رابطه عزت نفس و ارتباط با والدین با اهمال‌کاری تحصیلی در دانشجویان: یک مطالعه تحلیلی- مقطعی

مقدمه و هدف: در دانشجویان علوم پزشکی که صلاحیت آموزشی آنها اهمیت خاصی دارد اهمال کاری تحصیلی و عوامل پیش‌بینی کننده آن از جمله عزت نفس و ارتباط با والدین جهت شناسایی بیشتر آن ضروری است. لذا مطالعه حاضر با هدف تعیین ارتباط عزت نفس و ارتباط با والدین با اهمال‌کاری تحصیلی در دانشجویان دانشکده پرستاری صورت گرفت.روش بررسی: مطالعه مقطعی حاضر از نوع همبستگی پیش بین در سال 1398 بر روی 410 دانشجوی دانشکده پرستاری که به روش سهمیه‌ای انتخاب شدند در دانشگاه علوم پزشکی شهرکرد انجام شد. جهت جمع‌آوری داده‌ها از پرسشنامه اطلاعات دموگرافیک، عزت نفس روزنبرگ، ارتباط با والدین مورلند و شوبل و اهمال‌کاری تحصیلی سولومون و راث بلوم استفاده شد. داده‌ها توسط نرم افزار spss نسخه 16 و آزمون‌ها آماری توصیفی و تحلیلی تحلیل شد.یافته‌ها: آزمون ضریب همبستگی پیرسون در زمینه ارتباط بین متغیرها حاکی از ارتباط منفی و معنی‌داری بین اهمال‌کاری تحصیلی با ارتباط با والدین (p<0.001 و 0.54=r) و عزت نفس (p<0.001 و 0.32=r) بود. آزمون رگرسیون نشان داد که عزت نفس (0.102 =r^2 تعدیل شده) و ارتباط با والدین (0.291 =r^2تعدیل شده) به طور معنی‌داری اهمال‌کاری تحصیلی را پیش‌بینی می‌کنند. مقدار بتای استاندارد نشده نشان داد که سهم عزت نفس در پیش‌بینی اهمال‌کاری تحصیلی (0.21) و سهم ارتباط با والدین در پیش‌بینی اهمال‌کاری تحصیلی (0.27) است. میانگین عزت نفس (1.45 ± 24.12)، ارتباط با والدین (7.11 ± 142.61) و اهمال‌کاری تحصیلی (4.48 ± 64.2) گزارش شد. نتیجه‌گیری کلی: توجه مدیران و برنامه‌ریزان آموزشی به اهمال‌کاری تحصیلی در دانشجویان و همچنین بررسی دوره‌ای عواملی همانند عزت نفس و ارتباط با والدین می‌تواند در پیش‌بینی آن و در نتیجه پیشگیری از افت تحصیلی دانشجویان موثر باشد.

Correlations of Self-esteem and Relationship with Parents with Academic Procrastination in Students: An Analytical, Cross-Sectional Study

