رابطه هوش هیجانی و پیشرفت تحصیلی: نقش واسطه ای تعلل ورزی، خودتنظیمی و خودکارآمدی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه الزهرا(س)، تهران، ایران

2 دانشیارگروه روانشناسی تربیتی دانشگاه الزهراء (س)، تهران، ایران

3 استادیار گروه روان‌شناسی تربیتی دانشگاه تهران، تهران، ایران

چکیده

هدف پژوهش حاضر بررسی تاثیر هوش هیجانی بر پیشرفت تحصیلی به واسطه تعلل ورزی، خودتنظیمی وخودکارآمدی است. به این منظور 300 نفر از دانشجویان دانشکده علوم تربیتی و روانشناسی دانشگاه الزهرا (س از روش نمونه گیری تصادفی طبقه ای انتخاب شدند. سپس از آزمودنیها خواسته شد مقیاس سنجش یادگیری خودنظم بخش میلر و همکاران (1996)، خودکارآمدی عمومی دانشجویان شرر و همکاران(1982)، پرسشنامه33 سوالی سیبریا شرینگ برای سنجش هوش هیجانی و تعلل ورزی که از طریق پرسشنامه سولومون و روثبلوم (1984) اندازه گیری می شود، را تکمیل کنند. یافته های حاصل از تحلیل مسیر نشان داد که مدل مورد نظر، برازش مناسبی دارد و تعلل ورزی، خود کار آمدی و خود تنظیمی نقش واسطه ای بین هوش هیجانی و پیشرفت تحصیلی ایفا می کنند و همچنین یافته ها نشان داد که رابطه غیرمعنا داری بین هوش هیجانی و تعلل ورزی وجود دارد و این دو متغییر بصورت غیر مستقیم با هم رابطه دارند. 37% از پیشرفت تحصیلی توسط متغیرهای پژوهش تبیین شد. با توجه به نتایج پژوهش به دست آمده، دست اندر کاران امور آموزشی می توانند با آموزش هوش هیجانی، خودکارآمدی و خودتنظیمی دانشجویان را افزایش داده و با کاهش تعلل ورزی باعث پیشرفت تحصیلی در دانشجویان شوند.

کلیدواژه‌ها


عنوان مقاله [English]

The relationship between emotional intelligence and academic achievement: The mediating role of procrastination, self-regulation,self- efficacy.

نویسندگان [English]

  • zahra Ramezani khmsi 1
  • Maluk khademi Ashkezari 2
  • zahra naghsh 3
چکیده [English]

The purpose of this study was to investigate the impact of emotional intelligence on academic achievement through the mediation of of procrastination, self-regulated and self-efficacy. For this reason, A sample of 300 Students from the Faculty of Education and Psychology, University of Al-Zahra were selected using stratified random sampling method. Then participants were asked to measure learning self-regulation of Miller et al (1996), general self-efficacy students of sherer et al. (1982) , a questionnaire of 33 questions Siberia Shrink to measure emotional intelligence and procrastination that through questionnaires Solomon and Ratblvm (1984) Measurement is complete. The findings of the path analysis showed that the model desired , is a good fit, And procrastination, self-efficacy, self-regulatory have mediating role between emotional intelligence and academic achievement Perform . As well as non-significant findings showed that the relationship between emotional intelligence and there procrastination and the two variables indirectly related to each other. Achievement explained37% by research variables. According to the results of research, education practitioners can training emotional intelligence , increasing self-efficacy and self-regulation, and by reducing procrastination increase their academic achievement

کلیدواژه‌ها [English]

  • Academic Achievement
  • Procrastination
  • self-regulation
  • self-efficacy
  • emotional intelligence

تمدنی، مجتبی.، حاتمی، محمد و رزینی، هادی (1390). خودکارآمدی عمومی، اهمال‌کاری تحصیلی و پیشرفت تحصیلی دانشجویان، فصل‌نامه روان‌شناسی، 17(6): 65-86.

صالح صدق‌پور، بهرام و عظیمی، سید نصرت(1393). مدل یابی رابطۀ ساختاری خودتنظیمی تحصیلی و هوش هیجانی بر پیشرفت تحصیلی با میانجی‌گری خودکار آمدی، مجله روانشناسی مدرسه، 3(4):73-98.

