پيش بيني رفتارهاي خودناتوان ساز تحصيلي بر اساس اشتياق تحصيلي، كيفيت زندگي در مدرسه و احساس تعلق به مدرسه دانش آموزان پسر دوره دوم متوسطه شهر ري

The prediction of students 'academic self-handicapping behaviors on the basis of academic engagement, quality of school life and sense of belonging to school

ﻫﺪف از اﯾﻦ ﭘﮋوﻫﺶ ﺑﺮرﺳﯽ ﭘﯿﺶﺑﯿﻨﯽ رﻓﺘﺎرﻫﺎي ﺧﻮدﻧﺎﺗﻮانﺳﺎز ﺗﺤﺼﯿﻠﯽ ﺑﺮ اﺳﺎس اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ، ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ در ﻣﺪرﺳﻪ و اﺣﺴﺎس ﺗﻌﻠﻖ ﺑﻪ ﻣﺪرﺳﻪ داﻧﺶآﻣﻮزان ﭘﺴﺮ دوره دوم ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ ري ﺑﻮد. روش ﭘﮋوﻫﺶ ﺗﻮﺻﯿﻔﯽ و از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ ﺑﻮد. ﺣﺠﻢ ﻧﻤﻮﻧﻪ 350 ﻧﻔﺮ از اﯾﻦ داﻧﺶآﻣﻮزان و ﺑﻪ ﺷﯿﻮه ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي اﻧﺘﺨﺎب و ﺑﻪ ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي رﻓﺘﺎرﻫﺎي ﺧﻮدﻧﺎﺗﻮان ﺳﺎز ﺟﻮﻧﺰ و رودواﻟﺖ )1982(، اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ ﻓﺮدرﯾﮑﺰ، ﺑﻠﻮﻣﻨﻔﯿﻠﺪ و ﭘﺎرﯾﺲ )2004(، ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ در ﻣﺪرﺳﻪ وﯾﻠﯿﺎﻣﺰ و ﺑﺎﺗﻦ )1981( و اﺣﺴﺎس ﺗﻌﻠﻖ ﺑﻪ ﻣﺪرﺳﻪ ﺑﺮي، ﺑﺘﯽ و وات )2004( ﭘﺎﺳﺦ دادﻧﺪ. دادهﻫﺎي ﺟﻤﻊآوري ﺷﺪه ﺑﺎ اﺳﺘﻔﺎده از ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن و ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ ﺗﺤﻠﯿﻞ ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن داد ﮐﻪ اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ، ﮐﯿﻔﯿﺖ زﻧﺪﮔﯽ در ﻣﺪرﺳﻪ و اﺣﺴﺎس ﺗﻌﻠﻖ ﺑﻪ ﻣﺪرﺳﻪ ﺑﺎ رﻓﺘﺎرﻫﺎي ﺧﻮدﻧﺎﺗﻮانﺳﺎز ﺗﺤﺼﯿﻠﯽ راﺑﻄﻪ ﻣﻨﻔﯽ و ﻣﻌﻨﯽداري دارد )0/01

The purpose of this study was to prediction of academic self-handicapping behaviors based on academic engagement, quality of school life and sense of belonging to school male students of high school Rey city. The descriptive- correlation method was used. The statistical population consists of all the male students of high school Rey city in year academic 2017-2018 to 4000 male students. According to cluster sampling method, 350 male students were selected as samples and they were asked to fill in self-handicapping scale of Jones and Rhodewalt (1982), academic engagement scale of Fredricks, Blumenfeld and Paris (2004) quality of school life scale of Williams and Baten (1981) and measuring students’ sense of connectedness with school of Brew, Beatty and Watt (2004), and. The data were analyzed by tests of Pearson correlation and multivariate regression. Findings showed that there was a negative and significant correlation between academic engagement, quality of school life and sense of belonging to school with academic procrastination students (P<0/01). Regression analyses also revealed that 27/4 of variance of self-handicapping behaviors was explained by academic engagement, quality of school life and sense of belonging to school. This study confirmed the significant contribution of academic engagement, quality of school life and sense of belonging to school on self-handicapping behaviors of students.