fa نقش تعلل‌ورزی، خودتنظیم‌گری و باورهای فراشناختی در پیش‌بینی انگیزش پیشرفت تحصیلی دانشجویان سلامت Health پژوهشی اصيل Original Research <p class="MsoNormal" dir="rtl" style="direction: rtl unicode-bidi: embed"><b><span lang="FA" style="font-size: 11pt font-family: Mitra">اهداف:</span></b><span lang="FA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">در هر نظام آموزشی، پیشرفت تحصیلی مهم‌ترین شاخص توفیق</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">فعالیت‌های علمی و آموزشی محسوب می‌شود و بررسی عوامل موثر بر پیشرفت تحصیلی</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">دانشجویان نزد پژوهشگران علوم تربیتی و روان‌شناسی از اهمیت خاصی برخوردار است.</span><span lang="FA" style="font-size: 11pt font-family: Mitra"> هدف پژوهش حاضر، </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">بررسی</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">نقش</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">تعلل</span><span lang="FA" style="font-size: 11pt font-family: Mitra">‌</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">ورزی،</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">خودتنظیم</span><span lang="FA" style="font-size: 11pt font-family: Mitra">‌</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">گری</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">و</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">باورهای</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">فراشناختی</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">در</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">پیش</span><span lang="FA" style="font-size: 11pt font-family: Mitra">‌</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">بینی</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">انگیزش</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">پیشرفت</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">تحصیلی</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">دانشجویان</span><span lang="FA" style="font-size: 11pt font-family: Mitra"> بود.<o:p /></span></p> <p class="MsoNormal" dir="rtl" style="direction: rtl unicode-bidi: embed"><b><span lang="FA" style="font-size: 11pt font-family: Mitra">روش‌ها:</span></b><span lang="FA" style="font-size: 11pt font-family: Mitra"> این پژوهش، مقطعی- توصیفی و از نوع همبستگی است. جامعه آماری پژوهش را کلیه دانشجویان دانشگاه علوم پزشکی اراک در سال تحصیلی 92-1391 تشکیل دادند که 302 نفر از این افراد به‌روش نمونه‌گیری تصادفی منظم و براساس جدول <i>مورگان</i> و <i>کرچسی</i> به‌عنوان نمونه پژوهش انتخاب شدند. برای جمع‌آوری داده‌ها از مقیاس انگیزش پیشرفت تحصیلی،‏ </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">مقیاس خودتنظیم‌گری،</span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">مقیاس باورهای فراشناختی و </span><span lang="FA" style="font-size: 11pt font-family: Mitra">مقیاس تعلل‌ورزی تحصیلی دانشجویان </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">استفاده شد.</span><span lang="FA" style="font-size: 11pt font-family: Mitra"> داده‌های به‌دست‌آمده به‌کمک نرم‌افزار </span><span dir="ltr" style="font-size: 10pt">SPSS 18</span><span dir="rtl"></span><span dir="rtl"></span><span lang="FA" style="font-size: 11pt font-family: Mitra"><span dir="rtl"></span><span dir="rtl"></span> و با استفاده از آزمون‌های ضریب همبستگی پیرسون و تحلیل رگرسیون گام‌به‌گام مورد تجزیه و تحلیل قرار گرفت. </span><b><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"><o:p /></span></b></p> <p class="MsoNormal" dir="rtl" style="direction: rtl unicode-bidi: embed"><b><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">یافته‌ها:</span></b><span lang="AR-SA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">بین متغیرهای باورهای فراشناختی، خودتنظیم‌گری و انگیزش پیشرفت، ارتباط مثبت و معنی­داری وجود داشت و ارتباط بین تعلل‌ورزی و انگیزش پیشرفت، منفی بود (0/01>p)</span><span lang="FA" style="font-size: 11pt font-family: Mitra">.