پاشا شریفی، حسن.، شریفی، نسترن و تنگستانی، یلدا (1392). پیش‌بینی پیشرفت تحصیلی از روی خودکارآمدی، خودتنظیمی و خلاقیت دانشجویان دانشگاه آزاد رودهن در سال تحصیلی 91-90، فصلنامه علمی-پژوهشی تحقیقات مدیریت آموزشی،4 (2): 157-178.

گلستان جهرمی، فاطمه (1382). بررسی رابطۀ بین هوش هیجانی و هوش‌شناختی با پیشرفت تحصیلی دانش‌آموزان تیزهوش و عادی، پایان‌نامه کارشناسی ارشد رشته روان‌شناسی تربیتی، دانشکده علوم‌تربیتی و روان‌شناسی، دانشگاه الزهراء(س) تهران.

مراد‌پور، زینب (1394). بررسی رابطۀ راهبردهای یادگیری خودتنظیمی و انگیزش تحصیلی با پیشرفت تحصیلی دانشجویان دانشگاه الزهراء(س)، پایان‌نامه کارشناسی ارشد، دانشکده علوم تربیتی و روانشناسی دانشگاه الزهراء(س) تهران.

 

Anderson, E. M (2001). The relationships among task characteristics, self regulation andprocrastination.Unpublished Doctoral Dissertation, Loyola University, Chicago.

Balkis M.(2013). The relationship between academicprocrastination and students' burnout. HacettepeÜniversitesiEğitimFakültesiDergisi 2013;28(28-1):68-78.

Balkis ,M.,&Duru , E (2009). prevalence of Academic Procrastination Behavior Amongpre service Teachers , and its Relationship With Demographics and individualpreference. Journal of Theory and practice in Education, 5(1):18 – 32.

Beck, B. L., Koons, S. R., & Milgrim, D. L (2000). Correlates and consequencesofbehavioral procrastination: The effects of academic procrastination,self-consciousness, self-esteem and self-handicapping,. Journal of SocialBehavior& Personality, 15(5): 3-13.

Bandura, A (1977). Self-efficacy: Toward a unifying theory of behavioralchange. Psychological Review, 84, 191-215.

Bandura, A (2001). Social cognitive theory: An agentic perspective. Annual Review ofPsychology, 52, 1–26.

Bandura, A (1997). Self-efficacy: The exercise of control. N.Y.: W.H. Freemanand Company.

Baumeister RF, Heatherton TF, Tice DM (1994). Losing control:How and why people fail at self-regulation. 1st ed. SanDiego: Academic Press.

Bouman TK, Meijer KJ (1999). A preliminary study of worryand metacognition in hypochondriasis. ClinPsycholPsychother. 6(2):96-101.

Brackett, M. A., Rivers, S. E., Shiffman, S., Lerner, N., &Salovey, P (2006). Relating emotional abilities to social functioning: Acomparison of self-report and performance measures of emotionalintelligence. Journal of Personality and Social Psychology,91, 780–795.

Beverley, A., Kir, Nicola, S., Schutte Donald, W. Hine (2008). Development and preliminary validation of an emotional self-efficacyscale.Personality and Individual Differences. 45(5): 432 −436.

Breso E, Salanova M, Schoufeli B (2007). In search of the “thirddimension” of burnout: Efficacy or inefficacy?.ApplPsychol, 56(3):460-78.

Balkis M (2013). The relationship between academicprocrastination and students' burnout. HacettepeÜniversitesiEğitimFakültesiDergisi, 28 (28-1):68-78..

Chan, D. W. (2007). perceivad emotional intelligence and self-efficacy among chineese secondary school teachers in hongkong. Personality and individual differences,36,1781-1795.

Cho S(2010). The role of IQ in the use of cognitive strategies tolearn information from a map. Learn Ind Differ. 20(6):694-8.

Coutinho, S. A (2006). Relationship between the need for cognitionmetacognition, and intellectul task performance. Educational Researchand Reviews, 1(5): 162-164.

Dignath C, Buettner G. & Langfeldt HP. (2008). How canprimaryschool students learn self-regulated learning strategies mosteffectively? A meta-analysis on self-regulation trainingprogrammers.Educ Res Rev. 3(2):101-29.

Deniz, M. E., Traş, Z. & Aydoğan, D. (2009). An investigation of academicprocrastination, locus of control, and emotional intelligence.EducationalSciences: Theory & Practice, 9(2): 623-632.

