نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای مشاوره، گروه مشاوره و روان‌شناسی، دانشکده علوم انسانی، دانشگاه هرمزگان، بندرعباس، ایران..

2 دانشیار مشاوره، گروه مشاوره و گروه پژوهشی آسیب‌شناسی خانودده و تربیت، دانشگاه کردستان، ایران.

چکیده

هدف پژوهش حاضر بررسی اثربخشی مداخله تلفیقی مبتنی بر مصاحبه انگیزشی و مهارت‌های فراشناختی بر اهمال‌کاری تحصیلی، تاب‌آوری تحصیلی و انگیزه پیشرفت تحصیلی در دانش‌آموزان با سابقه مدرسه گریزی بود. روش پژوهش حاضر نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون و پیگیری سه‌ماهه با دو گروه آزمایشی و گواه بود. جامعه آماری پژوهش شامل تمام دانش‌آموزان پسر مقطع دبیرستان با سابقه مدرسه‌گریزی شهرستان اصفهان بود. تعداد 30 دانش‌آموز با روش نمونه‌گیری تصادفی ساده انتخاب و در دو گروه آزمایشی و گواه جایگزین شدند. شرکت‌کنندگان پرسشنامه‌های اهمال‌کاری تحصیلی سولومون و راث بلوم، پرسشنامه تاب‌آوری تحصیلی ساموئز و پرسشنامه انگیزه پیشرفت تحصیلی هرمنس را تکمیل کردند. داده‌ها با استفاده از آزمون تحلیل کواریانس چندمتغیری تجزیه و تحلیل شد. نتایج نشان داد که مداخله تلفیقی مبتنی بر مصاحبه انگیزشی و مهارت‌های فراشناختی موجب کاهش اهمال‌کاری تحصیلی و افزایش تاب‌آوری و انگیزه پیشرفت تحصیلی دانش‌آموزان با سابقه مدرسه‌گریزی شده است (05/0>p). در مجموع، پژوهش حاضر نشان داد که تلفیق دو مداخله مصاحبه انگیزشی و مهارت‌های فراشناختی از اثربخشی مطلوبی برخوردار است.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Integrated Intervention based on Motivational Interview and Metacognitive Skills on Academic Procrastination, Academic Resilience and Motivation for Academic Achievement in Students with a History of Truancy

نویسندگان [English]

  • Fatemeh Bagheri Hosein Abadi 1
  • Naser Yoosefi 2

1 Ph.D. Student of Counseling, Department of Counseling and Psychology, Faculty of Humanities, University of Hormozgan, Bandarabas, Iran

2 Associate Professor of Counseling, Counseling Department and Research Department of Family Pathology and Education, University of Kurdistan, Iran.

چکیده [English]

Introduction
Today, paying attention to the psychological, social, and educational status of students and supporting their growth and prosperity, is an important and fundamental issue in the field of education. Therefore, discovering and studying effective variables in the field of students 'problems and difficulties, in addition to gaining knowledge, can be a beacon for better-solving students' problems and the development of the educational system. School truancy is a problem that causes a decline in academic performance and an increase in the number of years of study for a large number of students every year and is considered an obstacle to their potential growth. Abandonment is not only an educational issue but also an important social problem that, in addition to its social and economic consequences, also has psychological consequences and can be a preface to adolescents' crime. The aim of this study was to investigate the effectiveness of an integrated intervention based on motivational interview and metacognitive skills on academic procrastination, academic resilience, and motivation for academic achievement in students with a history of Truancy of school.
 
Method
The method of the present study was quasi-experimental with a pre-test-post-test design and quarterly follow-up with two experimental and control groups. The statistical population of the study included all male high school students with a history of truancy in Isfahan City. 30 students were selected by simple random sampling and replaced in experimental and control groups. Participants completed the Solomon and Roth Bloom Academic Procrastination Questionnaire, the Samoise Academic Equality Questionnaire, and the Hermans Academic Achievement Inventory Questionnaire. Data were analyzed using multivariate analysis of covariance (MANCOVA).
 
