2019年设拉子医科大学手术室学生学业拖延与情商、自我效能感的相关性研究

Farnoush Azizi, Azadeh Amiri, Mehrdad Rohaninasab, Maryam Paran
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引用次数: 0

摘要

背景与目的:学业拖延会对学生的教育、交流、健康和职业前景产生不利影响。因此,认识影响学生学习拖延症的因素是必要的。摘要本研究旨在探讨设拉子医科大学手术室学生学业拖延与情绪智力和自我效能的关系。方法:对设拉子医科大学95名手术室学生进行描述性横断面相关研究。数据收集工具包括人口统计信息问卷、学业拖延问卷、Scherer一般自我效能感量表和schutte自我报告情商量表。采用SPSS软件21版对数据进行单因素方差分析、Pearson相关系数分析和同时多元回归分析。结果:学业拖延、自我效能感和情绪智力的平均±·SD评分分别为20.6±··8.7、63.1±··9.3和119.2±···17.6。学业拖延与自我效能(P→= 0.001,r→= -0.339)、情绪智力(P→= - 0.007,r→= -0.276)呈显著负相关。回归分析结果显示,基于自我效能感的学业拖延预测模型显著(P = 0.035)。学业拖延与情绪智力的关系不显著(P = 0.474)。结论:本研究结果显示,高自我效能感和高情商的学生学业拖延现象较少。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Investigating the Correlation Between Academic Procrastination With Emotional Intelligence and Self-efficacy in Operating Room Students of Shiraz University of Medical Sciences in 2019
Background and Objectives: Academic procrastination can have an adverse effect on students' educational, communicational, health, and career prospects. Therefore, recognizing the factors affecting academic procrastination among students is essential. The aim of this study was to determine the correlation between academic procrastination with emotional intelligence and self-efficacy among operating room students of Shiraz University of Medical Sciences. Methods: This descriptive cross-sectional correlational study was performed on 95 operating room students of Shiraz University of Medical Sciences. Data collection tools included demographic information questionnaires, academic procrastination questionnaire, Scherer general self-efficacy scale and schutte self-report emotional intelligence scale. Data were analyzed using one-way analysis of variance, Pearson correlation coefficient and simultaneous multiple regression by SPSS software version 21. Results: The Mean±‌SD scores of academic procrastination, self-efficacy and emotional intelligence were 20.6±‌8.7, 63.1±‌9.3 and 119.2±‌17.6, respectively. There was a significant and inverse correlation between academic procrastination with self-efficacy (P‌=‌ 0.001, r‌=‌ -0.339) and emotional intelligence (P‌=‌0.007, r‌=‌ -0.276). The results of regression analysis showed that the model of predicting academic procrastination based on self-efficacy is significant (P‌=‌0.035). Academic procrastination based on emotional intelligence was not significant (P‌=‌0.474). Conclusion: The results of this study show that academic procrastination is less among students with higher self-efficacy and emotional intelligence.
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