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.
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Psychological Research, 2023 پژوهشهای روانشناختی، 1402
Vol. 24, No. 1 دوره 24، شماره 1
مرور سیستماتیک پژوهشهای مرتبط با اهمالکاری تحصیلی (غیرفعّال و فعّال): ارائه یک مدل مفهومی پنتاگونی
The Systematically Reviewing Studies Related to Academic Procrastination to Identify
a Model and Theoretical Framework
دکتر مجتبی بیرامی | Mojtaba Beyrami, Ph.D. |
دانشگاه خوارزمی، تهران | Kharazmi University, Tehran |
دکتر پروین کدیور | Parvin Kadivar, Ph.D.* |
دانشگاه خوارزمی، تهران | Kharazmi University, Tehran |
دکتر هادی کرامتی | Hadi Keramati, Ph.D. |
دانشگاه خوارزمی، تهران | Kharazmi University, Tehran |
دکتر مهدی عربزاده | Mehdi Arabzadeh, Ph.D. |
دانشگاه خوارزمی، تهران | Kharazmi University, Tehran |
دکتر جواد کاووسیان | Javad Kavousian, Ph.D. |
دانشگاه خوارزمی، تهران | Kharazmi University, Tehran |
چکیده: پژوهش 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 شناسایی 1645 ــــــــــــــــــــــــــــــــــــــــ
دریافت اصلاح نهایی مقاله: 23/9/1401
پذیرش مقاله: 24/2/1402
Abstract: The aim of the present study was to systematically reviewing studies related to academic procrastination to identify a model and theoretical framework. This re-search was a secondary study and according to the implementation method was consi-dered as a systematic review. By searching in valid data-bases and studies that have dealt with the issue of academic pro-crastination from various aspects in the ــــــــــــــــــــــــــــــــــــــــ
* kadivar220@yahoo.com
مقاله و غربال 154 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.
کلیدواژه‌ها: مرور سیستماتیک؛ اهمالکاری تحصیلی؛ مدل پنتاگونی؛ اهمالکاری غیرفعّال؛ اهمالکاری فعّال
period of 2001-2021 and based on the PRISMA method, after identifying 1645 ar-ticles and screening 154 articles, among them 43 articles were selected for review.The results showed that predictors and correlators of academic procrastination were classified in five psychological approaches including: personality, contextual-environmental, cogni-tive- neuro-logical, emotional, and motiva-tional-volitional and categorized by internal and external consequences. The results of this classification led to the presentation of a comprehensive theoretical framework entitled the "Pentagon model of academic procrastin-ation" in which the inter-action between approaches and outcomes were emphasised. Based on these results, practical and research suggestions were provided for further research in the field of academic procrastination (passive and active(.
Keywords: systematic review; academic procrastination; pentagon model; passive procrastination; active procrastination
