مدل‌یابی معادلات ساختاری پیش‌بینی رفتارهای خودشکن تحصیلی بر اساس سیستم‌های مغزی _ رفتاری (BAS, BIS, FFFS) ، تحمل ناپذیری بلاتکلیفی و باورهای هوشی با توجه به نقش میانجی استرس انتظارات تحصیلی

نویسندگان
دانشگاه ازاد اسلامی واحد رودهن
چکیده
رفتارهای­ خودشکن تحصیلی با اختلال در فرآیند شناختی_رفتاری در محیط­ یادگیری بر عملکرد افراد تاثیر گذار است. از این رو توجه هر چه بیشتر به این مقوله ضروری به نظر می رسد. هدف از پژوهش آزمون مدل پیش بینی رفتارهای خودشکن تحصیلی براساس سیستم های مغزی-رفتاری، تحمل ناپذیری بلاتکلیفی و باورهای هوشی با میانجیگری استرس انتظارات تحصیلی بود. روش از نوع توصیفی-همبستگی و مدل یابی معادلات ساختاری بود. جامعه آماری دانشجویان دانشگاه آزاد استان قم بودندکه در سال 400-1399مشغول به تحصیل بودند. نمونه شامل 420 نفر از دانشجویان بودندکه به شیوه در دسترس و از طریق خودگزارشی از طریق شبکه های اجتماعی مجازی با توجه به شرایط پاندمی کووید 19 در پژوهش شرکت کردند. ابزار شامل پرسشنامه سیستم های مغزی _ رفتاری جکسون (2009)، مقیاس تحمل ناپذیری بلاتکلیقی فریستون(1994)، پرسشنامه باورهوشی عبدالفتاح (2006)، مقیاس استرس انتظارات تحصیلی آنگ و هوان (2006)، مقیاس رفتار و شناخت خودشکن کانیگهام ( 2007) بود. یافته نشان داد اثرات غیر مستقیم به واسطه استرس انتظارات برای سیستم مغزی به رفتارخودشکن (000/0P = , 219/0 = β) تحمل ناپذیری بلاتکلفی به رفتار خودشکن (000/0P = , 158/0 = β ) و باور هوشی به رفتار خودشکن (000/0P = , 110/0 = β) است.
کلیدواژه‌ها

عنوان مقاله English

Structural equation modeling for predicting academic self-defeating behaviors based on brain-behavioral systems (BAS, BIS, FFFS), Uncertainty intolerance and intelligence beliefs due to the mediating role of academic expectations stress

نویسندگان English

Seyed Mehdi Sarkeshikiyan
Narges Babakhani
Nasrin Bagheri
Islamic Azad University, Roodehen Branch, Tehran, Iran
چکیده English

Self-defeating academic behaviors with impaired cognitive-behavioral process in the learning environment affect individuals' performance. Therefore, it seems necessary to pay more attention to this category. The aim of this study was to test a model for predicting academic self-defeating behaviors based on brain-behavioral systems, uncertainty intolerance and intelligence beliefs mediated by academic expectations stress. The method was descriptive-correlation and structural equation modeling. The statistical population was the students of Qom Azad University who were studying in 1399-1400. The sample consisted of 420 students who participated in the study in an accessible manner and through self-report through virtual social networks according to the Covid 19 pandemic conditions. Research instruments include Jackson (2009) Brain-Behavioral Systems Questionnaire, Freeston et al. (1994) Uncertainty Intolerance Scale (1994), Abdolfattah & Yates (2006) intelligence beliefs, Ang and Hwan Academic Stress Questionnaire (2006), Scale Cunningham (2007) was self-defeating behavior and cognition. The findings showed that the indirect effects due to the stress of expectations for the brain system on self-defeating behavior (β = 0.219, P = 0.000), unbearable intolerance to self-defeating behavior (β = 0.158, P = 0.000) and intelligence beliefs to Self-defeating behavior (P = 0.000, β = 110.0).

کلیدواژه‌ها English

Keywords: academic self-defeating behaviors
academic expectations stress
intelligence beliefs
uncertainty intolerance
brain-behavioral systems
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