مرور سیستماتیک پژوهشهای مرتبط با اهمالکاری تحصیلی (غیرفعّال و فعّال): ارائه یک مدل مفهومی پنتاگونی
الموضوعات :مجتبی بیرامی 1 , پروین کدیور 2 , هادی کرامتی 3 , مهدی عربزاده 4 , جواد کاووسیان 5
1 - دانشگاه خوارزمی
2 - دانشگاه خوارزمی
3 - دانشگاه خوارزمی
4 - دانشگاه خوارزمی
5 - دانشگاه خوارزمی
الکلمات المفتاحية: مرور سیستماتیک, اهمالکاری تحصیلی, مدل پنتاگونی, اهمالکاری غیرفعّال, اهمالکاری فعّال,
ملخص المقالة :
دریافت اصلاح نهایی مقاله: 23/9/1401 پذیرش مقاله: 24/2/1402 Abstract: The aim of the present study was to systematicallپژوهش حاضر با هدف مرور سیستماتیک مطالعات مرتبط با اهمالکاری تحصیلی برای دست یافتن به یک مدل و چارچوب نظری انجام گردید. این پژوهش از نوع مطالعات ثانویه است و با توجه به روش اجرا، مرور سیستماتیک تلقی میشود. بر همین اساس، با جستوجو در پایگاههای اطلاعاتی و مطالعاتیِ معتبری که در بازة زمانی 1386 تا 1401 (2007-2022 م) از جوانب مختلف به موضوع اهمالکاری تحصیلی پرداخته بودند و با تکیه بر روش پریزما، بعد از شناساییمقاله و غربال 1645 مقاله از میان آنها 43 مقاله برای بررسی انتخاب شدند. نتایج نشان دادند که پیشبینی کنندهها و همبستههای اهمالکاری تحصیلی را میتوان در قالب پنج رویکرد روانشاختی شامل شخصیتی، بافتی ـ محیطی، شناختی ـ عصبی، هیجانی، و انگیزشی ـ ارادی طبقهبندی کرد و پیامدهای آن را در قالب دو بخش درونی و بیرونی قرار داد. این طبقهبندی به ارائه یک چارچوب نظری تحت عنوان «مدل پنتاگونی اهمالکاری تحصیلی» منجر شد که در آن، بر تعامل بین رویکردها و پیامدها تأکید میشود. براساس این نتایج، پیشنهادهایی کاربردی و پژوهشی برای انجام تحقیقات بیشتر در حوزه اهمالکاری تحصیلی (غیرفعّال و فعّال) ارائه شد.
اساسی، حسین؛ فتحآبادی، جلیل و حیدری، محمود (1390). بررسی نقش میانجی ابعاد کمالگرایی در رابطۀ بین ابعاد فرزندپروری و اهمالکاری تحصیلی. پژوهش در نظامهای آموزشی، 5 (15)، 59 -79.
قاسمی، هدیه؛ بیرامی، منصور؛ واحدی، شهرام (1399). نقش مؤلفههای دشواری تنظیم هیجان در پیشبینی اهمالکاری تحصیلی. دستاوردهای نوین در مطالعات علوم انسانی، 27 (3)، 116-122.
هاشمیپور، حمید؛ کرامتی، هادی؛ کاووسیان، جواد و عربزاده، مهدی (1400). مدل ساختاری پیشبینی اهمالکاری تحصیلی براساس طرحوارههای هیجانی با نقش واسطهای اضطراب امتحان. فصلنامه پژوهشهای نوین روانشناختی، 16(63)، 12-26.
هاشمیپور، حمید؛ کرامتی، هادی؛ کاووسیان، جواد و عربزاده، مهدی (1399). پیشبینی اهمالکاری تحصیلی دانشجویان براساس باورهای فراشناختی درباره اهمالکاری با نقش واسطهای اضطراب امتحان: مدل معادلات ساختاری. فصلنامه روانشناسی شناختی، 8(4)، 1-15.
هاشمی، لادن؛ لطیفیان، مرتضی؛ حسینچاری، مسعود؛ و فولاد چنگ، محبوبه (1392). بررسی نقش واسطهای ارزش تکلیف در رابطه بین کمالگرایی مثبت و منفی و اهمالکاری تحصیلی. فصلنامه پژوهش در نظامهای آموزشی، 7 (21)، 19-42.
Abdollahi, A., Maleki Farab, N., Panahipour, S., & Allen, K. A. (2020). Academic hardiness as a moderator between evaluative concerns perfectionism and academic procrastination in students. The Journal of Genetic Psychology, 181 (5), 365-374.