Results
After adjusting the pretest, F calculated in all components of the research, there is a significant difference between the experimental and control groups in the two stages of posttest and follow-up (sig <0.05). As a result, the intervention in the experimental group was effective. Eta squared is between 0.23 and 0.65, which indicates the desirability of the intervention. The mean test scores in the post-test stage in academic procrastination (score) of its subscales are significantly reduced (sig <0.05). The mean scores of the experiment in academic resilience (total score) of its subscales have increased (sig <0.05) and the average scores of the experimental group in motivation for academic achievement. Academic) (sig <0.05). The results showed that the integrated intervention based on motivational interview and metacognitive skills reduced academic procrastination and increased resilience and academic achievement motivation of students with a history of truancy in school. 
 
Conclusion
The present study showed that the combination of two interventions of motivational interview and metacognitive skills has a favorable effect.

کلیدواژه‌ها [English]

  • Academic achievement motivation
  • Academic procrastination
  • Academic resilience
  • Integrated intervention
  • Truancy
Ahmadpouri, Y., Sheikhzadeh Takabi, R., & Ahmadpouri, M. (2017). Running away from school (Truancy - absenteeism from school) in students. Quarterly Journal of Psychological Studies and Educational Sciences, 3(1), 159-169. [Persian]
Akbari, B. (2007). Validity and validity of Hermans achievement motivation test on high school students in Guilan province. Journal of Knowledge and Research in Educational Sciences, 16(21), 73-96. [Persian]
Akhavisamarein, Z., Akbari, M., & Ahmadi, S. (2021). The pattern of structural relationships of academic motivation based on Psychological needs by the role of academic procrastination intervening in undergraduate students. Research in Medical Education, 13(1), 46-56. [Persian]
Amir Davar, V., Sepah Mansour, M., & Taghi Lou, S. (2022). Comparison of the effectiveness of healthy lifestyle intervention and metacognitive skills training on academic procrastination in female students in district one of Tehran. Islamic Life Style, 6(1), 32-43. [Persian]
Bagheri Hossein Abadi, F., & Abedi, M. R. (2020). Construction and validation of academic welfare questionnaire. Islamic Humanities, 25, 10-39. [Persian]
Baharvand Ahmadi, M. (2019). The effectiveness of motivational interview on reducing procrastination and promoting the motivation of female students in special secondary schools in Andimeshk. Fifth National Conference on New Positive Psychology, Bandar Abbas, Iran. [Persian]
Bakhshani Noor, M., Bakhshani, S., Lashkaripour K., & Hossein Bar, M. (2009). The effect of TND program implementation by trained educators in reducing school-related behaviors and aggression of high school students. Tolo Health Magazine, 8(4-3), 20-31. [Persian]
Butler, S. H., Rossit, S., Gilchrist, I. D., Ludwig, C. J. H., Olk, B., Muir, K., Reeves, I., & Harvey, M. (2009). Non-lateralised deficits in anti-saccade performance in patients with hemispatial neglect. Neuropsychologia, 47(12), 2488-2495.
Cikrikci, O. (2016). Academic procrastination: The role of metacognitive awareness and educational stress. Mediterranean Journal of Educational Research, 19, 39-52.
Collins, K. M., Onwuegbuzie, A. J., & Jiao, Q. G. (2012). The relationship between reading ability and self-perception among African-American postgraduate students. Journal of Educational Enquiry, 11(1), 43-53.
Dilallo, J. J., & Weiss, G. (2009). Motivational interviewing and adolescent psychopharmacology. Journal of the American Academy of Child & Adolescent Psychiatry, 48(2), 108-113.
