نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشدگروه روان‌شناسی، واحد دزفول، دانشگاه آزاد اسلامی، دزفول، ایران

2 استادیار گروه روانشناسی، واحد دزفول، دانشگاه آزاد اسلامی، دزفول، ایران

چکیده

هدف پژوهش حاضر، آزمون الگوی رابطه علّی هوش فرهنگی و سرزندگی تحصیلی با یادگیری خود راهبر از طریق میانجیگری اهمال کاری تحصیلی دانشجویان دختر دانشگاه آزاد اسلامی واحد دزفول بود. روش پژوهش توصیفی و از نوع همبستگی بود. جامعه آماری شامل کلیه دانشجویان دختر دانشگاه آزاد اسلامی واحد دزفول بودند که از بین آنها به روش نمونه گیری تصادفی طبقه ای نمونه ای 354 نفری انتخاب شدند. برای سنجش متغیرهای پژوهش از پرسشنامه های یادگیری خودراهبر فیشر و همکاران (2001 )، سرزندگی تحصیلی دهقانی زاده و حسین چاری (1391)، اهمال کاری تحصیلی سولومون و راتبلوم (1984) و هوش فرهنگی آنگ و همکاران (۲۰۰۴) استفاده شد. ارزیابی مدل پیشنهادی با استفاده از تحلیل مسیر انجام گرفت. نتایج نشان داد که در کل نمونه، تمامی ضرایب مسیر بین متغیرها از لحاظ آماری معنی‌دار بودند. به‌علاوه مسیرهای مستقیم هوش فرهنگی، سرزندگی تحصیلی و اهمال کاری تحصیلی به یادگیری خود راهبر از لحاظ آماری معنی‌دار بودند. هم‌چنین مسیرهای مستقیم هوش فرهنگی و سرزندگی تحصیلی به اهمال کاری تحصیلی نیز معنی‌دار بودند. از سوی دیگر، نتایج نشان داد رابطه غیرمستقیم هوش فرهنگی و سرزندگی تحصیلی با یادگیری خودراهبر از طریق اهمال کاری تحصیلی معنی‌دار بودند. در مجموع، نتایج پژوهش نشان داد که به نظر می رسد یادگیری خودراهبر پدیده ای است که از عوامل بسیاری از جمله هوش فرهنگی، سرزندگی تحصیلی و اهمال کاری تحصیلی تاثیر می پذیرد.

کلیدواژه‌ها

عنوان مقاله [English]

The causal relationship between cultural intelligence and academic vitality with self-directed learning through academic procrastination

نویسندگان [English]

  • zahra hossinpanah 1
  • kobra kazemianmoghadam 2

1 M.A, Department of Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran

2 Assistant Professor Department of Psycology, Dezful Branch, Islamic Azad University, Dezful, Iran

چکیده [English]

The purpose of this study was to test the causal relationship between cultural intelligence and academic vitality with self-directed learning through mediating academic procrastination in female students of Islamic Azad University of Dezful. The research method was descriptive and correlational. The statistical population consisted of all female students of Islamic Azad University of Dezful, among whom 354 were selected by stratified random sampling. Fisher et al. (2001), Dehgani Zadeh and Hossein Chari (2012), Solomon & Rathblum academic procrastination (1984), and Ang et al.'s cultural intelligence (2004) were used to measure research variables. The proposed model was evaluated using path analysis. The results showed that in the whole sample, all path coefficients between variables were statistically significant. In addition, the direct paths of cultural intelligence, academic vitality, and academic procrastination to self-directed learning were statistically significant. Also, the direct paths of cultural intelligence and academic vitality to academic procrastination were also significant. On the other hand, the results showed that the indirect relationship between cultural intelligence and academic vitality with self-directed learning through academic procrastination was significant. Overall, the results showed that self-directed learning seems to be a phenomenon that is influenced by many factors such as cultural intelligence, academic vitality and academic procrastination.

کلیدواژه‌ها [English]

  • Cultural Intelligence
  • Academic Vitality
  • Self-Directed Learning
  • Academic Procrastination
 
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