fa تدوین مدل علی رفتارهای غیرمولد تحصیلی بر اساس دشواری در تنظیم هیجان و خود نظم جویی تحصیلی در دانشجویان با نقش میانجی گری خودپنداره تحصیلی تعامل دانشجویان با آموزش Student Interaction with Education پژوهشی اصيل Original Research <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">مقدمه: </span></span></span></b><span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">یکی</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">از</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">چالشهای</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">مهم</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">مؤسسه ها</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">و</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">مراکز</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">آموزشی</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">درگیر</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">شدن</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">افراد</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">در</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">رفتارهای</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">غیرمولد</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">تحصیلی</span></span></span> <span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">است. بنابراین هدف پژوهش حاضر تدوین مدل علی رفتارهای غیرمولد تحصیلی بر اساس دشواری در تنظیم هیجان و خودنظم جویی تحصیلی در دانشجویان با نقش میانجی گری خودپنداره تحصیلی است.<b> روش کار: </b></span></span></span><span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">روش</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">پژوهش</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">همبستگی</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">از</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">نوع</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">مدل</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">معادلات</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">ساختاری</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">بود</span></span></span><span dir="LTR" style="font-size:14.0pt"><span style="line-height:150%">.</span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> جامعه آماری پژوهش را تمامی دانشجویان دانشگاه آزاد اسلامی واحد سنندج در سالتحصیلی 1401 </span></span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">&ndash;</span></span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> 1400 تشکیل داد که از میان آنها تعداد 360 نفر به عنوان حجم نمونه انتخاب شدند. ابزار مورد استفاده در پژوهش شامل مقیاس رفتار غیرمولد تحصیلی (ریمکوس، 2012)، دشواری در تنظیم هیجان (گرتز و روئمر، 2004)، خودنظم جویی تحصیلی (بوفارد و همکاران، 1995) و خودپنداره تحصیلی (لی&shy;یو و وانگ، 2005) بود. </span></span></span><span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">برای</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">تحلیل</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">داده ها</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">از</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">مدلسازی</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">ساختاری</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">و</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">الگوریتم</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">حداقل</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">مربعات</span></span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">جزئی (</span></span></span><span dir="LTR" style="font-size:14.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">PLS</span></span></span><span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">)</span></span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> و نرم افزار (</span></span></span><span dir="LTR" style="font-size:14.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">SPSS</span></span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">) استفاده شد. </span></span></span><span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">جهت تحلیل داده ها از آزمون همبستگی پیرسون و مدلیابی معادلات ساختاری استفاده شد.</span></span></span><b> </b><b><span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">یافته ها: </span></span></span></b><span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">نتایج حاکی از برازش مدل کلی پژوهش با داده های تجربی بود. </span></span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">یافته ها نشان داد دشواری تنظیم هیجان بصورت مستقیم و غیر مستقیم از طریق خودپنداره تحصیلی بر رفتارهای غیرمولد تحصیلی تاثیر گذار است؛ اما خودنظم جویی فقط بصورت غیرمستقیم از طریق خودپنداره تحصیلی بر رفتارهای غیرمولد تحصیلی تاثیر گذار است </span></span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">(</span></span></span><span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">01/0</span></span></span><span dir="LTR" style="font-size:14.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">p</span></span></span><span dir="LTR" style="font-size:14.0pt"><span style="line-height:150%"><</span></span><span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">)</span></span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">. <b>نتیجه گیری: </b>با توجه به یافته های پژوهش حاضر می توان گفت که دشواری در تنظیم هیجان و خودپنداره تحصیلی نقش کلیدی در پیش بینی رفتارهای غیرمولد تحصیلی دارند و توجه بیشتر مراکز مشاوره و روان درمانی به این متغیرها در پیش بینی رفتارهای غیرمولد تحصیلی ضروری بنظر می رسد.</span></span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:150%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Introduction</span></span></span></b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">: One of the important challenges of educational institutions and centers is the involvement of people in academically unproductive behaviors. Therefore, the aim of the current research is to develop a causal model of non productive academic behaviors based on the difficulty in regulating emotions and academic self-discipline in students with the mediating role of academic self-concept.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Methods:</span></span></span></b> <span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">The correlation research method was structural equation model type. The statistical population of the study consisted of all the students of the Islamic Azad University, Sanandaj branch in the academic year 2021-2022, of which 360 people were selected as the sample size. The tools used in the research include the non-productive academic behavior scale (Rimkus, 2012), difficulty in regulating emotions (Gertz and Roemer, 2004), academic self-discipline (Bouffard et al., 1995) and academic self-concept (Liu and Wang, 2005) was For data analysis, structural modeling and partial least squares algorithm (PLS) and software (SPSS) were used. Pearson&#39;s correlation test and structural equation modeling were used to analyze the data.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Results:</span></span></span></b> <span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">The results indicated the fit of the general research model with the experimental data. The findings showed that the difficulty of emotion regulation directly and indirectly through academic self-concept has an effect on academically unproductive behaviors; However, self-discipline has an effect on unproductive academic behaviors only indirectly through academic self-concept (p<0.01).</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Conclusions:</span></span></span></b> <span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">According to the findings of the present research, it can be said that difficulty in regulating emotions and a academic self-concept play a key role in predicting academically unproductive behaviors, and counseling and psychotherapy centers should pay more attention to these variables in predicting academically unproductive behaviors arrives.</span></span></span></span></span></span><br> &nbsp; رفتارهای غیر مولد تحصیلی, دشواری در تنظیم هیجان, خود نظم جویی تحصیلی, خودپنداره تحصیلی Academic non-productive behaviors, difficulty in emotional regulation, academic self-discipline, academic self-concept 498 510 http://edcbmj.ir/browse.php?a_code=A-10-3286-1&slc_lang=fa&sid=1 Zahra Menbari زهرا منبری zahra.m950@yahoo.com 100319475328460040909 100319475328460040909 No Islamic Azad University, Sanandaj دانشگاه آزاد اسلامی، سنندج Qumarth karimi کیومرث کریمی q.karimi@iau-mahabad.ac.ir 100319475328460040910 100319475328460040910 Yes Islamic Azad University, Mahabad دانشگاه آزاد اسلامی، مهاباد Yahya yar ahmadi یحیی یار احمدی yyarahmadi@gmail.com 100319475328460040911 100319475328460040911 No Islamic Azad University, Sanandaj دانشگاه آزاد اسلامی، سنندج