Donche, V., De Maeyer, S., Coertjens, L., Van Daal, T., & Van Petegem, P. (2013). Differential use of learning strategies in first‐year higher education: The impact of personality, academic motivation, and teaching strategies. British Journal of Educational Psychology, 83(2), 238-251.
Dorai, A. (2018). Theories of Intelligence, Metacognition, and Teaching Strategies in Student Achievement. Yale University, USA.
Ferrari, J. (2018). Decisional procrastination: Assessing characterological and contextual variables around Indecision. Current Psychology, 37, 436-440.
Fields, A. (2006). Resolving patient ambivalence: A five session motivational interviewing intervention. Oregon: Hollifield Associates.
Firoozi, S., & Yar Ahmadi, Y. (2016). Effectiveness of metacognitive strategies on procrastination in students of high school female students of Marivan. Env. Pharmacol. Life Scince, 5(12), 18-22. [Persian]
Flett, G. L., Schmidt, D. H., Besser, A., &, & Hewitt, P. (2016). Interpersonal personality vulnerabilities, stress, and depression in adolescents: Interpersonal hassles as a mediator of sociotropy and socially prescribed perfectionism. International Journal of Child and Adolescent Resilience, 4(1), 103-121.
Foroghi Pordanjani, B., & Sharifi, A. (2021). Predicting academic procrastination on the basis of the components of self-discrepancies and academic resilience. Research in School and Virtual Learning, 8(2), 83-92. [Persian]
Fuente, J., Fernández-Cabezas, M., Cambil, M., Vera, M., González-Torres, M. C., & Artuch-Garde, R. (2017). Linear relationship between resilience, learning approaches, and coping strategies to predict achievement in undergraduate students. Frontiers in Psychology, 8(1039), 1-13.
Ganji, B., & Tavakoli, S. (2018). Surveying the relationship between psychological capital and academic resiliency with internet addiction of students. Education Strategies in Medical Sciences, , 11(1), 102-107. [Persian]
Ghadampour, E., Abbasi, M., Yousefvand, M., Hassanvand, B., & Hosseini, H. (2019). The effect of corrective feedback (written and verbal) of teachers in the formative evaluation on educational resiliency and meaning of education of students. Journal of Psychological Achievements, 25(2 (20), 21-38. [Persian]
Ghazaei, B., & Hassani, R. (2021). The relationship between school connection and academic motivation mediated by academic self-efficacy in students. Journal of Educational Psychology, 12(1), 1-16. [Persian]
Gort, C., Marcusson-Clavertz, D., & Kuehner, C. (2021). Procrastination, affective state, rumination, and sleep quality: Investigating reciprocal effects with ambulatory assessment. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 39(1), 58-85.
Hermans, H. (1970). Hermans Progress Motivation Questionnaire. Psychometric Publishing Center.
Hernæs, Q., Markussen, S., & Røed, K. (2016). Can welfare conditionality combat high school dropout? IZA Discussion Paper NO 9644.
Hosseini, S. H., Rezaei, A., Kazemi, S. A., & Samani, S. (2020). The effectiveness of motivational interviewing on academic procrastination in adolescents. Journal of  Psychological Methods and Models,, 11(39), 81-94.
Hwang, E., & Shin, S. (2018). Characteristics of nursing students with high levels of academic resilience: A cross-sectional study. Nurse Educ Today, 71, 54-59.
Jafari, L., Hejazi, M., & Sobhi, A. (2020). Investigating the relationship between academic resilience with students' academic performance and mediating academic meaning. Journal of School Psychology, 9(3), 35-49. [Persian]
Jokar, B., & Dlavarpour, M. A. (2007). The relationship between educational procrastination and achievement goals. New Educational Ideas, 3(3), 61-80.
Kakai, H., Keshavarz, Z. R. L., Mashhadi, F. Z., & Tavakoli, E. (2021). Investigating the effect of motivational interview on self-efficacy and academic achievement of low school male students in Tehran. Quarterly Journal of New Research Approaches in Management and Accounting, 5(58), 49-63. [Persian]
