چکیده:
پژوهش حاضر با هدف بررسی رابطه بین خودشناسی و اهمالکاری تحصیلی با میانجیگری ارضای نیازهای بنیادین روانشناختی و اعتیاد به فضای مجازی در دانش آموزان دوره متوسطه دوم انجام شد. روش این پژوهش توصیفی همبستگی از نوع معادلات ساختاری بود. جامعه آماری پژوهش کلیه دانش آموزان دوره دوم متوسطه شهر ملایر (7450 نفر) بود که از بین آنان 515 نفر بر اساس فرمول کوکران و با روش نمونهگیری تصادفی خوشهای انتخاب شدند. هر یک از شرکتکنندگان، پرسشنامهای شامل مقیاس اهمالکاری تحصیلی سولومون و راثبلوم، مقیاس نیازهای بنیادین روانشناختی، مقیاس اعتیاد به فضای مجازی یانگ و پرسشنامه خودشناسی انسجامی قربانی و همکاران را تکمیل نمودند. دادههای بهدست آمده با روش همبستگی پیرسون و تحلیل مسیر و با استفاده از نسخهی 26 بسته آماری برای علوم اجتماعی و AMOS-24 تجزیه و تحلیل شدند. نتایج نشان داد اثرات مستقیم خودشناسی بر نیازهای بنیادین روانشناختی (خودمختاری، شایستگی، ارتباط با دیگران) (0/35 >β) و اعتیاد به فضای مجازی معنیدار بود (50/0-β =). در بین نیازهای بنیادین، اثرات نیاز به شایستگی بر اهمالکاری معنیداری بود (0/36 = β)، در حالیکه نیازهای ارتباط با دیگران و خودمختاری بر اهمالکاری تحصیلی اثر معنیداری نداشتند. اثر اعتیاد به فضای مجازی نیز بر اهمالکاری معنیدار بود (0/46 = β). اثر غیر مستقیم خودشناسی بر اهمالکاری تحصیلی از طریق نیازهای بنیادین روانشناختی و اعتیاد به فضای مجازی نیز معنیدار بود (0/49- =β). یافتههای پژوهش نشان میدهد خودشناسی از طریق ارضای نیازهای بنیادین روانشناختی و کاهش اعتیاد به فضای مجازی میتواند در کاهش اهمالکاری تحصیلی اثربخش باشد.
The aim of this study was to investigate the relationship between self-knowledge and academic procrastination by mediating role of satisfaction of basic psychological needs and cyberspace addiction in secondary school students. The method of this research was correlational of structural equations. The research population was all secondary students (N= 7450) in Malayer city. Sample group (n= 515) was selected based on Cochran formula and cluster random sampling. Each participant completed a questionnaire including Academic Procrastination Scale, Basic Psychological Needs Scale, Cyberspace Addiction scale, and Integrative Self-Knowledge Questionnaire. Data were analyzed by Pearson correlation and path analysis method using SPSS-26 and AMOS-24. The results showed that the direct effects of self-knowledge on basic psychological needs (autonomy, competence, and relatedness) (β > 0.35) and cyberspace addiction (β = -0.50) were significant. Among the basic needs, the effect of the need for competence on procrastination was significant (β = 0.36), while the needs of relatedness and autonomy had no significant effects on procrastination. The effect of cyberspace addiction on procrastination was also significant (β = 0.46). The indirect effect of self-knowledge on academic procrastination through basic psychological needs and cyberspace addiction was also significant (β = -0.49). Research findings show that self-knowledge can be effective in reducing academic procrastination by satisfying basic psychological needs and reducing cyberspace addiction. Therefore, by providing an environment that supports basic needs in school and family, students' academic procrastination can be prevented.The aim of this study was to investigate the relationship between self-knowledge and academic procrastination by mediating role of satisfaction of basic psychological needs and cyberspace addiction in secondary school students. The method of this research was correlational of structural equations. The research population was all secondary students (N= 7450) in Malayer city. Sample group (n= 515) was selected based on Cochran formula and cluster random sampling. Each participant completed a questionnaire including Academic Procrastination Scale, Basic Psychological Needs Scale, Cyberspace Addiction scale, and Integrative Self-Knowledge Questionnaire. Data were analyzed by Pearson correlation and path analysis method using SPSS-26 and AMOS-24. The results showed that the direct effects of self-knowledge on basic psychological needs (autonomy, competence, and relatedness) (β > 0.35) and cyberspace addiction (β = -0.50) were significant. Among the basic needs, the effect of the need for competence on procrastination was significant (β = 0.36), while the needs of relatedness and autonomy had no significant effects on procrastination. The effect of cyberspace addiction on procrastination was also significant (β = 0.46). The indirect effect of self-knowledge on academic procrastination through basic psychological needs and cyberspace addiction was also significant (β = -0.49). Research findings show that self-knowledge can be effective in reducing academic procrastination by satisfying basic psychological needs and reducing cyberspace addiction. The aim of this study was to investigate the relationship between self-knowledge and academic procrastination by mediating role of satisfaction of basic psychological needs and cyberspace addiction in secondary school students. The method of this research was correlational of structural equations. The research population was all secondary students (N= 7450) in Malayer city. Sample group (n= 515) was selected based on Cochran formula and cluster random sampling. Each participant completed a questionnaire including Academic Procrastination Scale, Basic Psychological Needs Scale, Cyberspace Addiction scale, and Integrative Self-Knowledge Questionnaire. Data were analyzed by Pearson correlation and path analysis method using