Ackerman, D. S., & Gross, B. L. (2005). My instructor made me do it: Task characteristics of procrastination. Journal of Marketing Education, 27, 5-13.
Akça, F. (2012). An investigation into the self-handicapping behaviors of undergraduates in terms of academic procrastination, the locus of control and academic success. Journal of Education and Learning, 1 (2), 288-297.
Alexander, E. S., & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individual Differences, 42, 1301-1310.
Atkins, M. S. (2010). Toward the integration of education and mental health in schools. Administration and Policy in Mental Health and Mental Health Services Research, 37 (1-2), 40–47.
Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: the mediation role of rational beliefs about studying. Journal of Cognitive & Behavioral Psychotherapies, 13 (1), 57-74.
Balkis, M. (2013). The relationship between academic procrastination and students' burnout. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28 (1), 68078.
Blunt, A., & Pychyl, T. A. (2005). Project systems of procrastination: A personal project-analytic and action control perspective. Personality and Individual Differences, 38, 1771-1780.
Boysan, M., & Kiral, E. (2017). Associations between procrastination, personality, perfectionism, self-esteem and locus of control. British Journal of Guidance & Counselling, 45 (3), 284-296.
Bronfenbrenner, U. (1979). The ecology of human development: Experi-ments by nature and design. Cambridge, MA: Harvard University Press.
Bronfenbrenner, U. (1992). Ecological systems theory. Jessica Kingsley Publishers.
Brownlow, S., & Reasinger, R. D. (2000). Putting off until tomorrow what is better done today: Academic procrastination as a function of motivation toward college work. Journal of Social Behavior and Personality, 15, 15-34.
Cao,L.(2012).Examining‘active’procrastination from a self-regulated learn-ing perspective. Educational Psychology, 32 (4), 515-545.
Choi, J. N., & Moran, S. V. (2009). Why not procrastinate? Development and validation of a new active procrastination scale. The Journal of Social Psychology, 149, 195-212.
Chong, W.H. (2007). The role of personal agency beliefs in academic self-regulation. School Psychology International, 28, 63-76.
Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145, 245-264.
Corkin, D. M., Yu, S. L., & Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences, 21, 602-606.
Costa, P. T., Jr., & McCrae, R. R. (2005). A Five-Factor model perspective on personality disorders. In S. Strack (Ed.), Handbook of personology and psychopathology (pp. 257-270).
Da Silva, S. P., Smith, A., & Facciolo, M. (2020). Relations between Self-Efficacy and Procrastination Types in College Students. Modern Psychological Studies, 25 (2).
Day, V., Mensink, D., O'Sullivan, M. (2014). Patterns of academic procrasti-nation. Journal of College Reading and Learning, 30 (2), 120-134.
Fernie, B. A., Kopar, U. Y., Fisher, P. L., & Spada, M. M. (2018). Further development and testing of the metacognitive model of procrastination: Self-reported academic performance. Journal of Affective Disorders, 240, 1-5.
Fernie, B. A., Bharucha, Z., Nikcevic, A.V. & Spada, M. M. (2017). The unintentional procrastination scale. Journal of Rational-Emotive Cognitive Behavior Therapy, 35, 136-149.
Ferrari, J. R., & Scher, S. J. (2000). Toward an understanding of academic and nonacademic tasks procrastinated by students: The use of daily logs. Psychology in the Schools, 37, 359-366.
Fourtounas, A., & Thomas, S. J. (2016). Cognitive factors predicting checking, procrastination, and other maladaptive behaviours: prospective versus inhibitory intolerance of uncertainty. Journal of Obsessive-Compulsive and Related Disorders, 9, 30-35.
Fulano, C., Magalhães, P., Núñez, J. C., Marcuzzo, S., & Rosário, P. (2021). As the twig is bent, so is the tree inclined: Lack of prior knowledge as a driver of academic procrastination. International Journal of School & Educational Psychology, 9 (sup1), S21-S33.
Gautam, A., Polizzi, C. P., & Mattson, R. E. (2019). Mindfulness, procrasti-nation, and anxiety: Assessing their interrelationships. Psychology of Consciousness: Theory, Research, and Practice. Advance online publication. http://dx.doi.org/10.1037/cns0000209.
Gross, J. J. (2015). The extended process model of emotion regulation: Elaborations, applications, and future directions. Psychological Inquiry, 26, 130-137.