Background Aims: Procrastination is a very common phenomenon and almost a global problem that exists in all cultures. Studies show that (8095%) of students are involved in some form of procrastination and (50%) of them are always procrastinating in doing homework and learning subjects. Academic procrastination is one of the factors affecting students #39; academic achievement and many students cannot use their maximum existential capacity due to this problem. In fact, procrastination causes a high degree of anxiety and depression in the person, which lowers his selfesteem. Selfesteem is one of the most important factors modulating psychosocial stress, which is based on family relationships, academic success, physical image, social interaction, and selfworth. The importance of these issues depends on individual differences and growth. Studies show that the way parents relate to their children and how they raise their children affect procrastination. In addition to common problems of other students, medical students also face special problems in their field, such as the stress of the hospital environment and dealing with the problems of patients, and are more at risk of injury. Therefore, it is necessary to examine different academic problems such as academic procrastination and its related factors including relationship with parents and selfesteem of this group to prevent the academic failure of these students as the future workforce. Training students who, due to academic procrastination, have not been able to acquire sufficient educational competence to provide services to patients will cause several problems in the health system in the future. This study aimed to determine the relationship between selfesteem and relationship with parents with academic procrastination in nursing students.Materials Methods: This predictive, correlational, crosssectional study was conducted on nursing students of Shahrekord University of Medical Sciences during NovemberDecember 2019. The statistical population of this study was all students at the School of Nursing and Midwifery, Shahrekord University of Medical Sciences (nursing, midwifery, operating room, and emergency medicine). In total, 410 students were selected through quota sampling and included in the study. The inclusion criteria were being a student, nursing students in one of the intended disciplines, nonemployment in the health system and other organizations. The exclusion criteria were being married, having a history of mental illness and not having parents. The measurement tool was a fourpart questionnaire, with the first part related to demographic information (age, gender, field of study, semester, and degree), the second part was Solomon and RothBlum #39;s academic procrastination questionnaire, the third part was Rosenberg #39;s selfesteem questionnaire, and the fourth part of the questionnaire was the parentchild relationships devised by Fine, Moreland, and Schwebe. Data were analyzed in SPSS version 16 using descriptive (mean and standard deviation) and inferential statistics (ttest, oneway ANOVA, Pearson correlation coefficient, and linear regression) at the significance level of 0.05. The KolmogorovSmirnov test was used to evaluate the normal distribution of data, and Levene rsquo;s test was set as default in ttest. Oneway ANOVA was also used to assess the equality of the variances.Results: Evaluation of the frequency distribution of quantitative variables using the KolmogorovSmirnov test showed a normal distribution of data (P>0.05). In terms of age range, the highest frequency belonged to the age range of 1832 years and the average age of students in this study was 20.82 ± 1.83. Most participants were female. The participants were studying nursing, operating room, emergency medicine, and midwifery, with nursing having the highest ratio. Students in this study were classified into four semesters, with the highest ratio belonging to the first and fifth semesters and the lowest ratio to the third semester. The mean and standard deviation of the academic procrastination score in this study was 64.2 ± 4.48 which was moderate. The mean score of relationship with parents was at the desired level of 142.61 ± 7.11, and the mean score of selfesteem was 24.12 ± 1.45 which was at the average level. Pearson rsquo;s correlationcoefficient regarding the correlation between the studied variables indicated a negative and significant relationship between academic procrastination with relationship with parents (P<0.001; r=0.54) and selfesteem (P<0.001;r=0.32). Regression test showed that selfesteem (adjusted R2=0.102) and relationship with parents (adjusted R2=0.291) significantly predict academic procrastination. The unstandardized beta value showed that the share of selfesteem in predicting academic procrastination was 0.21, and the share of relationship with parents was 0.27. Mean scores of self esteem, relationship with parents, and academic procrastination were 12.24 ± 1.45, 142.61 ± 7.11, and 64.2 ± 4.48, respectively. The standardized beta value showed that a oneunit increase in the standard deviation of the relationship with parents will decrease the standard deviation of academic procrastination by 0.40 (standardized beta;=0.405). 1 unit increase in the standard deviation of the selfesteem variable will decrease the standard deviation of academic procrastination by 0.36 (standardized beta;=0.363).Conclusion: The study aimed to investigate the relationship between selfesteem and relationship with parents with academic procrastination. The results showed that increasing selfesteem and relationship with parents will significantly reduce academic procrastination in students. Selfesteem and relationship with parents also predict academic procrastination. According to these results, it should be said that studying selfesteem and relationship with parents in students is necessary and, these variables should be improved in educational systems with appropriate education, and therefore action should be taken to improve the situation of academic procrastination. The results of this study have some implications for administrators of educational systems to avoid the academic procrastination of medical students whose educational competence is of great importance. Using psychological counseling to assess mental health and its parameters, including selfesteem, helps in identifying students at risk. Also, identifying students #39; broken relationships with parents through counseling can play an important role in improving their mental health and thus reducing their academic procrastination.