بررسی تجارب زیسته تعلل ‏ورزی تحصیلی در دانش‌آموزان متوسطه

نوع مقاله: علمی- پژوهشی

نویسندگان

1 دانشجو/ دانشگاه تبریز

2 دانشگاه تبریز، تبریز، ایران

چکیده

تعلل‏ورزی تحصیلی پدیده‏ی پیچیده‏ای است و با وجود پژوهش‏های متعدد هنوز در خصوص مؤلفه‌های آن در بین صاحب‏نظران توافق حاصل نشده است. پژوهش حاضر با هدف کشف عوامل زمینه‏ای، فرایندی و پیامدی تعلل ورزی انجام شد. در پژوهش فعلی از روش نظریه زمینه‏ای ویرایش کوربین و اشتراوس (2008) استفاده شد. 30 نفر از دانش آموزان پایه سوم دوره دوم متوسطه در سال تحصیلی 96-95 به روش نمونه‌گیری هدف‏مند و نظری انتخاب شدند. برای گردآوری اطلاعات، مصاحبه‌های نیمه سازمان‌یافته اجرا شد. در طی این فرایند کدگذاری باز و محوری انجام گرفت و طبقات مربوط در الگوی پارادایمی یعنی زمینه، فرایند و پیامد مشخص شدند. سپس در مرحله‌ی کدگذاری انتخابی، طبقه‌ی مرکزی یا مضمون اصلی پژوهش استخراج گردید. یافته‏های پژوهش 12 مضمون اصلی و 33 مضمون فرعی را بر اساس الگوی پارادایمی مشخص ساخت. در حوزه‌ی زمینه، ساختار نظام آموزشی، عوامل مربوط به معلم، همسالان، تکلیف، والدین و صفات فردی؛ در فرایند، ضعف در برنامه‌ریزی و مدیریت زمان، ذهن‌آگاهی پایین و تأخیر در انجام تکلیف و در نهایت پیامدهای تحصیلی و عاطفی استخراج شدند. طبقه‏ی مرکزی استخراج‌شده نگرش ابزاری به یادگیری بود. طبقه مرکزی زمینه را به فرایند ارتباط داده و پیامدهای تعلل ورزی را قابل‌درک‌تر می‏سازد . نتایج این مطالعه مؤلفه‌های مربوط به تعلل‌ورزی تحصیلی را در چارچوب نظریه زمینه‌ای مشخص ساخت. بر اساس این الگو، پیشنهادهایی در حوزه‌های مختلف برای مسئولان نظام آموزشی، معلمان، والدین و دانش‌آموزان ارائه شده است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Exploring the lived experiences of procrastination in high school students

نویسندگان [English]

  • Saeed Gharaaghaji 1
  • Shahram Vahedi 2
  • Eskandar Fathi Azar 2
  • yousef adib 2
1 PhD Student/ Tabriz University
2 Tabriz University, Tabriz, Iran
چکیده [English]

Introduction
The tendency to postpone learning activities is regarded as an important reason for low academic performances among students. Academic procrastination is a complex phenomenon and despite numerous studies, there is no consensus among experts about its components.
 
Method
This study aimed to explore the contextual, processual, and consequential factors related to procrastination. For this purpose, the current study used grounded theory. 30 third-grade high school students in the academic year 95-96 were selected through purposive and theoretical sampling. Semi-structured interviews were conducted to collect data. During this process, open and axial coding were carried out. Related categories in the field of paradigmatic model, process and outcome were determined. Then in the selective coding, the core category or main research theme was extracted.
 
Results
The findings revealed 12 main themes and 33 sub-themes in the model paradigm. In the domain of context, the structure of the educational system, factors related to teachers, peers, tasks, parents, and individual traits; in processual domain, poor planning and time management, low mindfulness and delay in doing homework, and finally academic and emotional consequences were extracted. The central category extracted was an instrumental attitude towards learning.
 
Discussion
According to the results of this study, students consider learning as an instrument for achieving external outcomes. Therefore, learning activities take priority when there is a possibility that they might lead to the desired results; otherwise they will be set aside. Central category linked context to the process making the consequences of procrastination more comprehensible. Findings specified the components of academic procrastination in the framework of grounded theory. Based on this model, suggestions were presented in different areas for education authorities, teachers, parents and students.
 

کلیدواژه‌ها [English]

  • academic procrastination
  • students
  • grounded theory
  • learning

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