پیش‌بینی اهمال‌کاری تحصیلی بر اساس تاب‌آوری تحصیلی، عدم تحمل بلاتکلیفی، کمال‌گرایی مثبت و منفی: نقش واسطه‌ای اجتناب تجربه‌ای

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﭘﯿﺶﺑﯿﻨﯽ اﻫﻤﺎلﮐﺎری ﺗﺤﺼﯿﻠﯽ ﺑﺮ اﺳﺎس ﺗﺎب آوری ﺗﺤﺼﯿﻠﯽ، ﻋﺪم ﺗﺤﻤﻞ ﺑﻼﺗﮑﻠﯿﻔﯽ، ﮐﻤﺎلﮔﺮاﯾﯽ ﻣﺜﺒﺖ و ﻣﻨﻔﯽ ﺑﺎ ﻧﻘﺶ واﺳﻄﻪای اﺟﺘﻨﺎب ﺗﺠﺮﺑﻪای ﺑﻮد. ﻃﺮح اﯾﻦ ﭘﮋوﻫﺶ ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻣﺪل ﺳﺎزی ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎری ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎری ﺣﺪود 4500 داﻧﺸﺠﻮی دﺧﺘﺮ و ﭘﺴﺮ داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر اﺻﻔﻬﺎن ﺑﻮد ﮐﻪ در ﻧﯿﻤﺴﺎل اول ﺗﺤﺼﯿﻠﯽ 1398-99 ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ ﺑﻮدﻧﺪ. ﮔﺮوه ﻧﻤﻮﻧﻪ ﺷﺎﻣﻞ 200 ﻧﻔﺮ ﺑﻮد ﮐﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮی ﻫﺪﻓﻤﻨﺪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﻣﻘﯿﺎس اﻫﻤﺎلﮐﺎری ﺗﺤﺼﯿﻠﯽ ﺳﻮﻟﻮﻣﻦ و راﺛﺒﻠﻮم )1984(، ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﺎبآوری ﺗﺤﺼﯿﻠﯽ ﺳﺎﻣﻮﺋﻠﺰ )2004(، ﭘﺮﺳﺸﻨﺎﻣﻪ ﻋﺪم ﺗﺤﻤﻞ ﺑﻼﺗﮑﻠﯿﻔﯽ ﻓﺮﯾﺘﺴﻮن و ﻫﻤﮑﺎران )1994(، ﻣﻘﯿﺎس ﮐﻤﺎلﮔﺮاﯾﯽ ﺗﺮی ﺷﻮرت و ﻫﻤﮑﺎران )1995( و ﭘﺮﺳﺸﻨﺎﻣﻪ اﺟﺘﻨﺎب ﺗﺠﺮﺑﻪای ﺑﺎﻧﺪ )2007( را ﺗﮑﻤﯿﻞ ﮐﺮدﻧﺪ. ﺑﻪﻣﻨﻈﻮر ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ دادهﻫﺎ از ﻧﺮماﻓﺰارﻫﺎی 22-spss و 20-amos و ﺟﻬﺖ ﺗﺎﺋﯿﺪ ﻣﺪل ﺗﺤﻘﯿﻖ، از ﻣﺪل ﯾﺎﺑﯽ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎری اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎری ﻧﺸﺎن داد ﺗﺎبآوری و ﮐﻤﺎلﮔﺮاﯾﯽ ﻣﺜﺒﺖ ارﺗﺒﺎط ﻣﻌﻨﺎدار و ﻣﻌﮑﻮس ﺑﺎ اﻫﻤﺎلﮐﺎری ﺗﺤﺼﯿﻠﯽ و ﻋﺪم ﺗﺤﻤﻞ ﺑﻼﺗﮑﻠﯿﻔﯽ، اﺟﺘﻨﺎب ﺗﺠﺮﺑﻪای و ﮐﻤﺎلﮔﺮاﯾﯽ ﻣﻨﻔﯽ ارﺗﺒﺎط ﻣﻌﻨﺎدار و ﻣﺜﺒﺖ ﺑﺎ اﻫﻤﺎلﮐﺎری ﺗﺤﺼﯿﻠﯽ داﺷﺘﻪ اﺳﺖ )0/01>p(. ﻫﻤﭽﻨﯿﻦ ﻧﻘﺶ واﺳﻄﻪای اﺟﺘﻨﺎب ﺗﺠﺮﺑﻪای ﺑﺮ راﺑﻄﻪ ﺑﯿﻦ ﻋﺪم ﺗﺤﻤﻞ ﺑﻼﺗﮑﻠﯿﻔﯽ و ﮐﻤﺎلﮔﺮاﺋﯽ ﻣﺜﺒﺖ و ﻣﻨﻔﯽ ﺑﺎ اﻫﻤﺎلﮐﺎری ﺗﺤﺼﯿﻠﯽ ﻣﻮرد ﺗﺎﺋﯿﺪ ﻗﺮار ﮔﺮﻓﺖ؛ از ﻟﺤﺎظ ﮐﺎرﺑﺮدی ﭘﯿﺸﻨﻬﺎد ﻣﯽﺷﻮد ﮐﺎرﮔﺎهﻫﺎی آﻣﻮزﺷﯽ ﺗﻮﺳﻂ رواﻧﺸﻨﺎﺳﺎن و ﻣﺸﺎوران ﺟﻬﺖ اﻓﺰاﯾﺶ ﺗﺎب آوری ﺗﺤﺼﯿﻠﯽ و ﮐﻤﺎلﮔﺮاﯾﯽ ﻣﺜﺒﺖ و ﮐﺎﻫﺶ ﻋﺪم ﺗﺤﻤﻞ ﺑﻼﺗﮑﻠﯿﻔﯽ، ﮐﻤﺎلﮔﺮاﯾﯽ ﻣﻨﻔﯽ و اﺟﺘﻨﺎب ﺗﺠﺮﺑﻪای ﺑﺮای داﻧﺸﺠﻮﯾﺎن ﺑﺮﮔﺰار ﺷﻮد.

predicting academic procrastination based on academic resilience, intolerance of uncertainty, positive and negative perfectionism: the mediating role of experiential avoidance

the purpose of this study was to predict academic procrastination based on academic resilience, intolerance of uncertainty, positive and negative perfectionism with the mediating role of experiential avoidance. the method of this research was structural equation modeling. the statistical population was about 4500 male and female students of payame noor university of isfahan who were studying in the first semester of 2019-2020. the sample group consisted of 200 people who were selected by purposive sampling. subjects completed solomon and ruth bloom's academic procrastination scale (1984), samoels academic resiliency questionnaire (2004), freeston et al uncertainty intolerance questionnaire (1994), try-short et al perfectionism scale, and bond experience avoidance questionnaire (2007). in order to analyze the data, spss-22, and amos-20 softwares and to confirm the research model, structural equation modeling was used. the results showed that resilience and positive perfectionism had a significant and inverse relationship with academic procrastination and intolerance of uncertainty, experiential avoidance and negative perfectionism had a significant and positive relationship with academic procrastination (p<0.01). the mediating role of empirical avoidance on the relationship between uncertainty intolerance and positive and negative perfectionism with academic procrastination was also confirmed. practically, it is suggested that educational workshops be held by psychologists and counselors to increase academic resilience and positive perfectionism and reduce uncertainty intolerance, negative perfectionism, and experience avoidance for students.