Grund, A., & Fries, S. (2018). Understanding procrastination: A motivational approach. Personality and Individual Differences, 121, 120-130.
Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring reasons and consequen-ces of academic procrastination: An interview study. European Journal of Psychology of Education, 28 (3), 841-861.
Gustavson, D. E., Miyake, A., Hewitt, J. K., & Friedman, N. P. (2015). Understanding the cognitive and genetic underpinnings of procrastination: Evidence for shared genetic influences with goal management and executive function abilities. Journal of Experimental Psychology: General, 144 (6), 1063.
Gutiérrez-García, A. G., Huerta-Cortés, M., & Landeros-Velázquez, M. G. (2020). Academic procrastination in study habits and its relationship with self-reported executive functions in high school students. Journal of Psychology and Neuroscience, 2 (1), 1-9.
Gutiérrez-García, A. G., Huerta-Cortés, M., & Landeros-Velázquez, M. G. (2020). Academic procrastination in study habits and its relationship with self-reported executive functions in high school students. Journal of Psychology and Neuroscience, 2 (1), 1-9.
Hewitt, P. L., & Flett, G. L. (2005). Perfectionism in the self and social contents: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60, 456-470.
Howell, A. J., & Buro, K. (2009). Implicit beliefs, achievement goals, and pro-crastination: A mediational analysis. Learning and Individual Diffe-rences, 19 (1), 151-154.
Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43 (1), 167-178.
Janssen, J. (2015). Academic procrastination: Prévalence among high school and undergraduate students and relationship to academic achievement.
Jin, H., Wang, W., & Lan, X. (2019). Peer attachment and academic procrastination in Chinese college students: a moderated mediation model of future time perspective and grit. Frontiers in Psychology, 26 (10), 2645.
Katz, I., Eilot, K., & Nevo, N. (2014). “I’ll do it later”: Type of motivation, self-efficacy and homework procrastination. Motivation and Emotion, 38 (1), 111-119.
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33.
Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154-157.
Klassen, R. M., Ang, R. P., Chong, W. H., Krawchuk, L. L., Huan, V. S., Wong, I. Y. F., & Yeo, L. S. (2009). A cross-cultural study of adolescent procrastination. Journal of Research on Adolescence, 19, 799-811.
Klassen, R. M., Ang, R. P., Chong, W. H., Krawchuk, L. L., Huan, V. S., Wong, I. Y., & Yeo, L. S. (2010). Academic procrastination in two settings: Motivation correlates, behavioral patterns, and negative impact of pro-crastination in Canada and Singapore. Applied Psychology, 59 (3), 361-379.
Klingsieck, K. B. (2013a). Procrastination: When good things don’t come to those who wait. European Psychologist, 18, 24-34.
Lay, C., & Silverman, S. (1996) Trait Procrastination, Anxiety, and Dilatory Behavior. Personality and Individual Differences, 21, 61-67.
Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20, 474-495.
Leahy, R. L, (2002). Model of emotional schemas. Cognitive and Behavioral Practice, 9, 177-190.
Matthews, G., Schwean, V. L., Campbell, S. E., Saklofske, D. H., & Mohamed, A. A. (2000). Personality, self-regulation, and adaptation: A cognitive-social framework. In M. Boekarts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 171-207). New York: Academic.
McCloskey, G., Perkins, L. A., & Van Diviner, B. (2009). Assessment and Intervention for executive functions difficulties: School-based practice in Action Series. New York, NY: Routledge.
Michałowski, J. M., Wiwatowska, E., & Weymar, M. (2020). Brain potentials reveal reduced attention and error-processing during a monetary Go/No-Go task in procrastination. Scientific Reports, 10 (1), 19678.
Milgram, N. A., Dangour, W., & Raviv, A. (1992). Situational and personal determinants of academic procrastination. Journal of General Psychology, 119, 123-133.
Moon, S. M., & Illingworth, A. J. (2005a). Exploring the dynamic nature of procrastination: A latent growth curve analysis of academic procrastination. Personality and Individual Differences, 38, 297-309.
Muszynski, S., and Akamatsu, T. (1991). Delay in completion of doctoral dissertations in clinical psychology. Professional Psychology: Research and Practice, 22, 119-123.
Özer, B. U. (2011). A cross sectional study on procrastination: Who procrastinates more? International Conference on Education, Research and Innovation, 18, 34-37.
