روانشناسی یادگیری
Saeed Jafari; Kazem Barzegar Bafrooei
Abstract
Current research has investigated the mediating role of self-regulation in learning and the relationship between the need for cognition and decisional procrastination using a cognitive-motivational approach. The current research method used descriptive correlation and structural equation modeling. The ...
Read More
Current research has investigated the mediating role of self-regulation in learning and the relationship between the need for cognition and decisional procrastination using a cognitive-motivational approach. The current research method used descriptive correlation and structural equation modeling. The statistical population of the research (11200 people) included all the male students studying in the second theoretical secondary course of areas 1 and 2 of Yazd city in the academic year 2023-2024. 377 students who were selected by multi-stage cluster random sampling method completed questionnaires that measured the levels of need for cognition (Cacioppo et al., 1996), self-regulation in learning (Weinstein & Palmer, 2002), and decisional procrastination (Mann et al., 1997). The reliability coefficient and validity indices of all tools were reported as favorable. According to the findings of the final structural model, although the direct effect of the need for cognition on decisional procrastination was not significant; the need for cognition, about self-regulation in information processing, motivation, and time management as well as the triple components of self-regulation in learning had a significant direct effect on decisional procrastination. Also, self-regulation in learning played a mediating role in the relationship between the need for cognition, and decisional procrastination. In general, the findings of the present study were consistent with the theoretical model of decisional conflict, and by providing signs of the importance and essential role of cognitive motivation and self-regulation strategies, in understanding how students face decisional conflicts in academic situations, they provided a theoretical and empirical basis for conflicting decisional styles.
Saeed Jafari; Kazem Barzegar Bafrooei
Abstract
The present study was conducted with the aim of analyzing the determinants of decisional procrastination among students and evaluating a structural equation model, in which self-regulation in concentration mediates the relationship between metacognitive beliefs about procrastination and decisional procrastination. ...
Read More
The present study was conducted with the aim of analyzing the determinants of decisional procrastination among students and evaluating a structural equation model, in which self-regulation in concentration mediates the relationship between metacognitive beliefs about procrastination and decisional procrastination. Based on Cochran's formula, 391 students from three courses of undergraduate, master, and doctoral studies who were studying at Yazd University in the academic year of 2021-2022 were selected by cluster random method and completed the metacognitive beliefs about procrastination questionnaire (Fernie et al, 2009), the procrastination scale of the Melbourne decision-making questionnaire (Mann et al, 1997) and the self-regulation in concentration scale of the learning and study strategies questionnaire (Weinstein & Palmer, 2002). Data analysis was done using structural equation modeling and the hypothesized model was largely confirmed. The results of structural equation modeling showed that: positive and negative metacognitive beliefs about procrastination have a negative effect on self-regulation in concentration. Also, self-regulation in concentration plays a mediating role in the relationship between positive and negative metacognitive beliefs about procrastination and decisional procrastination. These findings provided a basis for examining decisional procrastination as an obstacle to academic success and emphasized the vital role of self-regulated learning strategies in predicting the tendency to delay in decision-making situations.
Kazem Barzegar Bafrooei; Mehdi Barzegar Bafrooei; Hassan Khezri
Abstract
The aim of the present study was to investigate the role of school bonding in bullying at school. This study was a descriptive-correlational type. The population consisted of all of the students of the junior high schools in Yazd in the academic year 2015-2016. From the population, 365 students (180 ...
Read More
The aim of the present study was to investigate the role of school bonding in bullying at school. This study was a descriptive-correlational type. The population consisted of all of the students of the junior high schools in Yazd in the academic year 2015-2016. From the population, 365 students (180 female and 185 male) were selected by random cluster sampling method. Data were gathered through School Bonding Scale and the School Bullying Scale and then they were analyzed by using variance analysis and multiple regression analysis methods. Result showed that there was a negative and significant correlation between school bonding and three dimensions of bullying (bullying perpetration, bullying victimization, bullying perpetration/bullying victimization). The results of multivariate regression analysis showed that the school bonding could predict school bullying. Also, the results of analysis of variance (ANOVA) indicated that there was a significant difference between gender and school bullying, namely the malestudents displayed significantly higher levels of bullying perpetration, bullying victimization, bullying perpetration / bullying victimization, than their female counterparts. The findings demonstrated that strengthen school bonding have a significant impact on the reduction of students' bullying.
