تمایز دانش‌آموزان با تعلل‌ورزی تحصیلی بالا و پایین ‌بر اساس مولفه‌های حس تعلق به مدرسه و انعطاف‌پذیری شناختی

پژوهش حاضر با هدف متمایز ساختن دانش­‌آموزان با تعلل‌ورزی تحصیلی بالا و پایین، بر اساس مولفه‌های احساس تعلق به مدرسه و انعطاف‌پذیری شناختی انجام شد. روش پژوهش علّی_ مقایسه‌ای بود. جامعۀ آماری شامل تمامی دانش‌آموزان دختر و پسر مقطع متوسطه دوم شهرستان خواف در سال تحصیلی 1401-1400 بود که بر اساس جدول کرجسی و مورگان درنهایت 368 نفر از آنها با روش نمونه‌گیری خوشه‌ای انتخاب شدند. برای گرد‌آوری داده‌ها از پرسشنامۀ انعطاف‌پذیری شناختی دنیس و وندروال (2010)، احساس تعلق به مدرسه بری، بتی و وات (2004)، تعلل‌ورزی تحصیلی سولومون و راثبلوم (1984) استفاده گردید. داده‌ها با استفاده از نرم‌افزار spss-24 و آزمون‌ تحلیل تشخیصی مورد تجزیه‌وتحلیل قرار گرفتند. یافته‌های تحلیل تشخیصی، منجر به یک تابع تشخیص معنادار شد که طبق این تابع مولفه‌های حمایت معلم، ادراک کنترل پذیری و مشارکت علمی، دارای بالاترین توان تمایز بود (0/01>p). نتایج تحلیل تشخیصی نشان داد که 88/8 درصد از دانش‌آموزان در دو گروه طبق تابع به‌دست‌آمده به‌طور صحیح مجدداً طبقه‌بندی‌ شده بودند که خود حاکی از توان این مولفه‌ها در متمایز ساختن دانش‌آموزان در سطوح مختلف تعلل‌ورزی تحصیلی بود.

discrimination of students with high and low academic procrastination based on components of sense of school connectedness and cognitive flexibility

this study aimed to differentiate students with high and low academic procrastination based on the sense of school connectedness and cognitive flexibility components. the research method was causal-comparative. the statistical population included all male and female high school students in khaf city, among whom 368 individuals were selected by cluster sampling. cognitive flexibility inventory, students’ sense of connectedness with school scale, and procrastination assessment scale were used to collect data. data were analyzed using spss-24 software and discriminant analysis. the findings showed that the obtained discriminant function was significant and the components of teacher support, controllability perception, and scientific distribution had the highest differentiation power (p <0.01). the results of the discriminant analysis showed that according to the obtained function, 88.8% of students in the two groups were correctly reclassified which indicates the ability of these components to differentiate students at different levels of academic procrastinationintroduction: studies show that procrastination is one of the common experiences of human beings and includes different types, among which academic procrastination is the most common. academic procrastination is a purposeful and unnecessary delay doing academic tasks (hen and goroshit, 2020). according to the existing literature, many students suffer from procrastination in their academic life.various studies in the domain of cognitive approaches have introduced cognitive flexibility as a cognitive variable related to students’ procrastination (schommer-aikins and easter, 2018; emamverdi and taher, 2020). cognitive flexibility is an important aspect of executive function and refers to the ability to adapt behaviors in response to environmental changes (durairaja and fendt, 2021). meanwhile the lack of cognitive flexibility leads to passive reaction to the environment and delays in doing things (sternberg and frensch, 1992). among other factors affecting academic procrastination, the sense of school connectedness affects students’ procrastination because school as a productive environment can create a sense of belonging in students and this feeling helps students demonstrate better time management for their homework (çıkrıkçı erzen, 2020).the prevalence of academic procrastination indicates the need for further research to identify potential factors that lead to academic procrastination, and subsequently consider appropriate strategies to reduce procrastination (zhou, et al., 2021). therefore, the present study seeks to answer the question of whether the components of sense of school connectedness and cognitive flexibility can differentiate students with high and low procrastination.method: this causal-comparative study aimed to differentiate students with high and low academic procrastination based on the components of sense of school connectedness and cognitive flexibility. the statistical population of the study included male and female high school students in khaf city in the academic year 2021-2022. among them, 368 were selected by cluster sampling according to krejcie and morgan’s table.