تأثیر مؤلفه‌های ذهن‌آگاهی برنشخوار فکری و تعلل‌ورزی تحصیلی در دانشجویان دانشگاه بوعلی‌سینا

دانش و پژوهش در روان شناسی کاربردی

مقاله 11، دوره 22، شماره 3 - شماره پیاپی 84، آذر 1400، صفحه 129-140   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsrp.2020.583300.1655

نویسندگان

ابوالقاسم یعقوبی^{* 1}؛ فرشته مطهری فر²

¹استاد گروه روانشناسی، دانشکده علوم اقتصادی واجتماعی، دانشگاه بوعلی سینا، همدان،ایران.

²کارشناسی ارشد روانشناسی تربیتی، دانشگاه بوعلی سینا، همدان،ایران.

چکیده

این پژوهش با هدف تعیین تأثیر مؤلفه­های ذهن­آگاهی بر نشخوار فکری و تعلل­ورزی تحصیلی انجام شد. روش پژوهش، توصیفی از نوع همبستگی بود. جامعۀ آماری شامل تمامی دانشجویان مقطع کارشناسی دانشگاه بوعلی­سینا همدان بود که  367 دانشجو به شیوۀ نمونه­گیری تصادفی طبقه­ای نسبتی از میان آنها انتخاب شدند. برای گردآوری اطلاعات از پرسش­نامه­های تعلل­ورزی تحصیلی Solomon & Rothblum, 1984))، نشخوار فکریYousefi, 2008) )، مقیاس پنج وجهی ذهن‌آگاهی (Baer et al., 2006) استفاده شد. داده های به‌دست آمده با استفاده از روش تحلیل رگرسیون چندمتغیری  مورد تجزیه و تحلیل قرار گرفتند. نتایج به دست آمده نشان داد که  مؤلفه­های ذهن­آگاهی قادرند تغییرات نشخوار فکری و تعلل­ورزی تحصیلی را پیش­بینی کنند (01/0 p<) و  همچنین بین مؤلفه­های ذهن­آگاهی با نشخوار فکری و تعلل­ورزی تحصیلی رابطۀ معناداری وجود دارد (01/0 p<). بر اساس نتایج پژوهش، ذهن­آگاهی باعث عدم محوریت ذهن فرد نسبت به الگوهای فکری تکراری و کاهش نشخوار ذهنی می‌گردد و با نگه داشتن ذهن فرد در زمان حال از به وجود آمدن تعلل­ورزی در انجام کارها جلوگیری می‌کند. نشخوار فکری نیز با مرور افکار ذهنی بی فایده، انگیزۀ انجام به‌موقع کارها را گرفته و باعث تعلل‌ورزی می­شود.

کلیدواژه‌ها

"تعلل ورزی تحصیلی"؛ "مؤلفه های ذهن آگاهی"؛ "نشخوار فکری"؛ "دانشجویان"

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