تبيين نقش اضطراب با اهمال كاري تحصيلي دانشجويان دانشگاه آزاد شهر كرد

Exploring the Relationship between Anxiety and Educational Procrastination of Shahrekord Islamic Azad University Students

ﻫﺪف از اﯾﻦ ﭘﮋوﻫﺶ، ﺗﺒﯿﯿﻦ ﻧﻘﺶ اﺿﻄﺮاب ﺑﺎ اﻫﻤﺎل ﮐﺎري ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن داﻧﺸـﮕﺎه آزاد ﺷـﻬﺮﮐﺮد ﺑـﻮد ،120 ﻧﻔـﺮ ﺑـﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﻃﺒﻘﻪ اي، ﺑﻪ ﻋﻨﻮان ﺣﺠﻢ ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ ﺑﺮاي ﺟﻤﻊ آوري اﻃﻼﻋﺎت از ﭘﺮﺳﺸﻨﺎﻣﮥ اﺿﻄﺮاب و ﭘﺮﺳﺸﻨﺎﻣﻪ اﻫﻤﺎل ﮐﺎري (1983)اﺳﺘﻔﺎده ﺷﺪ .ﺑﻪ ﻣﻨﻈﻮر ﺗﺤﻠﯿﻞ ﻓﺮﺿﯿﻪ ﺷﻤﺎره 1 اﯾﻦ ﭘﮋوﻫﺶ از ﺿﺮﯾﺐ ﻫﻤﺒﺴـﺘﮕﯽ ﭘﯿﺮﺳـﻮن اﺳـﺘﻔﺎده ﺷـﺪ. ﻧﺘـﺎيج ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ اﻫﻤﺎل ﮐﺎري ﺗﺤﺼﯿﻠﯽ و اﺿﻄﺮاب داﻧﺸﺠﻮﯾﺎن راﺑﻄﻪ وﺟﻮد. ﻓﺮﺿﯿﻪ 2: اﻫﻤﺎل ﮐﺎري ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﮔﺮوه ﻋﻤﺪه ﺗﺤﺼﯿﻠﯽ آﻧﻬﺎ ﻣﺘﻔﺎوت اﺳﺖ. ﺑﻪ ﻣﻨﻈﻮر ﺗﺤﻠﯿﻞ ﻓﺮﺿﯿﻪ ﺷﻤﺎره 4: اﯾﻦ ﭘﮋوﻫﺶ از آزﻣﻮن ﺗﻌﻘﯿﺒﯽ LSD اﺳﺘﻔﺎده ﺷـﺪ. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﺘﺎﯾﺞ ﺟﺪاول ﻣﻼﺣﻈﻪ ﻣﯽ ﺷﻮد ﮐﻪ ﺑﯿﻦ اﻫﻤﺎل ﮐﺎري ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن ﻋﻠﻮم اﻧﺴﺎﻧﯽ و داﻧﺸﺠﻮﯾﺎن ﻋﻠﻮم ﭘﺎﯾﻪ ﺗﻔـﺎوت ﻣﻌﻨﯽ داري ﺑـﺎ ﺳـﻄﺢ ﻣﻌﻨـﯽ داري 0/001 = P وﺟـﻮد دارد و ﻣﯿـﺎﻧﮕﯿﻦ اﻫﻤـﺎل ﮐـﺎري ﺗﺤﺼـﯿﻠﯽ داﻧﺸـﺠﻮﯾﺎن ﻋﻠـﻮم اﻧﺴـﺎﻧﯽ و داﻧﺸﺠﻮﯾﺎن ﻓﻨﯽ و ﻣﻬﻨﺪﺳﯽ ﺗﻔﺎوت ﻣﻌﻨﯽ داري ﺑﺎ ﺳﻄﺢ ﻣﻌﻨﯽ داري 0/045 = P وﺟﻮد دارد ﭼﻮن ﺳـﻄﺢ ﻣﻌﻨـﯽ داري ﮐﻤﺘـﺮ از 0/05 اﺳﺖ و ﻣﯿﺎﻧﮕﯿﻦ اﻫﻤﺎل ﮐﺎري داﻧﺸﺠﻮﯾﺎن ﻋﻠﻮم اﻧﺴﺎﻧﯽ ﺑﯿﺸﺘﺮ از داﻧﺸﺠﻮﯾﺎن ﻓﻨﯽ و ﻣﻬﻨﺪﺳﯽ اﺳـﺖ اﻣـﺎ ﺑـﯿﻦ اﻫﻤـﺎل ﮐـﺎري ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن ﻋﻠﻮم ﭘﺎﯾﻪ ﺑﺎ ﻣﯿﺎﻧﮕﯿﻦ اﻫﻤﺎل ﮐﺎري ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن ﻓﻨﯽ و ﻣﻬﻨﺪﺳﯽ ﺗﻔﺎوت ﻣﻌﻨﯽ داري ﺑـﺎ ﺳـﻄﺢ ﻣﻌﻨـﯽ داري 0/963 ﮐﻪ ﺑﺰرﮔﺘﺮ از 0/05 اﺳﺖ وﺟﻮد ﻧﺪارد و ﻣﯿﺎﻧﮕﯿﻦ اﻫﻤﺎل ﮐﺎري ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن ﻋﻠـﻮم ﭘﺎﯾـﻪ ﺑـﺎ ﻣﯿـﺎﻧﮕﯿﻦ اﻫﻤـﺎل ﮐﺎري ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن ﻓﻨﯽ و ﻣﻬﻨﺪﺳﯽ ﺗﻘﺮﯾﺒﺎ ﺑﺮاﺑﺮ اﺳﺖ.

This study aims to explain the relationship between anxiety and the educational procrastination of Shahrekord Azad University students. A total of 120 students were selected as the sample size using the stratified sampling method. We used the Anxiety Questionnaire and Procrastination Questionnaire (1983) to collect the required data, and used Pearson Correlation Coefficient in order to analyze Hypothesis 1 of this research. The results showed that there is a relationship between educational procrastination and students' anxiety. Hypothesis 2: Students' educational procrastination level is different depending on their main educational department. We used the follow-up LSD Test in order to analyze Hypothesis 2. As the results presented in the tables show, there is a significant difference between the educational procrastination of the students of humanities and that of basic sciences students with a significant level of P = 0.001, and there is a significant difference between the mean score of educational procrastination of the students of humanities and that of technical and engineering students with a significant level of P = 0.0445. This is because the level of significance is smaller than 0.05 and the mean score of the educational procrastination of the students of humanities is higher than that of the technical and engineering students. However, there is no significant difference between the mean score of educational procrastination of basic sciences students and that of the technical and engineering students with a significant level of 0.963 which is greater than 0.05. The mean score of educational procrastination of basic sciences students is approximately equal to that of technical and engineering students.