Pace, R., Pluye, P., Bartlett, G., Macaulay, A. C., Salsberg, J., Jagosh, J., & Seller, R. (2012). Testing the reliability and efficiency of the pilot Mixed Methods Appraisal Tool (MMAT) for systematic mixed studies review. International Journal of Nursing Studies, 49 (1), 47-53.
Pychyl, T. A., Lee, J. M., Thibodeau, R., & Blunt, A. (2000). Five days of emotion: An experience sampling study of undergraduate student procrastination. Journal of Social Behavior, 15, 239-254.
Rabin, L. A., Fogel, J., & Nutter-Upham, K. E. (2011) Academic procrastination in college students: The role of self-reported executive function. Journal of Clinical and Experimental Neuropsychology 33, 344-357.
Rebetez, M. M. L., Rochat, L., & Vander Linden, M. (2015). Cognitive, emotional, and motivational factors related to procrastination: A cluster analytic approach. Personality and Individual Differences, 76, 1-6.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80 (1), 128.
Saddler, C. D., & Buley, J. (1999). Predictors of academic procrastination in college students. Psychological Reports, 84 (2), 686-688.
Schouwenburg, H. C. (2004). Academic procrastination: Theoretical notions, measurement, and research. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 3-17). Washington, DC: American Psychological Association.
Schouwenburg, H. C., & Groenewoud, J. (2001). Study motivation under social temptation: Effects of trait procrastination. Personality and Individual Differences, 30, 229-240.
Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99, 12-25.
Schraw, G.,Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99, 12-25.
Senécal, C., Julien, E., & Guay, F. (2003). Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33, 135-145.
Seo, E. H. (2011). The relationship among procrastination, flow, and academic achievement. Social Behavior and Personality, 39, 209-218.
Seo, E. H. (2013). A comparison of active and passive procrastination in relation to academic motivation. Social Behavior and Personality: An International Journal, 41 (5), 777-786.
Sirois, F. M., & Pychyl, T. (2013). Procrastination and the priority of short-term mood regulation: Consequences for future self. Social and Personality Psychology Compass, 7 (2), 115-127.
Smith, S. M., & Blankenship, S. (1989). Incubation effects. Bulletin of the Psychonomic Society, 27, 311-314.
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503-509.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94.
Steel, P., & Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators' characteristics from a global sample. European Journal of Personality, 27 (1), 51-58.
Steel, P., & Kçnig, C. J. (2006). Integrating theories of motivation. Academy of Management Review, 3, 889-913.
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51 (1), 36-46.
Syabilla, Y. A., Suryanda, A., & Sigit, D. V. (2018). A correlation between self concept and procrastination based on gender in neuroscience perspective. Biosfer: Jurnal Pendidikan Biologi, 11 (2), 114-120.
van Eerde, W., & Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85.
Wells, A., Matthews, G., (1996). Modelling cognition in emotional disorder: the S-REF model. Behaviour Research Therapy, 34 (11), 881-888.
Wessel, J., Bradley, G. L., & Hood, M. (2019). Comparing effects of active and passive procrastination: A field study of behavioral delay. Personality and Individual Differences, 139, 152-157.
Whiteside, S.P. and Lynam, D.R. (2001). The five factor model and impulsivity: using a structural model of personality to understand impulsivity. Personality and Individual Differences, 30, 669-689.
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95, 179-187.
Wolters, C. A., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learn-ing. Metacognition and Learning, 12 (3), 381-399.
Wu, F., & Fan, W. (2017). Academic procrastination in linking motivation and achievement-related behaviours: a perspective of expectancy-value theo-ry. Educational Psychology, 37 (6), 695-711.
Yamashita, T. (2018). Grit and second language acquisition: Can passion and perseverance predict performance in Japanese language learning? Unpoblished master's thesis, University of Massachusetts Amherst.
Zacks, S., & Hen, M. (2018). Academic interventions for academic procras-tination: A review of the literature. Journal of Prevention & Intervention in the Community, 46 (2), 117-130.
Zanjani, S., Yunlu, D. G., & Beigh, J. N. S. (2020). Creative procrastinators: Mapping a complex terrain. Personality and Individual Differences, 154, 109-640.
Zhang, R., Chen, Z., Xu, T., Zhang, L., & Feng, T. (2020). The overlapping region in right hippocampus accounting for the link between trait anxiety and procrastination. Neuropsychologia, 146, 107-571.
Zhou, M. (2020). Gender differences in procrastination: The role of personality traits. Current Psychology, 39 (4), 1445-1453.
Ziegler, N., & Opdenakker, M. C. (2018). The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation. Learning and Individual Differences, 64, 71-82.