دوره 23، شماره 4 - ( زمستان 1396 )                   جلد 23 شماره 4 صفحات 437-424 | برگشت به فهرست نسخه ها


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1- گروه روانشناسی بالینی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران ، E-mail: hosseinzadeh.yahya@gmail.com
2- گروه روانشناسی بالینی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
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اهداف اضطراب امتحان، مشکل مهم آموزشی در میان دانشآموزان و دانشجویان سراسر جهان است. هدف از پژوهش حاضر بررسی رابطه اهمالکاری رفتاری، اهمالکاری تصمیمگیری و اجتناب شناختی با مؤلفههای اضطراب امتحان در دانشجویان دانشگاه شهید چمران اهواز است.
مواد و روشها پژوهش حاضر، مطالعهای پیمایشی و از نوع همبستگی است. نمونه این پژوهش شامل 200 نفر از دانشجویان دانشگاه شهید چمران اهواز هستند که بهصورت خوشهای چندمرحلهای انتخاب شدند. برای گردآوری دادهها از مقیاس اهمالکاری عمومی لای، مقیاس اهمالکاری تصمیمگیری مان، پرسشنامه اجتناب شناختی سکستون و پرسشنامه اضطراب امتحان فریدمن استفاده شد. در این پژوهش بهمنظور تحلیل دادهها از همبستگی متعارف و رگرسیون چندگانه استفاده شد. دادهها با استفاده از نگارش 17 نرمافزار SPSS تحلیل شدند.
یافتهها یافتهها نشان دادند ترکیب خطی مؤلفههای اضطراب امتحان را میتوان با ترکیب خطی متغیرهای پیشبین، پیشبینی کرد. بر اساس نتایج تحلیل رگرسیون، اهمالکاری رفتاری و تصمیمگیری بهطور معناداری پیشبینیکننده تحقیر اجتماعی (001/0>P، 238/0=β و 001/0>P، 302/0=β) و خطای شناختی (001/0>P، 381/0=β و 006/0>P، 204/0=β) در دانشجویان بودند. همچنین، اهمالکاری رفتاری و اجتناب شناختی پیشبینیکننده تنیدگی (001/0>P، 314/0=β و 002/0>P، 246/0=β) بودند.
نتیجهگیری از آنجا که متغیرهای مذکور نقش مؤثری در اضطراب امتحان دارند، ضروری است دانشگاهها توجه بیشتری به عوامل تأثیرگذار بر کاهش اهمالکاری و اجتناب شناختی داشته باشند تا از این طریق اضطراب امتحان کاهش یابد.
 
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نوع مطالعه: پژوهشي اصيل | موضوع مقاله: روانپزشکی و روانشناسی
دریافت: 1395/6/28 | پذیرش: 1396/1/26 | انتشار: 1396/10/11

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