مطالعه پدیدارشناختی تجارب زیسته دانشجو معلمان دانشگاه فرهنگیان از اهمال‌کاری تحصیلی و دلالت‌های تربیتی آن

نویسنده
عصمت مطهرنژاد
دانشگاه فرهنگیان
چکیده
هدف: اهمال‌کاری تحصیلی یکی از چالش‌های رایج در بین دانشجویان است که می‌تواند کیفیت یادگیری، انگیزش و عملکرد حرفه‌ای آینده آنها را تحت تاثیر قرار دهد. هدف پژوهش حاضر، واکاوی تجارب زیسته دانشجو ‌معلمان از اهمال‌کاری تحصیلی و شناسایی عوامل مؤثر برآن بود. روش: این مطالعه با رویکرد کیفی و روش پدیدارشناسی تحلیلی ون منن انجام شد. میدان پژوهش حاضر شامل کلیه دانشجو ‌معلمان دانشگاه فرهنگیان در سال تحصیلی ۱۴۰۴–۱۴۰۳ بود که با استفاده از نمونه‌گیری هدفمند و معیار اشباع داده‌ها، ۱0 نفر از دانشجو‌معلمان انتخاب شدند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته عمیق گردآوری شد. تحلیل داده‌ها با روش مضمون‌یابی بر اساس دیدگاه ون منن در شش گام انجام شد. در این فرایند، 127 کد اولیه استخراج و بعد از حذف کدهای تکراری، 96 مضمون پایه، ۱4 مضمون سازمان‌دهنده و در نهایت ۳ مضمون فراگیربه‌دست آمد. یافته‌ها: نتایج تحلیل‌ها نشان داد 3 مضمون فراگیر این پژوهش شامل فشارهای درونی و خود انگاره تحصیلی، عوامل محیطی و ساختاری و راهبردها و واکنش‌های مقابله‌ای بود. یافته‌های این پژوهش نشان داد در بروز و تداوم اهمال‌کاری تحصیلی ترکیبی از عوامل فردی (مانند خودکارآمدی پایین و اضطراب عملکرد)، عوامل محیطی (مانند ساختار آموزشی و روابط اجتماعی) و عدم مهارت در کاربست راهبردهای مقابله‌ای موثر نقش دارند. نتیجه گیری: نتایج پژوهش بر ضرورت طراحی برنامه‌های آموزشی و مشاوره‌ای در دانشگاه فرهنگیان تأکید دارد که بتوانند با رویکردی چند سطحی به بهبود مهارت‌های خودتنظیمی، مدیریت زمان، ارتقای انگیزش تحصیلی و استفاده از راهبردهای مقابله‌ای کارآمد در رفع و یا کاهش اهمال‌کاری دانشجو‌معلمان کمک کنند.
کلیدواژه‌ها
اهمال‌کاری تحصیلی
تجربه زیسته
پدیدارشناسی
دانشجو‌ معلمان
دلالت‌های تربیتی
ون منن

عنوان مقاله English

A Phenomenological Study of the Lived Experiences of Student Teachers at Farhangian University of Academic Procrastination and Its Educational Implications

نویسنده English

Esmat Motaharnezhad
Farhangian university
چکیده English

Objective: Academic procrastination is a common challenge among students that can affect their quality of learning, motivation, and future professional performance. The aim of the present study was to analyze the lived experiences of student teachers of academic procrastination and identify the factors affecting it. Method: This study was conducted with a qualitative approach and Van Manen's analytical phenomenological method. The field of the present study included all student teachers of Farhangian University in the academic year 1403-1404, and 10 student teachers were selected using purposive sampling and data saturation criteria. Data were collected through in-depth semi-structured interviews. Data analysis was conducted in six steps based on Van Manen's perspective. In this process, 127 initial codes were extracted and after removing repetitive codes, 96 basic themes, 14 organizing themes, and finally 3 overarching themes were obtained. Findings: The results of the analyses showed that the three overarching themes of this study included internal pressures and academic self-concept, environmental and structural factors, and coping strategies and reactions. The findings of this study showed that a combination of individual factors (such as low self-efficacy and performance anxiety), environmental factors (such as educational structure and social relationships), and lack of skills in applying effective coping strategies play a role in the emergence and persistence of academic procrastination. Conclusion: The results of the study emphasize the necessity of designing educational and counseling programs at Farhangian University that can help improve self-regulation skills, time management, promote academic motivation, and use effective coping strategies to eliminate or reduce procrastination in student teachers with a multi-level approach.

کلیدواژه‌ها English

Academic procrastination
lived experience
Phenomenology
student teachers
educational implications
Van Manen
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