</span><span lang="FA" style="font-size: 11pt font-family: Mitra"> همچنین حدود 18% واریانس مربوط به انگیزش پیشرفت توسط تعلل‌ورزی، خودتنظیم‌گری و باورهای فراشناختی تبیین شد. </span><span dir="ltr" style="font-size: 10pt"><o:p /></span></p> <p class="MsoNormal" dir="rtl" style="direction: rtl unicode-bidi: embed"><b><span lang="FA" style="font-size: 11pt font-family: Mitra">نتیجه‌گیری:</span></b><span lang="FA" style="font-size: 11pt font-family: Mitra"> </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">تعلل‌ورزی، قوی‌ترین پیش‌بین </span><span lang="FA" style="font-size: 11pt font-family: Mitra">انگیزش پیشرفت تحصیلی </span><span lang="AR-SA" style="font-size: 11pt font-family: Mitra">محسوب می‌شود. </span><i><span dir="ltr" style="font-size: 10pt"><o:p /></span></i></p> <p class="MsoNormal" style="margin: 0cm 42.45pt 0.0001pt 42.55pt direction: ltr unicode-bidi: embed"><b><span style="font-family: Cambria, serif background: white">Aims:</span></b><span style="font-family: Cambria, serif background: white"> In each educational system, educational achievement is the most important indicator of the success of educational and scientific activities and investigating the effective factors on students’ academic achievement is important to education and psychology researchers particularly. The aim of this study was to investigate the role of procrastination, self-regulation and metacognitive beliefs in predicting academic achievement motivation of students.<o:p /></span></p> <p class="MsoNormal" style="margin: 0cm 42.45pt 0.0001pt 42.55pt direction: ltr unicode-bidi: embed"><b><span style="font-family: Cambria, serif background: white">Methods:</span></b><span style="font-family: Cambria, serif background: white"> This study is cross-sectional and correlation type. The study was done on all students of Arak University of Medical Sciences in 2012-13. 302 subjects were selected based on systematic random sampling method according to Morgan and Krejcie table. Academic achievement motivation scale, self-regulation scale, metacognitive beliefs scale and procrastination academic students’ scale (PASS) were used to collect data. Data were analyzed by the SPSS 18 software using Pearson Correlation coefficient and stepwise regression analysis.<o:p /></span></p> <p class="MsoNormal" style="margin: 0cm 42.45pt 0.0001pt 42.55pt direction: ltr unicode-bidi: embed"><b><span style="font-family: Cambria, serif background: white">Findings:</span></b><span style="font-family: Cambria, serif background: white"> There was a positive and significant correlation between metacognitive beliefs, self-regulation and achievement motivation and there was a negative correlation between procrastination and achievement motivation (p<0.01). In addition, about 18% of the variance in achievement motivation by procrastination, self-regulation and metacognitive beliefs were explained.</span></p><p class="MsoNormal" style="margin: 0cm 42.45pt 0.0001pt 42.55pt direction: ltr unicode-bidi: embed"><b style="line-height: 2.2"><span style="font-size: 10pt font-family: Cambria, serif background: white">Conclusion:</span></b><span style="font-size: 10pt font-family: Cambria, serif background: white"> Procrastination is the strongest predictor of academic achievement motivation. </span></p> انگیزش, پیشرفت, آموزش, دانشجویان Motivation, Achievement, Education, Students, 273 278 http://edcbmj.ir/browse.php?a_code=A-10-872-1&slc_lang=fa&sid=1 Abassi M. مسلم عباسی moslem_abbasi83@yahoo.com 100319475328460012414 100319475328460012414 Yes Psychology Department, Literature & Human Sciences Faculty, Kazerun University, Kazerun, Iran گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه کازرون، کازرون، ایران Dargahi Sh. شهریار درگاهی shahriardargahi@yahoo.com 100319475328460012415 100319475328460012415 No Counseling & Guidance Department, Educational Sciences & Psychology Faculty, Kharazmi University, Tehran, Iran گروه مشاوره و راهنمایی، ،دانشکده علوم تربیتی و روان‌شناسی، دانشگاه خوارزمی، تهران، ایران