با همکاری مشترک دانشگاه پیام نور و انجمن عصب روان‌شناسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران.

2 استادیار، گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران

10.30473/clpsy.2026.75498.1801

چکیده

پژوهش حاضر با هدف مدلیابی عوامل شناختی مؤثر بر رفتارهای آسیب‌رسان تحصیلی در دانشجویان با تسلط نیمکره‌های چپ و راست مغز انجام شد. این تحقیق توصیفی–همبستگی بر روی ۲۵۷ دانشجوی دانشگاه پیام نور مرکز شیراز که به روش نمونه‌گیری تصادفی انتخاب شدند، صورت گرفت. ابزار گردآوری داده‌ها شامل آزمون تشخیص نیمکره فعال مغز راجر دابلیو، پرسشنامه رفتارهای آسیب‌زای تحصیلی کشکولی و همکاران (۱۴۰۰)، پرسشنامه نشخوار فکری انتقادی شاهیان و همکاران (۱۴۰۳) و پرسشنامه توجه آگاهانه کوری و همکاران (2022) بود و داده‌ها با مدل معادلات ساختاری و نرم‌افزارهای SPSS و AMOS تحلیل شدند. نتایج نشان داد توجه آگاهانه تأثیر منفی و معناداری بر نشخوار خودانتقادی و رفتارهای آسیب‌زای تحصیلی دارد و نشخوار خودانتقادی نیز تأثیر مثبت و معناداری بر رفتارهای آسیب‌زای تحصیلی نشان می‌دهد. همچنین، رفتارهای آسیب‌زای تحصیلی تأثیر مثبت و معناداری بر بی‌صداقتی، اهمال‌کاری، نقض قوانین و نافرمانی مقابله‌ای تحصیلی داشت. در نهایت مشخص شد که اگرچه عوامل شناختی در دانشجویان با تسلط نیمکره چپ و راست تفاوت معناداری ندارند، اما دانشجویان با تسلط نیمکره چپ بیشتر درگیر رفتارهای آسیب‌رسانی مانند بی‌صداقتی تحصیلی هستند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Modeling Cognitive Factors Affecting Academic Damaging Behaviors in Students with Left- and Right-Hemisphere Dominance

نویسندگان [English]

  • saeed talebi 1
  • Saeid Mazloumian 1
  • Seyed Javad hashemi ardakani 2

1 2. Associate Prof. Faculty of Educational Sciences, Payame Noor University, Tehran, Iran.

2 Assistant Professor, Department of Psychology and Educational Sciences, Payame Noor University, Tehran, Iran

چکیده [English]

Objective: The present study aimed to model the cognitive factors influencing academically harmful behaviors in students with left- and right-brain dominance.
Method: This research is descriptive-correlational. The statistical population included all students at Payame Noor University, Shiraz Center. Using the Krejcie-Morgan table and random sampling, a sample of 257 students was selected. Data were collected through Roger W.’s Brain Hemisphere Dominance Test and standardized questionnaires on academically harmful behaviors (Kashkooli et al., 2021), critical self-reflective rumination (Shahian et al., 2024), and mindful attention (Kori et al., 2022). Data were analyzed using structural equation modeling with SPSS and AMOS software.
Findings: The results showed that mindful attention has a direct negative effect on critical self-reflective rumination and academically harmful behaviors. In addition, critical self-reflective rumination directly increases academically harmful behaviors. Furthermore, academically harmful behaviors directly contribute to academic dishonesty, academic procrastination, violation of academic rules, and oppositional academic defiance.
Conclusion: There is no significant difference in the impact of cognitive factors on academically harmful behaviors between students with left- and right-brain dominance. However, the influence of academically harmful behaviors on academic dishonesty is significant, indicating that students with left-brain dominance are more involved in harmful behaviors such as academic dishonesty.

کلیدواژه‌ها [English]

  • Keywords: Academically harmful behaviors
  • Brain hemispheres
  • Critical self-reflective rumination
  • Mindful attention
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