جستجوی مقالات مرتبط با کلیدواژه « اهمال کاری » در نشریات گروه « علوم تربیتی »

This research was conducted to determine the role of four dark traits of personality and organizational procrastination in the leadership styles of school principals. The current research method was correlational research. The statistical population of the research included all principals and vice-principals of schools (all levels) of Maku Free Zone (Shot, Poldasht, and Maku cities) in 2022, to number 220 people. All managers participated in the study.The reliability of the questionnaires was calculated using Cronbach's alpha coefficient of 0.83, 0.89, and 0.88, respectively, and the validity of the questionnaires was confirmed using the Factor Analysis method. Data collection tools included a four-dark personality traits scale, a multifactorial leadership scale, and an organizational procrastination questionnaire. Data analysis was done using multiple regression analysis in SPSS version 26. The regression analysis results showed that dark personality traits and organizational procrastination could predict transformational leadership style negatively and exchange and non-intervention styles positively (p≤0.05). According to the findings, it can be suggested that dark personality traits and organizational negligence play a significant role in reducing the transformational leadership style and increasing the exchange and non-intervention styles of managers, which requires more attention in management planning.

This study examined the mediating role of psychological well-being in the relationship of religious orientation and psychological entitlement with life satisfaction in procrastinating students. The study population was all male and female students of universities in Mazandaran Province. A total of 326 individual (217 girls and 109 boys) were selected by cluster sampling. Research tools were Academic Procrastination Questionnaire, Student Satisfaction Scale, Psychological Well-being Questionnaire, and Religious Orientation Test. Findings showed the mediating role of psychological well-being, accounting for 35% of the variance in life satisfaction for procrastinating students.

The purpose of the current research is to identify learning strategies from a metacognitive perspective and to investigate its effect on academic self-efficacy, procrastination and academic burnout of male students of the second year of high school in the period of Corona virus. The method of research was mixed (quantitative and qualitative) and of the type of multi-group pre-test and post-test (extended experiment). In the qualitative stage, the statistical population included teachers and principals of junior high schools of Rasht, and in the quantitative stage, the population included all male students of junior high schools in the second district of Rasht in the academic year of 1401-1400 (N=500). Two schools were selected from the mentioned population via multi-stage cluster sampling (after checking the homogeneity of the classes). Fifty individuals from two homogeneous classes were selected randomly selected and were randomly assigned as the experimental and control groups (each containing 25 people). It can be stated that according to the covariance value in the academic self-efficacy variable (sig=0.00, F=36.97), this variable is significant. Also, it can be stated that the experimental group had a significant change in academic procrastination compared to the control group under the influence of the intervention (analysis of covariance in the variable of academic procrastination (sig=0.00, F=25.71)) that is, the development of learning strategies from a meta-cognitive perspective is effective on the academic procrastination of male students. Also, according to the results obtained from the analysis of covariance in the variable of academic burnout, which is (sig=0.00, F=30.42), it can be claimed that the experimental group had a significant change in academic burnout compared to the control group under the influence of the intervention. Thus, formulating learning strategies from a metacognitive perspective is effective on the academic burnout of students.

The aim of this research was to compare procrastination, learning strategies, and academic emotions between normal and learning-disabled students. The statistical population included normal and learning-disabled students of Qom city in the academic year 2019-1400, who had incorrect writing problems (learning disabilities in spelling). The statistical sample included 60 people (30 normal students and 30 students with learning disabilities). The method of the research was a causal-comparative approach. The tools used were the Takman's academic procrastination questionnaire (1991), Bofard's self-regulation questionnaire (1995), and the Pekruns' academic emotions questionnaire (2005). Data analysis was conducted using multivariate variance analysis test, and two independent samples t-test, using SPSS version 25 software. The results showed that the average academic procrastination of students with learning disabilities was higher than that of normal students. The mean of cognitive strategies, metacognitive strategies, pleasure, and pride of students with learning disabilities was lower than that of normal students. The average anxiety, shame, anger, frustration, and fatigue of students with learning disabilities was higher than that of normal students.

The aim of this study was to investigate the effect of cognitive and metacognitive strategies on self-concept and procrastination of first grade high school students in Shiraz city.

The research method was experimental with pre-test and post-test design for both experimental and control groups. The statistical population of the present study consisted of all female students of the first grade high school (ninth grade) of District 1 of Shiraz in the academic year 2021-2022, whose number is estimated to be about 1850 by referring to the Education Department of Shiraz city. Sixty students were selected through purposive sampling method. The instruments used in this study were Solomon and Roth Bloom and Chen and Thompson self-concept of academic procrastination questionnaires. The face and content validity of the questionnaire was confirmed by experts and technicians and the reliability was confirmed by Cronbach's alpha method. Descriptive statistics (mean and standard deviation) and inferential statistics (univariate and multivariate analysis of covariance) were used to analyze the data.

