مدل ﺳﺎﺧﺘﺎري اﻫﻤﺎلﮐﺎري ﺗﺤﺼﯿﻠﯽ ﺑﺮ اﺳﺎس راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي وﺳﺒﮏﻫﺎي اﺳﻨﺎدي ﺑﺎ ﻣﯿﺎﻧﺠﯽﮔﺮي اﻧﮕﯿﺰش ﭘﯿﺸﺮﻓﺖ در ﺑﯿﻦ داﻧﺶآﻣﻮزان ﻧﺎﺣﯿﻪ ﯾﮏ ﺳﺎري

Structural Model of Academic procrastination Based on Learning Strategies and Style by Mediating Achievement Motivation

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﻣﺪل ﺳﺎﺧﺘﺎري اﻫﻤﺎل ﮐﺎري ﺗﺤﺼﯿﻠﯽ ﺑﺮ اﺳﺎس راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي و ﺳﺒﮏ ﻫﺎي اﺳﻨﺎدي ﺑﺎ ﻣﯿﺎﻧﺠﯽ ﮔﺮي اﻧﮕﯿﺰش ﭘﯿﺸﺮﻓﺖ در ﺑﯿﻦ داﻧﺶ آﻣﻮزان ﺑﻮد. روش ﭘﮋوﻫﺶ ﺗﻮﺻﯿﻔﯽ ﻫﻤﺒﺴﺘﮕﯽ و ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺶ آﻣﻮزان دوره دوم ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ ﺳﺎري در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 96 – 1395 ﺑﻮده اﺳﺖ ﮐﻪ از اﯾﻦ ﺗﻌﺪاد 375 داﻧﺶ آﻣﻮز ﺑﺎ اﺳﺘﻔﺎده از ﺟﺪول ﺗﻌﯿﯿﻦ ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﮐﺮﺟﺴﯽ و ﻣﻮرﮔﺎن ﺑﺎ آﻟﻔﺎي 0/05 ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ ﺑﺎ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﻃﺒﻘﻪ اي وارد ﻣﻄﺎﻟﻌﻪ ﺷﺪﻧﺪ. از اﯾﻦ ﺗﻌﺪاد 160 ﻧﻔﺮ ﭘﺴﺮ و 215 ﻧﻔﺮ دﺧﺘﺮ ﺑﻮدﻧﺪ. اﺑﺰار ﮔﺮدآوري داده ﻫﺎ، ﭘﺮﺳﺸﻨﺎﻣﻪ اﻫﻤﺎلﮐﺎري ﺗﺤﺼﯿﻠﯽ )ﺳﻮاري، 2011(، ﭘﺮﺳﺸﻨﺎﻣﻪ راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي )وﯾﻦ ﺷﺘﺎﯾﻦ و ﻣﺎﯾﺮ، 1984(، ﭘﺮﺳﺸﻨﺎﻣﻪ ﺳﺒﮏ ﻫﺎي اﺳﻨﺎدي )ASQ( )ﭘﺘﺮﺳﻮن و ﻫﻤﮑﺎران،1983( و ﭘﺮﺳﺸﻨﺎﻣﻪ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﻫﺮﻣﻨﺲ،1970( ﺑﻮد. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺗﺤﻠﯿﻞ ﻣﺴﯿﺮ و ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﻣﻮرد ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺖ. ﻧﺘﺎﯾﺞ ﺗﺤﻘﯿﻖ ﺗﺎﺛﯿﺮ ﻣﺴﺘﻘﯿﻢ را ﺑﯿﻦ راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي و اﻫﻤﺎل ﮐﺎري ﺗﺤﺼﯿﻠﯽ ﺑﺎ اﻧﮕﯿﺰش ﭘﯿﺸﺮﻓﺖ ﻧﺸﺎن داد و ﺳﺒﮏ ﻫﺎي اﺳﻨﺎدي و اﻫﻤﺎل ﮐﺎري ﺗﺤﺼﯿﻠﯽ ﺑﺎ ﻫﻢ اﻧﮕﯿﺰش ﭘﯿﺸﺮﻓﺖ را ﺗﺒﯿﯿﻦ ﮐﺮدﻧﺪ. ﻫﻤﭽﻨﯿﻦ راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي ﺷﻨﺎﺧﺘﯽ ﺑﯿﺸﺘﺮﯾﻦ ﺳﻬﻢ را در ﭘﯿﺶ ﺑﯿﻨﯽ ﻣﺘﻐﯿﺮ اﻫﻤﺎل ﮐﺎري ﺗﺤﺼﯿﻠﯽ داﺷﺖ.

Structural Model of Academic procrastination Based on Learning Strategies and Style by Mediating Achievement Motivation The purpose of this study was to investigate the structural model of academic procrastination based on learning strategies and documentary style by mediating the achievement motivation. The research method was descriptive correlational. The statistical population of the study consisted of all students of the second and middle school boys and girls in the academic year 1396-1395. 375 students were selected by stratified random sampling method and cluster sampling method. In order to collect data, Inferential statistics of path analysis and structural equations were used using liserl 8.85 software. The findings of the study showed that learning strategies documentary style by mediating the achievement motivation have the ability to predict Academic procrastination, Also, among the components of learning strategies, cognitive learning strategies with the standard coefficient (0.82) have the greatest contribution in predicting the variables of academic procrastination.