مقايسه مشكلات روان شناختي و زمينه هاي تحصيلي دانشجويان موفق و ناموفق

Comparison of psychological problems and academic fields of study in successful and unsuccessful university students

هدف: هدف پژوهش شناسايي زمينه هاي تحصيلي و مشكلات روانشناختي زمينه ساز مشروط شدن دانشجويان بود. روش: روش پژوهش علي- مقايسه اي و جامعه آماري كليه دانشجويان كارشناسي دانشگاه شهيد بهشتي به تعداد 7650 نفر بود كه با روش نمونه گيري خوشهاي چند مرحلهاي 90 دانشجو شامل 30 دانشجوي مشروط، 30 دانشجوي موفق و 30 دانشجوي عادي برحسب معدل كل آنها در دوره دانشجويي مشخص شد. ابزارهاي پژوهش، آزمون هوش ريون رحماني (1386) و فهرست نشانگان 90 سوالي درگاتيس و كلاري، 1973 بود. يافتهها: نتايج حاكي از تفاوت بين معدل ديپلم، رتبه كنكور، هوش و كليه مولفه هاي سلامت رواني بهجز مولفه هاي افكار پارانوييدي و روان گسسته گرايي در سه گروه بود. نتيجه‌گيري: اين تفاوت ها به عنوان عوامل زمينه اي كه در وضعيت تحصيلي دانشجويان نقش دارند بحث ميشوند. بنابراين دانشگاه مي تواند براي پيشگيري از مشروطي و افت تحصيلي دانشجويان و به منظور تقويت تحصيلي دانشجويان جديدالورود كه رتبه كنكور و معدل ديپلم پايين داشته اند برنامه هاي تقويت تحصيلي داشته باشد. هم چنين چون اين مطالعه حوزه هاي مشخصي را براي مداخلات روانشناختي در بين دانشجويان برجسته مي كند.

Abstract Aim: The aim of this study was to identify the effects of field of study and psychological problems in causing drop in GPA in Iranian university students. Method: Method was causal-comparative. The statistical population was students of Shahid Beheshti University (7650 students). Of these, 90 students consisting of 30 students who had failed and were thus on "probation", 30 students who had passed normally and 30 students who had excellent grades and were labelled "successful" were selected and participated in the study. Research instruments were ravenʹs progressive matrices (Rahmani, 2007) and the symptoms cheklist-90, SCL-90, (Derogatis and Cleary 1973). Results: Results showed that average high school grade, entrance exam grade, intelligence and all of the mental health indices (except paranoid ideation, and psychoticism) Conclusion: These differences as underlying factors that contribute to studentsʹ academic achievement are discussed. Hence the university system may be able to prevent failure and drop in academic performance in students and also strengthen the ability of freshmen whose high school grades are lower by implementing educational programs. The present study also suggests possible psychological intervention programs in this regard.