Duran, A., Extremera, N., Rey, L., Fernandez-Berrocal, P., &Montalban, F. M (2006). Predicting academic burnout andengagement in educational settings: Assessingthb eincrementa bvalidity of perceived emotionalintelligencebeyondperceivedstress and general self-efficacy. Psicothema, 18(Suppl.): 158–164.

Ellis, A., &Knaus, W (1977).Overcoming procrastination. NY: Signet.

Ferrari, J. R (1991a). Compulsive procrastination: Some self-reported characteristics. Psychological Reports, 68(2): 455-458.

Ferrari, J. R (1991b). Self-handicapping by procrastinators: Protecting self esteem,social-esteem, or both? Journal of Research in Personality, 25(3):245-261.

Ferrari, J. R., & Tice, D. M (2000). Procrastination as a self-handicap for menand women: A task-avoidance strategy in a laboratory setting. Journal of Research in Personality, 34(1): 73-83.

Ferrari, Parker, J. T., & Ware, C. B (1992). Academic procrastination:Personality-correlates with Myers-Briggs Types, self-efficacy, and academic locus of control. Journal of Social Behavior and Personality,7(3): 495-502.

Golestan Jahromi, Fatemeh (2003). The Relationship between Emotional Intelligence and Cognitive Intelligence with Academic Achievement of Gifted and Normal Students, Master's Degree Program in Educational Psychology, Faculty of Educational Sciences and Psychology, Alzahra University of Tehran.

Harriot, J., & Ferrari, J. R (1996). Prevalence of procrastination among sample ofadults.Psychological Reports, 78, 611-616.

Howell, A. J., Watson, D. C (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences 43 / 167–178.

Klassen, R. M., Krawchuk, L. L., &Rajani, S (2008). Academic procrastinationof undergraduates: Low self-efficacy to self-regulate predicts higher levelsof procrastination. Contemporary Educational Psychology, 33(4), 915-931.

Klassen, R. M., & Kuzucu, E (2009). Academic procrastination and motivation ofadolescents in Turkey.Educational Psychology, 29(1): 69-81.

Klassen, R.M. (2010), Confidence to manage learning: The self- efficacy for self- regulated learning of early adolescents with learning disabilities. Learning Disability Quarterly, 33, 19-30.

Lakshminarayan N, PotdarS & Reddy SG (2013). Relationshipbetweprocrastination and academic performance among agroup of undergraduate dental students in India. J DentEduc.77(4):524-8.

Meirav Hen, PhD1 and Marina Goroshit, PhD1 (2014). AcademicProcrastination, Emotional Intelligence, Academic Self-Efficacy, and GPA: A Comparison Between Students With and Without Learning Disabilities, Journal of Learning Disabilities ؛ Vol. 47(2): 116–124.

Moradpur, Zeinab (1394). Studying the relationship between self-regulation learning strategies and academic motivation with academic achievement of Alzahra University students, Master's degree dissertation, Faculty of Education and Psychology, Alzahra University, Tehran.

MoïraMikolajczak & Olivier Luminet. (2008). Trait emotionalintelligence and the cognitive appraisal of stressful events: Anexploratory study, Personality and Individual Differences, , 44(7): 1445 −1453.

Mabekoje., S. O.(2010). Emotional Intelligence and Self-Regulation amongSchool-Going Adolescents: Self-Efficacy as a Mediator. Faculty ofEducation, OlabisiOnabanjo University, Ago Iwoye, Nigeria.

Miller, R. B., Greene,B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21(4): 388–422.

Nixon, C. T., & Frost, A. G. (1990).The study habits and attitudes inventoryand its implications for students' success.Psychological Reports, 66,1075-1085.

Pajares, Frank, (1996). “Self-Efficacy Beliefs and Mathematical Problem-Solving ofGifted Student Contemporary.” Contemporary Educational Psychology 21(4):325–344.

Parker,j.d.A;creque,R.E;Barnhart,D.L;Harris.j.H;Majeski;L.M;Bond,B.j.&Hogan,M.j(2004). Academic achievement in high school :Does emotional intelligence matter?personality and individual Difference,29,313-320.

Pajares, Frank (1997).“Current Directions in Self-Efficacy Research.” Pp. 1–49 inAdvances in Motivation and Achievement, Volume 10, edited by Martin L. MaehrandPaul R. Pintrich. Greenwich, CT, USA: JAI Press10(1-49).

