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رابطه هوش هیجانی و پیشرفت تحصیلی: نقش واسطه ای تعلل ورزی، خودتنظیمی و خودکارآمدی | ||
اندیشه های نوین تربیتی | ||
مقاله 7، دوره 13، شماره 3 - شماره پیاپی 45، آذر 1396، صفحه 163-186 اصل مقاله (702.27 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22051/jontoe.2017.13980.1669 | ||
نویسندگان | ||
ملوک خادمی اشکذری2؛ زهرا نقش3؛ | ||
1کارشناسی ارشد روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه الزهرا(س)، تهران، ایران | ||
2دانشیارگروه روانشناسی تربیتی دانشگاه الزهراء (س)، تهران، ایران | ||
3استادیار 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 | ||
پیشرفت تحصیلی؛ تعلل ورزی؛ خودتنظیمی؛ خودکارآمدی؛ هوش هیجانی | ||
عنوان مقاله [English] | ||
The relationship between emotional intelligence and academic achievement: The mediating role of procrastination, self-regulation,self- efficacy. | ||
نویسندگان [English] | ||
Maluk khademi Ashkezari2؛ zahra naghsh3؛ | ||
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 | ||
مراجع | ||
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