بررسي نقش تعديل كنندگي خودنظارتي در رابطه ي بين ادراك از ساختار كلاس و تعلل ورزي تحصيلي مطالعه موردي: دانش آموزان متوسطه اول شهر گچساران

Investigating the role of self-regulatory moderation in the relationship between perception of class structure and academic procrastination Case study: First high school students in Gachsaran

هدف: پژوهش حاضر با هدف بررسي نقش تعديل‌كنندگي خودنظارتي در رابطه‌ي بين ادراك از ساختار كلاس و تعلل‌ورزي تحصيلي دانش‌آموزان انجام شده است. روش: پژوهش حاضر بر اساس هدف از نوع كاربردي و از لحاظ نحوه گردآوري داده‌ها توصيفي از نوع همبستگي مي‌باشد. جامعه آماري پژوهش، دانش‌آموزان متوسطه اول گچساران در سالتحصيلي 1399-1398 به تعداد 1809 نفر مشتمل بر 938 پسر و 871 دختر مي‌باشند. در راستاي گزينش گروه نمونه و استخراج داده‌ها، تعداد 318 نفر با استفاده از جدول كرجسي و مورگان با دو روش نمونه‌گيري تصادفي طبقه‌اي و خوشه‌اي چند مرحله‌اي انتخاب گرديدند. داده‌هاي پژوهش با استفاده از پرسشنامه‌هاي خودنظارتي اسنايدر و كانچستا (1974)، ادراك از ساختار كلاس بلك برن (1998) و تعلل‌ورزي تحصيلي سولون و راثبلوم (1998) گردآوري و با استفاده از نرم‌افزارهاي SPSS و AMOS تحليل گرديد. به منظور آزمون روابط بين متغييرها در مدل از آزمون ضريب همبستگي پيرسون و روش مدل‌يابي معادلات ساختاري استفاده شد. يافته‌ها: نتايج نشان داد كه شاخص‌هاي برازش مدل تعديل‌كنندگي متغيير خودنظارتي بدون نياز به ويرايش و اصلاح به طور معني‌داري در وضعيت مطلوبي قرار دارد.متغييرهاي ادراك از ساختار كلاس 0/68و خودتنظيمي 0/22 از پراكندگي نمرات تعلل‌ورزي تحصيلي را تبيين مي‌كنند و اثر غيرمستقيم ادراك از ساختار كلاس بر تعلل‌ورزي تحصيلي با نقش تعديل كنندگي خودتنظمي 0/214 است كه معني‌دار مي‌باشد. يافته‌هاي فوق نمايانگر اين است كه با تعريف راهبردهاي خودتنطيمي از يكسو و ادراك شاگردان از ساختار كلاس از سوي ديگر، مي‌توان در جهت كاهش تعلل‌ورزي تحصيلي به عنوان يكي از مهمترين موانع فرايندهاي ياددهي- يادگيري گام‌هاي اساسي برداشت.