The results of the research indicated that the use of cognitive and metacognitive strategies explains 13.4% of the variance of self-concept and 21.9% of the variance of students' procrastination. Also, the use of cognitive and metacognitive strategies has a significant effect on the dimensions of self-concept (general, educational and non-academic) and dimensions of procrastination (preparing for exams, preparing homework and preparing for research).

The results indicated that the students who used cognitive and metacognitive strategies were better than other students in terms of self-concept and procrastination.

The present research has aimed to study the intermediary role of procrastination in the correlation between self-handicapping and students’ academic performance. The study took a descriptive correlational approach. The statistical population consisted of all senior high school students in the city of Kermanshah in the school year of 2018-2019, 373 of whom were selected as the sample based on Morgan’s sampling table and using random clustered sampling. The research tools consisted of the self-handicapping questionnaire devised by Jones and Rhodewalt (1982), Solomon and Rothblum’s procrastination questionnaire (1984), and the questionnaire devised by Pham and Taylor (1999) on academic performance. Simultaneous regression and structural equation modeling by means of SPSS and LISREL software were used for data analysis. The results pointed out the path coefficient between academic self-handicapping and procrastination to be 0.34, while for the correlation between academic self-handicapping and academic progress, it was determined to be -0.53, and the path coefficient for the effect of procrastination upon academic progress showed to be -0.41, indicating a significant correlation between the variables involved in the research. Moreover, the obtained results pointed out procrastination to have a -0.41 effect upon the correlation between self-handicapping and academic progress. In other words, adding the procrastination variable to the correlation between self-handicapping and academic progress pushes it up to -0.67. Thus, the intermediary role was verified. According to the obtained results, knowledge of self-handicapping and procrastination and how to avoid them is a matter of necessity and importance in order to help students and improve the educational system.

 Issue of the learning has been permanently one of the main concerns of researchers, experts and instructors. There are many variables which have positive or negative effect on the students' learning process. As one of the variables, procrastination has a special position in students' learning. In this regard, this study was conducted to review the structural model of procrastination and mindfulness with an emphasis on the mediating role of cognitive abilities of high school students of Kermanshah in the school year of 2021-22. The research method has been descriptive and the correlation type has been     structural equations. The statistical population includes all high school students in Kermanshah city and 379 students were selected by a multi-stage cluster sampling method. The standard questionnaires of procrastination of Tuckman (1991), mindfulness of Bauer et al. (2006) and cognitive skills of Nejati (2013) were used to collect data. Data were analyzed using descriptive statistics and structural equations model and the results show that students' procrastination is a function of their cognitive abilities and mindfulness. The results also show that cognitive abilities can affect the relationship between students' procrastination and mindfulness, namely, procrastination is influenced by mindfulness and cognitive abilities and therefore, high mindfulness and desired cognitive abilities can be obtained. Accordingly, research findings can be used to improve student's procrastination, and supplementary educations and courses for students and parents may lead to control and improve this variable.

The present study was conducted with the aim of explaining the factors affecting academic procrastination and virtual teaching with an emphasis on primary school students. In order to achieve this goal, using the content analysis method, the texts and sources of articles and scientific works were reviewed on reputable sites. This research is a documentary analysis in terms of theoretical purpose and implementation method. Data were collected, classified and analyzed using qualitative analysis method. The findings of the research indicate that the factors affecting work procrastination can be classified into two categories: 1- Individual (internal) factors, 2- Social (external) factors. Due to the importance and prevalence of procrastination during virtual teaching, the general results include strategies such as training and promotion of time management, proper use of virtual space, stress management, use of metacognitive treatment methods, use of art therapy strategy and... for treatment and The solution to this educational problem was provided.

The aim of this study was to determine the effectiveness of teaching emotion regulation strategies and academic procrastination on girl high school students (200 people) in the city of Gorgan. In the present study, 30 students from the mentioned population were randomly selected. Then they were randomly assigned to the experimental group (15 students) and the control group (15 students).The Regulation strategies were implemented on the experimental group. The students answered the Solomon and Roth Bloom (1984) academic procrastination questionnaires and the Pham and Taylor academic performance questionnaires before and after the performance. The data were analyzed using one-way analysis of covariance and multivariate analysis of covariance. The results showed these teachings in the experimental group reduced the mean of procrastination components. Components of academic performance (self-efficacy, planning and motivation) increased, while the mean of emotional effects and lack of outcome control decreased. These changes were significant at the level (p <0.001). As the result, the present study generally showed That teaching this training can be effective Therefore, it is recommended to use this educational program for people who deal with teaching and learning in schools.

