تبیین اهمال‌‌‌کاری تحصیلی دانش‌آموزان متوسطه: یک مطالعه نظریه زمینه‌ای

پژوهش در برنامه ریزی درسی

مقاله 12، دوره 16، شماره 60، فروردین 1398، صفحه 173-193   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2019.546268

نویسندگان

سعید قره آغاجی¹؛ شهرام واحدی^{* 2}؛ اسکندر فتحی آذر²؛ یوسف ادیب²

¹دانشجوی دکتری روان‌شناسی تربیتی گروه علوم‌تربیتی دانشکده علوم‌تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران.

²استاد گروه علوم تربیتی دانشکده علوم تربیتی و روان‌شناسی دانشگاه تبریز، تبریز، ایران.

چکیده

اهمال‌کاری تحصیلی یکی از پدیده‌های رایج در بین دانش‌آموزان است. عوامل متعددی با این پدیده ارتباط دارند. پژوهش فعلی با هدف طراحی الگوی مفهومی اهمال‌کاری تحصیلی بر اساس تجارب بی‌واسطة دانش‌آموزان درگیر این پدیده انجام شد. پژوهش حاضر از نوع کیفی و نظریه زمینه‌ای بود. مشارکت‌کنندگان در پژوهش 30 نفر از دانش‌آموزان دورة دوم متوسطه نواحی پنج‌گانه شهر تبریز بودند که به‌روش نمونه‌گیری هدفمند و نظری انتخاب شدند. برای جمع‌آوری اطلاعات از روش مصاحبه نیمه‌سازمان‌یافته استفاده شد. تجزیه‌و‌تحلیل داده‌ها بر اساس الگوی Corbin و Straus صورت گرفت. نتایج پژوهش 33 مضمون فرعی و 12 مضمون اصلی را مشخص ساخت. طبقة مرکزی استخراج شده از مضامین، نگرش ابزاری به یادگیری بود. مضامین مطابق الگوی پارادایمی در حیطه‌های زمینه، فرایند و پیامد جای گرفتند. با ترسیم ماتریس شرطی- پیامدی و الگوی مفهومی پژوهش، مؤلفه‌های مرتبط با اهمال‌کاری تحصیلی دانش‌آموزان و چگونگی تعامل آن‌ها با یکدیگر مشخص گردید. حاصل کلی مطالعه حاضر این بود که نگرش ابزاری به یادگیری نقش حلقة رابط بین عوامل زمینه‌ای و فرایند را ایفا می‌کند. عوامل زمینه‌ای به‌واسطة نگرش ابزاری به یادگیری و همچنین عوامل فرایندی ضعف در برنامه‌ریزی، ضعف در مدیریت زمان و ذهن‌آگاهی پایین به تأخیر در انجام تکلیف می‌انجامند. تعلل‌ در انجام تکلیف دارای پیامدهای تحصیلی و عاطفی است.

کلیدواژه‌ها

اهمال‌کاری تحصیلی؛ الگوی مفهومی؛ دانش‏آموزان؛ نظریه زمینه‏ای

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