Kavousian, J., & Karimi, K. (2019). The effectiveness of metacognitive skills training on students' academic procrastination and academic delay of gratification. Journal of Cognitive Psychology, 6(4), 14-24. [Persian]
Klassen, R. M., Ang, R. P., Chong, W. H., Krawchuk, L. L., Huan, V. S., Wong, I. Y. F., & Yeo, L. S. (2010). Academic procrastination in two settings: Motivation correlates, behavioral patterns, and negative impact of procrastination in Canada and Singapore. Applied Psychology, 59(3), 361-379.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, 56(1), 243-252.
Mohamadi, A., Nilforooshan, P., & Abedi, M. (2016). (2016). Studying the effectiveness of Cochran's Career Narrative Therapy on academic procrastination of blind students. Journal of Psychological Achievements, 23(1), 23-42. [Persian]
Nakhostin Goldoost, A., Ghazanfari, A., Sharifi, T., & Chorami, M. (2019). The effect of metacognitive skills training on academic self-efficacy and academic eagerness of 10th grade male students in Ardabil. Journal of School Psychology, 8(2), 131-155. [Persian]
Omrani, P., Afkari, F., & Ghaderi, M. (2021). The effectiveness of reverse education on students' academic resilience. Journal of Research in Curriculum Planning, 2(41), 178-189. [Persian]
Roshan, H., Asghari, A. F., Mohammadzadeh, E. R., Najafipour, T., & Abbas Swabi, N. V. (2021). The effect of participatory learning on academic motivation, procrastination and academic vitality of high school students in Babol. Journal of Developmental Psychology, 10(10), 297-287. [Persian]
Sayadi, M., & Moghtader, L. (2021). The effectiveness of mindfulness training on students' motivation for achievement and academic procrastination. Journal of Training and Evaluation, 54, 114-136. [Persian]
Sharifirahnmo, S., Fathi, A., & Sharifirahnmo, M. (2021). Relationship between Internet addiction and academic procrastination and psychological well-being of high school students. Curriculum and Instruction Perspectives Journal, 1(2), 79-92. [Persian]
Soltaninejad, M., Mill, M. A., Statement, & Ability Yousefian, S. (2014). Evaluation of psychometric parameters of ARI Academic Resilience Questionnaire. Quarterly Journal of Educational Measurement, 4(15), 17-35.
Suri Nejad, M., Farhadi, M., & Kordanoghabi, R. (2016). The explanation of academic procrastination behavior of students based on personality traits and parenting styles. Quarterly Journal of Family and Research, 12(4), 7-26. [Persian]
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., & Klingsieck, K. B. (2016). Academic Procrastination: Psychological Antecedents Revisited. Australian Psychologist, 51(1), 36-46.
Taghvaei Nia, A. (2018). The effect of teaching metacognitive strategies on academic students' seeking help and academic procrastination. Two Quarterly Journals of Cognitive Strategies in Learning, 6(11), 214-193. [Persian]
Taher Gholami, R., & Jalaee, S. (2017). The effectiveness of Meta cognitive skills training on the reduction of academic procrastination and anxiety exam in Female students. Iranian Journal of Educational Sociology, 1(2), 41-49.
Yang, Y., Zhang, Y., & Sheldon, K. M. (2018). Self-determined motivation for studying abroad predicts lower culture shock and greater well-being among international students: The mediating role of basic psychological needs satisfaction. International Journal Of Intercultural Relations, 63, 95-104.
Yarahmadi, Y., Yosefi, N., & Shirbagi, N. (2012). Develop and test a motivational model to predict the first grade guidance school and the third grade junior high school students' intention to continue or drop out of school in rural areas of Sanandaj. Journal of Psychological Achievements, 19(1), 81-98. [Persian]
Yun, L. J. (2019). The relationship between academic motivation and academic procrastination among university students. Thesis for Bachelor Degree of Social Science (Hons) in Psychology. Tunku Abdol Rahman University College, Kuala Lumpur.
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.