Objective: The purpose of this study was to investigate the role of self-regulatory moderation in the relationship between perception of class structure and students' academic procrastination. Method: The present study is based on the purpose is the applied type and in terms of data collection, is a descriptive correlational type and more precisely of the type of structural equations. The statistical population of the study was 1809 peoples of first secondary school students in Gachsaran City, of which 328 were using Krejcie and Morgan table with two methods of stratified random sampling and multi-stage cluster sampling as Sample selected. Data were collected using Snyder and Conchesta (1974) self-monitoring questionnaires, Blackburn classroom structure perception (1998) and Solon and Rothblom (1998) academic procrastination and analyzed using SPSS and AMOS software. For this purpose, first the share of each class in the sample is determined, then from 21 schools for boys, 4 schools and from among 18 schools for girls, 3 schools and finally from each school, 2 classes are randomly selected and all students of this Classes were included in the study as a statistical sample. The product of this process was the completion and collection of 321 questionnaires from the study sample. Also, in order to test the relationships between variables in the assumed model, Pearson correlation coefficient test and structural equation modeling method have been used. Results: The results showed that the fit indices (absolute, adaptive and destination) of the moderating model of the self-regulatory variable without the need for editing, modification and correction are significantly in good condition. Also, the variables of perception of class structure -0.68 and self-regulation explain 0.22 of the scattering of academic procrastination scores and the indirect effect of perception of class structure on academic procrastination with the role of self-regulatory mode is 0.214, which is The comment is statistically significant. Based on these findings, it can be stated that the perception variable of class structure had a significant inverse effect and the self-regulatory variable had a significant positive effect on students' academic procrastination. In other words, academic procrastination is a function of perception of class structure on the one hand and students' self-supervision on the other hand. So in this way, the focus of educational systems should be based on the optimal management of these variables. Abstrac Objective: The purpose of this study was to investigate the role of self-regulatory moderation in the relationship between perception of class structure and students' academic procrastination. Method: The present study is based on the purpose is the applied type and in terms of data collection, is a descriptive correlational type and more precisely of the type of structural equations. The statistical population of the study was 1809 peoples of first secondary school students in Gachsaran City, of which 328 were using Krejcie and Morgan table with two methods of stratified random sampling and multi-stage cluster sampling as Sample selected. Data were collected using Snyder and Conchesta (1974) self-monitoring questionnaires, Blackburn classroom structure perception (1998) and Solon and Rothblom (1998) academic procrastination and analyzed using SPSS and AMOS software. For this purpose, first the share of each class in the sample is determined, then from 21 schools for boys, 4 schools and from among 18 schools for girls, 3 schools and finally from each school, 2 classes are randomly selected and all students of this Classes were included in the study as a statistical sample. The product of this process was the completion and collection of 321 questionnaires from the study sample. Also, in order to test the relationships between variables in the assumed model, Pearson correlation coefficient test and structural equation modeling method have been used. Results: The results showed that the fit indices (absolute, adaptive and destination) of the moderating model of the self-regulatory variable without the need for editing, modification and correction are significantly in good condition. Also, the variables of perception of class structure -0.68 and self-regulation explain 0.22 of the scattering of academic procrastination scores and the indirect effect of perception of class structure on academic procrastination with the role of self-regulatory mode is 0.214, which is The comment is statistically significant. Based on these findings, it can be stated that the perception variable of class structure had a significant inverse effect and the self-regulatory variable had a significant positive effect on students' academic procrastination. In other words, academic procrastination is a function of perception of class structure on the one hand and students' self-supervision on the other hand. So in this way, the focus of educational systems should be based on the optimal management of these variables. Abstrac Objective: The purpose of this study was to investigate the role of self-regulatory moderation in the relationship between perception of class structure and students' academic procrastination. Method: The present study is based on the purpose is the applied type and in terms of data collection, is a descriptive correlational type and more precisely of the type of structural equations. The statistical population of the study was 1809 peoples of first secondary school students in Gachsaran City, of which 328 were using Krejcie and Morgan table with two methods of stratified random sampling and multi-stage cluster sampling as Sample selected. Data were collected using Snyder and Conchesta (1974) self-monitoring questionnaires, Blackburn classroom structure perception (1998) and Solon and Rothblom (1998) academic procrastination and analyzed using SPSS and AMOS software. For this purpose, first the share of each class in the sample is determined, then from 21 schools for boys, 4 schools and from among 18 schools for girls, 3 schools and finally from each school, 2 classes are randomly selected and all students of this Classes were included in the study as a statistical sample. The product of this process was the completion and collection of 321 questionnaires from the study sample. Also, in order to test the relationships between variables in the assumed model, Pearson correlation coefficient test and structural equation modeling method have been used. Results: The results showed that the fit indices (absolute, adaptive and destination) of the moderating model of the self-regulatory variable without the need for editing, modification and correction are significantly in good condition. Also, the variables of perception of class structure -0.68 and self-regulation explain 0.22 of the scattering of academic procrastination scores and the indirect effect of perception of class structure on academic procrastination with the role of self-regulatory mode is 0.214, which is The comment is statistically significant. Based on these findings, it can be stated that the perception variable of class structure had a significant inverse effect and the self-regulatory variable