The Prediction of Academic Procrastination based on Cognitive, Metacognitive Strategies and Test Anxiety in University Students

شیخ الاسلامی, دکتر علی (2015) The Prediction of Academic Procrastination based on Cognitive, Metacognitive Strategies and Test Anxiety in University Students. University of Mohaghegh Ardabili, University of Mohaghegh Ardabili.

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Abstract

The purpose of this study was to prediction of academic procrastination based on cognitive strategies, metacognitive strategies and test anxiety in university students. The method of study was to correlational. Statistical population of this study comprised of all undergraduate students of Mohaghegh Ardibili University in 2014-15 academic year, That among them by using cluster random sampling, 362 samples were selected. For data collection the Moosavian cognitive and metacognitive strategies questionnaire, Solomon and Rothblum academic procrastination questionnaire and Spielberger test anxiety questionnaire were used. Data were analyzed by using Pearson’s correlation coefficient and multiple regression analysis. Findings showed that there exist significant negative relationship between the cognitive strategies and its components and metacognitive strategies and its components with academic procrastination of university students and there exist significant positive relationship between test anxiety and its components with academic procrastination of university students (p<0.01). Also regression analysis revealed that the cognitive strategies and its components and metacognitive strategies and its components could negatively and significantly and test anxiety and its components could positively and significantly predict the academic procrastination of university students (p<0.01) Therefore, it can be concluded that the cognitive strategies, metacognitive strategies and test anxiety are important and related variables to academic procrastination of university students. The purpose of this study was to prediction of academic procrastination based on cognitive strategies, metacognitive strategies and test anxiety in university students. The method of study was to correlational. Statistical population of this study comprised of all undergraduate students of Mohaghegh Ardibili University in 2014-15 academic year, That among them by using cluster random sampling, 362 samples were selected. For data collection the Moosavian cognitive and metacognitive strategies questionnaire, Solomon and Rothblum academic procrastination questionnaire and Spielberger test anxiety questionnaire were used. Data were analyzed by using Pearson’s correlation coefficient and multiple regression analysis. Findings showed that there exist significant negative relationship between the cognitive strategies and its components and metacognitive strategies and its components with academic procrastination of university students and there exist significant positive relationship between test anxiety and its components with academic procrastination of university students (p<0.01). Also regression analysis revealed that the cognitive strategies and its components and metacognitive strategies and its components could negatively and significantly and test anxiety and its components could positively and significantly predict the academic procrastination of university students (p<0.01) Therefore, it can be concluded that the cognitive strategies, metacognitive strategies and test anxiety are important and related variables to academic procrastination of university students.

Item Type: Other
Persian Title: پیش‏بینی اهمال‏کاری تحصیلی براساس راهبردهای شناختی، فراشناختی و اضطراب امتحان در دانشجویان
Persian Abstract: پژوهش حاضر با هدف پیش‏بینی اهمال‏کاری تحصیلی براساس راهبردهای شناختی، راهبردهای فراشناختی و اضطراب امتحان دانشجوبان انجام گرفت. روش پژوهش توصیفی از نوع همبستگی بود. جامعه آماری پژوهش را کلّیه‌ی دانشجویان مقطع کارشناسی دانشگاه محقق اردبیلی در سال‏تحصیلی 94-1393 تشکیل می¬دادند که از میان آن¬ها با استفاده از روش نمونه¬گیری تصادفی خوشه¬ای، 362 نفر به عنوان نمونه انتخاب شدند. به منظور جمع¬آوری داده¬ها از پرسشنامه‌ی راهبردهای شناختی و فراشناختی موسویان، پرسشنامه‌ی اهمال‏کاری تحصیلی سولومن و راتبلوم و پرسشنامه‌ی¬ اضطراب امتحان اسپیلبرگر استفاده شد. داده¬ها با استفاده از آزمون¬های آماری ضریب همبستگی پیرسون و تحلیل رگرسیون چندگانه مورد تجزیه و تحلیل قرار گرفتند. یافته¬ها نشان داد که بین راهبردهای شناختی و مولفه‏هایش و راهبردهای فراشناختی و مولفه‏هایش با اهمال‏کاری تحصیلی دانشجویان رابطه‏ی منفی معناداری و بین اضطراب امتحان و مولفه‏هایش با اهمال‏کاری تحصیلی دانشجویان رابطه‏ی مثبت معناداری وجود دارد (p<0.01). همچنین نتایج تحلیل رگرسیون آشکار کرد که راهبردهای شناختی و مولفه‏هایش و راهبردهای فراشناختی و مولفه‏هایش به طور منفی و معناداری و اضطراب امتحان و مولفه‏هایش به طور مثبت و معناداری، می‏توانند اهمال‏کاری تحصیلی دانشجویان را پیش‏بینی کنند (p<0.01). بنابراین، می‏توان نتیجه گرفت که راهبردهای شناختی، راهبردهای فراشناختی و اضطراب امتحان از متغیرهای مهم و مرتبط با اهمال‏کاری تحصیلی دانشجویان می‏باشند.
Subjects: Research Projects
Divisions: Subjects > Faculty of Educational Sciences and Psychology > Department of Psychology
Faculty of Educational Sciences and Psychology > Department of Psychology
Date Deposited: 23 Jun 2019 05:10
Last Modified: 23 Jun 2019 05:10
URI: http://repository.uma.ac.ir/id/eprint/7966

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