نگاهي تحليلي به ادراك دانشجويان از ساختار كلاس درس و اهمال كاري تحصيلي: مطالعه تطبيقي دوره هاي آموزش سنتي و مجازي دانشگاه تهران

A Study of Perceived Classroom Structure and Academic Procrastination of Traditional and Virtual Education Students of University of Tehran

اين پژوهش، با هدف مقايسه ادراك دانشجويان از ساختار كلاس درس و اهمال كاري تحصيلي در ميان دانشجويان دوره هاي آموزش سنتي و مجازي دانشگاه تهران انجام شد. براي اين منظور580 نفر از دانشجويان دانشگاه تهران در مقطع كارشناسي ارشد (488 نفر دانشچوي دوره سنتي و 132 نفر دانشجوي دوره مجازي) با روش نمونه گيري طبقه اي نسبي انتخاب و به پرسشنامه اي خودگزارشي شامل خرده مقياس هاي ادراك از ساختار كلاس (Blackburn, 1998)، و اهمال كاري تحصيلي (Solomon & Rothblum, 1984)، پاسخ دادند. جهت اطمينان از پايايي خرده مقياس ها از ضريب آلفاي كرونباخ و تعيين روايي سازه از تحليل عاملي تاييدي استفاده گرديد. نتايج به طور كلي نشان داد كه بين دانشجويان دوره هاي مجازي و سنتي در بعد ادراك از خودمختاري در يادگيري و ادراك از تكاليف انگيزشي تفاوت معني داري وجود دارد. در حالي كه در زمينه ادراك دانشجويان از ارزشيابي تبحري بين دو گروه تفاوتي وجود نداشت. در زمينه اهمال كاري تحصيلي نيز نتايج حاكي از تفاوت بين دانشجويان دوره هاي مجازي و سنتي مي باشد.

The purpose of this study was to examine the relation among organizational justice, organizational commitment, and organizational citizenship behavior. The current descriptive survey involved all educational department heads in the first region branches of the Islamic Azad University (n=315) in the academic year 2010-11. A total of 118 faculty members was selected through cluster sampling. Three questionnaires of Organizational justice, Organizational commitment and Organizational Citizenship behavior were used as the study instruments with the reliabilities indexes of 0.812, 0.825 and 0.882, respectively. A use was of SPSS to run correlation, simple and multiple regressions, and path analyses. The findings suggested that 1. There was a significantly positive relationship among the components of organizational justice, organizational commitment and organizational citizenship behavior, 2. There was a significantly positive relationship among organizational justice, organizational commitment and organizational citizenship behavior, 3. There was a significantly positive relationship between the components of organizational citizenship behavior (friendship and respect, duty, virtue and generosity) and organizational justice, 4. There was a significantly positive relationship between the components of organizational commitment (emotional, normative, and continuous commitments) and organizational justice.