دوره 23، شماره 4 - ( زمستان 1396 )                   جلد 23 شماره 4 صفحات 438-453 | برگشت به فهرست نسخه ها


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Lariche Z, Haghayegh S A. The Comparison of Executive Functions, Risk Behaviors, and Academic Motivation Among Adolescents With Chronology Type Morningness and Eveningness. IJPCP. 2018; 23 (4) :438-453
URL: http://ijpcp.iums.ac.ir/article-1-2586-fa.html
لاریچه زهرا، حقایق سید عباس. مقایسه کارکردهای اجرایی، رفتارهای پرخطر و انگیزه تحصیلی بین نوجوانان با تیپ های زمانی صبحگاهی و شامگاهی. مجله روانپزشكي و روانشناسي باليني ايران. 1396; 23 (4) :438-453

URL: http://ijpcp.iums.ac.ir/article-1-2586-fa.html


1- دانشجوی کارشناسی ارشد گروه روانشناسی ، واحد نجفآباد، دانشگاه آزاد اسلامی، نجفآباد، ایران
2- دکترای روانشناسی، استادیار گروه روانشناسی ، واحد نجفآباد، دانشگاه آزاد اسلامی، نجفآباد، ایران ، E-mail: abbas_haghayegh@yahoo.com
چکیده:   (551 مشاهده)
اهداف تیپهای زمانی در برخی از شاخصهای روانشناختی افراد تأثیر چشمگیری دارد. این پژوهش با هدف مقایسه کارکردهای اجرایی، رفتارهای پرخطر و انگیزه تحصیلی بین نوجوانان با تیپهای زمانی صبحگاهی و شامگاهی اجرا شد.
مواد و روشها طرح پژوهشی از نوع مقایسهای بود. جامعه آماری آن را تمامی دانشآموزان دورهی متوسطه دوم مشغول به تحصیل در سال تحصیلی 95-94 شهر اصفهان تشکیل میدادند. نمونهگیری- به شیوه نمونهگیری در دسترس- در دو مرحله انجام شد. در مرحله اول 320 نفر از دانشآموزان که موافق شرکت در پژوهش بودند، انتخاب شدند و از آنها خواسته شد به پرسشنامه صبحگاهیشامگاهی هورن و استبرگ پاسخ دهند. در مرحله دوم، 106 نفر که در دو تیپ زمانی صبحگاهی یا شامگاهی قرار داشتند (بر اساس نمره آنها) به عنوان نمونه نهایی پژوهش انتخاب شدند. ابزار استفادهشده در این پژوهش پرسشنامه صبحگاهیشامگاهی هورن و استبرگ،پرسشنامه مقیاس خطرپذیری نوجوانان ایرانی محمدی و همکاران، پرسشنامه انگیزش پیشرفت تحصیلی عبدخدایی و آزمون دستهبندی کارتهای ویسکانسین برگ و همکاران بود. دادههای جمعآوریشده با استفاده از نسخه 21 نرمافزار SPSS و آزمونهایt مستقل و یو-من-ویتنی تحلیل شدند.
یافتهها نتایج نشان داد بین برخی از شاخصهای آزمون ویسکانسین شامل خطای درجاماندگی و پاسخهای نادرست دو گروه تفاوت معناداری وجود دارد (05/0P<). بین دیگر شاخصهای کارکردهای اجرایی تفاوت معناداری مشاهده نشد. نتایج همچنین نشان داد بین رفتارهای پرخطر و ابعاد آن و انگیزه تحصیلی نوجوانان دارای تیپهای صبحگاهی و شامگاهی تفاوت معناداری وجود دارد (05/0P<).
نتیجهگیری نتایج بهدستآمده حاکی از این است که نوجوانان تیپ زمانی صبحگاهی در ابعاد کارکردهای اجرایی(خطای درجاماندگی و پاسخهای نادرست) و انگیزه تحصیلی در مقایسه با نوجوانان تیپ شامگاهی عملکرد بهتری دارند و رفتارهای پرخطر آنها کمتر است.
 
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نوع مطالعه: پژوهشي اصيل | موضوع مقاله: عمومى
دریافت: ۱۳۹۵/۷/۲۵ | پذیرش: ۱۳۹۵/۱۱/۳۰ | انتشار: ۱۳۹۶/۱۰/۱۱

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