Pasha Sharifi, Hasan; Sharifi, Nastaran & Tangestani, Yalda (1392), Forecast of academic achievement on self-efficacy, self-regulation and creativity of students in Azad University of Roudehen in the academic year of 2011-2011. Journal of Educational Management Research, Fourth Summer, 2013, machine gun (16).

Pintrich PR & Schunk DH (2002). Motivation ineducation theory, research, and applications.Merrill:Prentice-Hall.

Pintrich, P. R. & DeGroot, E. V (1990). Motivational self-regulatedlearning components of classroom academic performance. Journal ofEducational Psychology, 82, 33-40.

Pintrich, paul,R. De Grootmn (1990). Classroom and individual difference in early adolescents motivation and self regulated learning. Journal of early adolescence.14(2):139-161.

Rothblum, E. D., Solomon, L. J., & Murakami, J (1986). Affective, cognitive and behavioral differences between high and low procrastinators. JournalofCounseling Psychology, 33(4): 387-394.

Rathi,n. and Rastogi, R (2008). Effect of emotional intelligence on occupational self-efficiency.The ICFIA GOURNAL OF ORGANIZATIONAL Behavior,7(2):46-56.

-solomon, L. J., & Rothblum, E. D (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31,504-510.

Semb, G Glick, D. M., & Spencer, R. E. (1979). Student withdrawals anddelayed work patterns in self-paced psychology courses. Teaching of Psychology, 6(1): 23-25.

Steel, P (2007). The nature of procrastination: A meta-analyticand theoretical review of quintessential self-regulatory failure.Psychological Bulletin, 133, 65–94.

Senécal, C., Koestner, R. & Vallerand, R. J (1995). Self-regulation and academic procrastination.The Journal of Social Psychology, 135, 607–619.

Salovey, P. & Mayer, J.D (1990). Emotional intelligence imagination. Cognition, and Personalily, 9,185 −211.

solomon, L. J.& Rothblum, E. D (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31,504-510

 Sherer, M.M., Maddux, E. (1982). The self- efficacy scale: Construction and validation. Psychology Report, 51, 663 − 671.

Saleh Sedghpour, Bahram & Azimi, Seyyed Nosrat (1393). Modeling the relationship between academic self-regulation and emotional intelligence on academic achievement with automatic mediation. Journal of School Psychology,3 (4): 73-98

Tuckman, B. W (1991). The development and concurrent validity of theprocrastination scale. Educational & Psychological Measurement, 51(2):473.

Tuckman, B.W (2007). The effect of motivational scaffolding on procrastinators' distan celearning out comes.Computers& Education, 49(2): 414-422.

Tuckman, B. W. (2007), The effect of motivational scaffolding on procrastinators' distancelearning outcomes.Computers& Education, 49(2): 414-422.

Tamadoni, m. Hatami, M. & Resini, h (1390). Public self-efficacy, academic proclivity and academic achievement of students. Educational Psychology Quarterly, Number seventeen the sixth year.

Van Eerde, W. (2000). Procrastination: Self-regulation in initiating aversive goals. Applied Psychology. An International Review, 49, 372–389.

Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective.Journal of Educational Psychology, 95(1): 179-187

William, D.S. Killgore, Ellen T., Kahn-Greene, Erica L. Lipizzi, Rachel A.Newman, Gary H. Kamimori, Thomas J., Balkin (2008). Sleepdeprivation reduces perceived emotional intelligence and constructivethinking skills. Sleep Medicine, 9(5): 517 −526.

Zimmerman,B.g.&Schunk,D.h.(2008), motivational anessential dimension of-regolated learning: theory, research and applications(141-168).new york.

Zimmerman BJ, Schunk DH (2004).Self-regulating intellectualprocesses and outcomes: A social cognitive perspective. In:Dai DY, Sternberg RJ (Editors). Motivation, emotion, andcognition: Integrative perspectives on intellectualfunctioning and development. London: Routledge. PP:323-49.

Zimmerman, B. J (2003). Self- regulated academic learning and achievement: theEmergence of a social cognitive perspective. Educational Psychology review,2.173-120.

Zimmerman, B. J (1990). Self-regulated learning, and academic learningand achievement.The emergence of social cognitive perspective.Educational Psychology Review, 2, 173-201.

Zimmerman,B.J (1986). ”Development of a structural Interview for assessing student useof a social cognitive perspective ”Educational psycholog Review,PP158.

Zimmerman, Martinez Pons (1986). Development of a structured interview for assessing student use of self – Regulated learning strategist. American educational research journal, 23(4): 614-628.