. Klassen, R. M., Krawchuk, L. L., &Rajani, S. (2008). Academic procrastinationof undergraduates: Low self-efficacy to self-regulate predicts higher levelsof procrastination. Contemporary Educational Psychology, 33(4), 915-931. Klassen, R. M., & Lynch, S. L. (2007). Self-efficacy from the perspective of adolescents with learning disabilities and their specialist teachers. journal of Learning Disabilities, 40, 494- 507. Klassen, R.M. (2010). Confidence to manage learning: The self- efficacy for selfregulated learning of early adolescents with learning disabilities. Learning Disability Quarterly, 33, 19-30. Lakshminarayan N, PotdarS, Reddy SG. Relation ship betwe procrastination and academic performance among agroup of undergraduate dental students in India. J DentEduc. 2013;77(4):524-8. Lavasani, M. G., Mirhosseini, F. S., Hejazi, E. & Davoodi, M. (2011). The Effect of Selfregulation Learning Strategies Training on the Academic Motivation and Selfefficacy. Social and Behavioral Sciences, 29, 627 – 632. Miller, R. B., Greene,B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21, 388- 422. Meyer, A. (1983). Origins and prevention of emotional disorder among learning disabled children. Topics in Learning disabilities, 3: 59-70. Pajares, Frank. 1996. “Self-Efficacy Beliefs and Mathematical Problem-Solving ofGifted Student Contemporary.” Contemporary Educational Psychology 21(4):325–344. Pajares, Frank. 1997. “Current Directions in Self-Efficacy Research.” Pp. 1–49 inAdvances in Motivation and Achievement, Volume 10, edited by Martin L. MaehrandPaul R. Pintrich. Greenwich, CT, USA: JAI Press. Paris, S. & Oka, E. (1986). Children’s reading strategies, meta cognition, and motivation. Developmental Review, 6, 25-56. Pajares, F., & Valiante, G. (2002). Students' self-efficacy in their self-regulated learning strategies: A developmental perspective. Psychologia, 45, 211-221. Pintrich, Paul R., Robert W. Rosser, and Elisabeth A. M. de Groot. 1994. “Classroom andIndividual Differences in Early Adolescents’ Motivation and SelfRegulatedLearning.” Journal of Early Adolescence 14(2):139–161. Pintrich, P., & De Groot, E.(1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psycology, 82, 33-40. Rutter, M. (1976). A Children's Behavior Questionnaire for Completion by teacher. Journal of Child Psychology and Psychiatry, 8, 1-11. Satin, M. (2009). Book review: Social skills games for children Plummer, D. M. Schnoebelen, K., & Smith, S. R. (2008). Play in child development and psychotherapy: Toward empirically supported practice: A review. Journal of Psychology of Aesthetics, Creativity and the Arts, 2(4), 273-274. Santangelo, T., Harris, K. R., Graham, S. (2008). Using Self-regulated strategy development to support students who have 'Trouble Gitting Thanks into Werds;. Remedial and Special Education. 29, 2. 78-89. Steel, P. (2007). The nature of procrastination: A meta-analytic and theoreticalreview of quintessential self-regulatory failure. Psychological Bulletin,133(1), 65-94. solomon, L. J., and Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31,504- 510. Sirois, F. & Pychyl, T. (2002). Academic procrastination: Costs to health and wellbeing. Solberg, P. A., Hopkins, W.G., Ommundsen, Y. & Halvari, H. (2012). Effects of threetraining types on vitality among older adults: A self-determination theory perspective. Psychology of Sport and Exercise, 13,407-417. Solomon, L. J. & Rothblum, E. D. (1984). Academic procrastination: frequency and cognitivebehavioral correlates. Journal of Counseling Psychology, 31, 503-509. Senécal, C., Koestner, R., &Vallerand, R. J. (1995) .Self-regulation and academic procrastination.The Journal of Social Psychology, 135, 607–619. Sherer, M.M., Maddux, E. (1982) . The self- efficacy scale: Construction and validation. Psychology Report, 51, 663 − 671. Tuckman, B. W. (1991). The development and concurrent validity of theprocrastination scale. Educational & Psychological Measurement, 51(2),473. Tuckman, B. W. (2007). The effect of motivational scaffolding on procrastinators'distancelearning outcomes. Computers & Education, 49(2), 414- 422. Tavakoli, M. A. (2012).The study of academic procrastination among sudents and relation with Demographic characteristics, Preferred time study and the purpose of admission to universities. Journal of Educational Psychology,9(28),100-121. Tavakolizadeha, J. & Ebrahimi-Qavam, S. (2011). Effect of teaching of selfregulated learning strategies on self-efficacy in students. Procedia - Social and BehavioralSciences, 29, 1096 - 1104. Van Eerde, W. (2000). Procrastination: Self-regulation in initiating aversive goals. Applied Psychology. An International Review, 49, 372–389. Walsh, J.J., & Ugumba-Agwunobi, G. (2002). Individualdi Differences in statistics anxiety: the roles of perfectionism, procrastination and trait anxiety. Personality and Individual Differences, 33, 239–251. Wolters, C. A. (2003). Understanding procrastination from a selfregulatedlearningperspective.Journal of Educational Psychology, 95(1), 179-187 Wong, B.Y.L., Harris, K.R., Graham, S., & Butler, D.L. (2003). Cognitive strategies instruction research in learning disabilities. In H. L. Swanson, K.R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 383-402). New York: Guilford Press. Zimmerman, B. J. (2002). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. Zimmerman, B. g. & Schunk, D. h. (2008). motivational anessential dimension ofregolated learning: theory, research and applications(141-168). new york. Zimmerman, B. J. (2003). Self- regulated academic learning and achievement: theEmergence of a social cognitive perspective. Educational Psychology review. 2.173-120. Zimmerman, B.J. (1990). Self-regulated learning and academic learning and achievement: The emergence of a social cognitive perspective. Educational psychology review, 2,307-323 | ||
آمار تعداد مشاهده مقاله: 1,007 تعداد دریافت فایل اصل مقاله: 619 |