Procrastination has a significant negative effect on social and academic performance of students. The purpose of the present study was to investigate The Prevalence of Procrastination and its Relationship with Demographic Characteristics and figurative Social networks among girl students in Tehran, Iran. The present study was a surveys and Correlation study. The statistical population was all High School Girls and Conservatory School Students in Region of 3, 4, 5, 15, and 11 of Tehran during the academic year of 2018-19, According to Krejcie and Morgan Table and Stratified sampling, 398 students were selected who completed a questionnaire on demographic variables, and Academic Procrastination Orientation Questionnaire & Questionnaire use figurative Social networks. The data were analyzed using descriptive statistics and inferential statistics (chi-square test, and Pearson Correlation Coefficient). Data showed that 31.7% of students with high Procrastination and 26.6% had very high Procrastination and there was a significant difference between the level of education, age and the mean score for procrastination (P≤0.05). The results also showed that there is a significant positive correlation between Procrastination and figurative Social networks (P≤0.001). This study shows that the prevalence Procrastination is significantly high among girl students in Tehran and it and the amount of use of Virtual social networks is related it. Therefore, the use of virtual networks should be managed in such a way that its impact on increasing procrastination is reduced.

This study was conducted with aimed to comparison of academic procrastination, aggression and academic engagement of students based on their membership in virtual networks in the first grade of high school girls in Tabriz. The research method was causal-comparative. The statistical population of the study consisted of high school female students of Tabriz high school in the academic year of 2017-2018. Their number was 32469 according to the report of the Education Department. The statistical sample included 67 students in virtual networks and 34 non-virtual students who were randomly selected from two schools. Data were collected by Bass & Perry's aggression questionnaire, Solomon and Rathblom’s procrastination assessment and Zarang Educational Inventory. Data analysis was done by multivariate analysis of variance. The results of the study showed that there is a significant difference in student involvement based on membership in virtual networks in students, but there is no significant difference in the amount of work and aggression and its components. Therefore, membership in virtual networks can affect students' academic engagement.

The purpose of this study was to determine the relationship between emotional management and communication skills with academic Procrastination. The statistical population consisted of all female students of the 8th grade from 14th educational district of Tehran in the academic year of 2018-2019 that included 2690 students. From the population 155 students were selected by multi-stage cluster sampling as the research sample. The research method was correlation and Solomon and Rothblum's Procrastination Questionnaire (1984), Queendom Communication Skills (2004), Cognitive Emotion Regulation, Garnefski & Kraaij (2006) were employed as the research tools. The results of the research data using correlation and regression indicated that there is a significant relationship between the variables of emotional management and educational Procrastination. there was a positive and significant relationship between academic Procrastination on the one hand and self-blame , making disaster, blaming others; while, there was a negative and significant relationship between academic Procrastination on the one hand and admission , re-focus on planning , and Positive Reappraisal . There is a negative and significant relationship between academic Procrastination and communication skills. Subscales Emotional Management and Communication Skills are capable of predicting academic Procrastination. Therefore , It is possible to reduced student academic Procrastination by implementing emotional management training and communication skills.

Educational organizations, including the organization of education, have a central role in the development of human capital in any society, and human capital education is one of their most important tasks. Therefore, addressing the issue of organizational indifference and procrastination is one of the most important issues. Thus the purpose of this research was to determine organizational procrastination and organizational indifference based on personality traits and job nature in employees of education office in Qods City. This research is a descriptive correlational study. The statistical population consisted of all employees in Qods City. Using Cochran Formula and stratified randomized sampling, 324 employees were chosen as the sample. To collect data, Standard Organizational Procrastination Questionnaire (2011), Standard Organizational Indifference Questionnaire (2010), Standard Job Nature Questionnaire (1976) and Standard Personality Traits Questionnaire (1999) were used. Content validity (by experts & specializations) and construct validity (via confirmatory factor analysis) were estimated. Reliability of the questionnaires was estimated through Cronbach alpha coefficient as well. To analyze data, descriptive statistics (e. g. frequency, percentage, mean & standard deviation) and inferential statistics (i.e. one sample t-test, Pearson correlation coefficient & regression analysis) were employed. The findings showed that mean of organizational procrastination in the employees was low, the organizational indifference of the staff was lower than the average, and the average of the job nature and personality traits were higher than average. There is a negative and significant relationship between job nature and personality traits with organizational procrastination and organizational indifference. Both job nature and personality traits can significantly predict organizational procrastination and organizational indifference.