SPSS-26 and AMOS-24. The results showed that the direct effects of self-knowledge on basic psychological needs (autonomy, competence, and relatedness) (β > 0.35) and cyberspace addiction (β = -0.50) were significant. Among the basic needs, the effect of the need for competence on procrastination was significant (β = 0.36), while the needs of relatedness and autonomy had no significant effects on procrastination. The effect of cyberspace addiction on procrastination was also significant (β = 0.46). The indirect effect of self-knowledge on academic procrastination through basic psychological needs and cyberspace addiction was also significant (β = -0.49). Research findings show that self-knowledge can be effective in reducing academic procrastination by satisfying basic psychological needs and reducing cyberspace addiction.The aim of this study was to investigate the relationship between self-knowledge and academic procrastination by mediating role of satisfaction of basic psychological needs and cyberspace addiction in secondary school students. The method of this research was correlational of structural equations. The research population was all secondary students (N= 7450) in Malayer city. Sample group (n= 515) was selected based on Cochran formula and cluster random sampling. Each participant completed a questionnaire including Academic Procrastination Scale, Basic Psychological Needs Scale, Cyberspace Addiction scale, and Integrative Self-Knowledge Questionnaire. Data were analyzed by Pearson correlation and path analysis method using SPSS-26 and AMOS-24. The results showed that the direct effects of self-knowledge on basic psychological needs (autonomy, competence, and relatedness) (β > 0.35) and cyberspace addiction (β = -0.50) were significant. Among the basic needs, the effect of the need for competence on procrastination was significant (β = 0.36), while the needs of relatedness and autonomy had no significant effects on procrastination. The effect of cyberspace addiction on procrastination was also significant (β = 0.46). The indirect effect of self-knowledge on academic procrastination through basic psychological needs and cyberspace addiction was also significant (β = -0.49). Research findings show that self-knowledge can be effective in reducing academic procrastination by satisfying basic psychological needs and reducing cyberspace addiction. The aim of this study was to investigate the relationship between self-knowledge and academic procrastination by mediating role of satisfaction of basic psychological needs and cyberspace addiction in secondary school students. The method of this research was correlational of structural equations. The research population was all secondary students (N= 7450) in Malayer city. Sample group (n= 515) was selected based on Cochran formula and cluster random sampling. Each participant completed a questionnaire including Academic Procrastination Scale, Basic Psychological Needs Scale, Cyberspace Addiction scale, and Integrative Self-Knowledge Questionnaire. Data were analyzed by Pearson correlation and path analysis method using SPSS-26 and AMOS-24. The results showed that the direct effects of self-knowledge on basic psychological needs (autonomy, competence, and relatedness) (β > 0.35) and cyberspace addiction (β = -0.50) were significant. Among the basic needs, the effect of the need for competence on procrastination was significant (β = 0.36), while the needs of relatedness and autonomy had no significant effects on procrastination. The effect of cyberspace addiction on procrastination was also significant (β = 0.46). The indirect effect of self-knowledge on academic procrastination through basic psychological needs and cyberspace addiction was also significant (β = -0.49). Research findings show that self-knowledge can be effective in reducing academic procrastination by satisfying basic psychological needs and reducing cyberspace addiction.
خلاصه ماشینی:
يافتههاي پژوهش نشان ميدهد خودشناسي از طريق ارضاي نيازهاي بنيادين روانشناختي و کاهش اعتياد به فضاي مجازي ميتواند در کاهش اهمالکاري تحصيلي اثربخش باشد.
Self-Determination Theory ديگران، در فضاي مجازي بهطور آسيبزايي ارضا ميشود و اگر اين نيازهاي بنيادين تأمين نشوند، فرد ادراکي شکننده، غريب و منتقدانه از خود خواهد داشت (٢٠١٠ ,Jang &Chen ).
نظر به اينکه دليل احتمالي اهمالکاري تحصيلي، اعتياد به فضاي مجازي و نيز ارضا نشدن نيازهاي بنيادين روانشناختي در سايه پايين بودن خودشناسي است، در اين پژوهش فرض بر اين است که عدم خودشناسي منجر به کاهش ارضاي نيازها و همچنين اعتياد به فضاي مجازي بهعنوان ارضاي آسيبشناختي نياز به ارتباط با ديگران شده که به نوبه خود به اهمالکاري تحصيلي ميانجامد.
همچنين مروري بر پژوهشهاي گذشته نشان داد در مورد نقش ميانجي نيازهاي بنيادين روانشناختي و اعتياد به فضاي مجازي در رابطه با خودشناسي و اهمالکاري تحصيلي پژوهشي صورت نگرفته است.
بنابراين در اين پژوهش سعي شده است رابطه بين خودشناسي و اهمالکاري تحصيلي با ميانجيگري ارضاي نيازهاي بنيادين روانشناختي و اعتياد به فضاي مجازي در نوجوانان دوره متوسطه دوم بررسي شود.
در اين پژوهش، خودشناسي متغير پيشبين، نيازهاي بنيادين روانشناختي و اعتياد به فضاي مجازي متغيرهاي ميانجي و اهمالکاري تحصيلي متغير ملک بود.
بحث و نتيجهگيري هدف از اين پژوهش بررسي رابطه بين خودشناسي و اهمالکاري تحصيلي با نقش ميانجي نيازهاي بنيادين روانشناختي و اعتياد به فضاي مجازي بود که يافتههاي پژوهش حاضر نقش ميانجي متغيرهاي پژوهش را تأييد کرد.
يافته ديگر اين پژوهش نشان داد اعتياد به فضاي مجازي با اهمالکاري تحصيلي رابطه دارد.