رابطه مديريت هيجان و مهارت هاي ارتباطي با اهمال كاري تحصيلي در دانش آموزان متوسطه اول

The Relationship between Emotional Management and Communication Skills with Academic Procrastination among High school students

هدف پژوهش تعيين رابطه مديريت هيجان و مهارت هاي ارتباطي با اهمال كاري تحصيلي است .جامعه آماري دانش آموزان دختر پايه هشتم منطقه 14 آموزش و پرورش تهران در سال تحصيلي 98 – 1397 به تعداد 2690 نفر بود . 155 نفر به روش نمونه گيري خوشه اي چند مرحله اي انتخاب گرديدند. روش پژوهش ، همبستگي و ابزارهاي پژوهش پرسشنامه هاي اهمال كاري سولمون و راثبلوم ( 1984) ، مهارتهاي ارتباطي كويين دام ( 2004 ) و تنظيم شناختي هيجان گارنفسكي و كرايج ( 2006 ) بود . نتايج داده ها با استفاده از روش همبستگي و رگرسيون نشان داد بين مديريت هيجان و اهمال كاري تحصيلي رابطه معني داري وجود دارد. اهمال كاري تحصيلي با خود سرزنشگري ، فاجعه نمايي ، ديگر سرزنشگري رابطه مثبت و معنادار و با پذيرش ، تمركز مجدد بر برنامه ريزي ، ارزيابي مجدد مثبت ، كم اهميت شماري رابطه منفي و معنادار دارد . بين اهمال كاري تحصيلي و مهارت هاي ارتباطي نيز رابطه منفي و معنادار وجود دارد . خرده مقياس هاي مديريت هيجان و مهارت هاي ارتباطي قادر به پيش بيني اهمال كاري تحصيلي مي باشند. بنابراين مي توان با اجراي مداخله هاي آموزشي مديريت هيجان و مهارت هاي ارتباطي ، اهمال كاري تحصيلي دانش آموزان را كاهش داد .

The purpose of this study was to determine the relationship between emotional management and communication skills with academic Procrastination. The statistical population consisted of all female students of the 8th grade from 14th educational district of Tehran in the academic year of 2018-2019 that included 2690 students. From the population 155 students were selected by multi-stage cluster sampling as the research sample. The research method was correlation and Solomon and Rothblum's Procrastination Questionnaire (1984), Queendom Communication Skills (2004), Cognitive Emotion Regulation, Garnefski & Kraaij (2006) were employed as the research tools. The results of the research data using correlation and regression indicated that there is a significant relationship between the variables of emotional management and educational Procrastination. there was a positive and significant relationship between academic Procrastination on the one hand and self-blame , making disaster, blaming others; while, there was a negative and significant relationship between academic Procrastination on the one hand and admission , re-focus on planning , and Positive Reappraisal . There is a negative and significant relationship between academic Procrastination and communication skills. Subscales Emotional Management and Communication Skills are capable of predicting academic Procrastination. Therefore , It is possible to reduced student academic Procrastination by implementing emotional management training and communication skills.