The present study aims at investigating and ranking the factors effective in negligence in educational system and using Islamic teachings for eliminating them. As far as the goal is concerned, the article is practical and the method used is of exploratory type. Its model-finding is based on conceptual model and structural equations.
The statistical population of this study was composed of 5196 people including all teachers, managers and educators of six districts in Isfahan city in 1395. A sample of 394 people (Cochran, 1977) was selected by stratified sampling method.
Data collection was carried out by referring to experts in education provided by the network of experts and using semi-structured interviewing. Qualitative information gathering was conducted by expert network and semi-structured interviewing method to saturation, and in the quantitative part two questionnaires were completed with validity and reliability. Data analysis in the qualitative section was performed using NVIVO10 software and inductive content analysis, and in the quantitative part of the structural equations and CRT decision tree, we used SPSS23 and AMOS18 software.
The results show that 92 percent of outage changes are explained by this model. Based on the results of path analysis, the greatest impact on overspending is on outsourcing factors. Therefore, neglecting Islamic beliefs and culture in society increases the amount of negligence. The first factor in the culture component is the most important way of reducing the negligence and deepening and enhancing the pure Islamic culture in the organization. Therefore, it is suggested to reduce the nudity in the organization by teaching Islamic teachings and introducing and presenting typical Islamic models and examples.

The purpose of this study was to predict academic procrastination based on psychological capital through the mediation of psychological, emotional and social well-being in University students. The research method was descriptive-correlational and the statistical population included all students of Shahid Rajaee Teacher Training University in the academic year of 1995-96. Four hundred and twenty participants were randomly selected by the cluster multistage method and completed the scales of academic procrastination (Savari, 2011) resilience (Connor and Davidson, 2003), life orientation (Scheier and Carver, 1992)) for measuring optimism, hope (Snyder, et al., 1991), and comprehensive well-being (Joushanloo, Roustami & Nosratabadi, 2001), with emotional, psychological and social components. Data were analyzed by structural equation modeling. The results show that all fitness indices fit with the collected data. The total effect of psychological capital on academic procrastination is negative and significant, and the effect of psychological capital on emotional, psychological and social well-being is positive and significant. The effect of psychosocial well-being on the academic procrastination is significant, as well as the indirect effect of psychological capital on academic procrastination with mediating of psychological, emotional and social well-being is significant. It is recommended that educational psychologists and consultants develop a suitable educational program to reduce the academic procrastination in the students of University and educate them about ways to promote resilience, optimism hope, and social, psychological and emotional well-being.

According to the concepts of academic procrastination and self-handicapping has increased in recent years. The aim of this study the relationship between achievement goals and beliefs, motivational orientations of students were taught by negligence and helplessness. The research was descriptive. The research method was descriptive and correlational. The target population included 19 school districts and 8 students studying in secondary schools in the academic year 1394-1393 in Tehran were among 120 students from randomly selected for sampling and complete the scale academic procrastination scale motivational strategies for learning, self-handicapping questionnaire and a questionnaire aimed at advancing education in this study. The findings show that negative relationship between the procrastination and self-efficacy and a negative relationship value, positive relationship with test anxiety there. It also aims to control procrastination tendency and a negative correlation a positive correlation with performance goal orientation there. The negative between self-efficacy and self-handicapping and a negative relationship value, with test anxiety is a positive relationship exists. Also with the aim of mastering self-handicapping tendency negative correlation with the aim of avoiding dominance negative correlation and a positive correlation with avoidance is there. Beta-efficacy and task value, respectively (176 / 0-) and (341 / 0-) can be negative and predict academic procrastination. Test anxiety is a factor beta (306/0) as positive can predict academic procrastination. Among components of Goals progress mastery goal orientation component could negatively and predict academic procrastination and this relationship. Self-beta (43 / 0-) can be a negative academic self-handicapping predict. Test anxiety is a factor beta (21/0) for positive academic self-handicapping cannot predict. Among the components of component development goals aimed at avoiding the negative control could predict academic self-handicapping, and this relationship. Avoiding dominance could also aim for a positive academic self-handicapping and the nose. According to the findings, we can conclude that a significant portion of procrastination and self-handicapping student's academic achievement and self-motivation can be explained by orientation purposes.