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  3. Investigating the relationship between cognitive styles (novice or receptive-novice or exploratory) with delayed gratification and academic procrastination of male high school students in Abdanan city

Investigating the relationship between cognitive styles (novice or receptive-novice or exploratory) with delayed gratification and academic procrastination of male high school students in Abdanan city

Number of pages: 90 File Format: word File Code: 29882
Year: 2014 University Degree: Master's degree Category: Psychology
Tags/Keywords: Academic procrastination - Acceptor - Cognitive styles - Delayed academic consent - Innovative or researcher - neo-oriented - Nugriz - Reluctant or receptive - the researcher
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  • Summary of Investigating the relationship between cognitive styles (novice or receptive-novice or exploratory) with delayed gratification and academic procrastination of male high school students in Abdanan city

    Master's thesis in the field of educational psychology (M.A)

    Abstract:

    The present research aims to determine the relationship between cognitive styles (novice or receptive-novice or researcher) with delayed satisfaction and academic procrastination of secondary school male students in 1992-1993, and the predictor variable is cognitive styles and the criterion variable is delayed satisfaction and academic procrastination. The research method in this research is descriptive (correlation) of survey type. The statistical population of the present study included all male high school students studying in the public high schools of Abdanan city in the academic year of 2012-2013. According to Morgan's table, the sample studied in this research was 270 students who were selected by sampling. The tools of the present research are: "KAI" cognitive style questionnaire (Kerton, 1967), academic procrastination questionnaire (Tuckman, 1991) and academic satisfaction delay (Anbari et al., 2013). Then the collected data were analyzed using statistical methods of correlation coefficient, regression and analysis of variance. The results of the research showed that at the same time as the cognitive style of innovative or accepting and innovative or researcher increases, the delay of satisfaction and academic procrastination of students also increases and vice versa. Academic. 1-1 Introduction: Understanding many human behaviors is very difficult due to its complexity and is one of the concerns of psychologists and researchers, who try to discover the cause and origin of human behavior due to the sensitivity of the discipline. One of these complex behaviors is procrastination [1]. Procrastination or postponing things to the future is a habit that exists in many people to the extent that researchers believe that this feature is an innate human tendency. Procrastination is an action that, at first glance, aims to make life pleasant, but in most cases, it has no other consequences except stress, confusion, and successive failures, and it should be noted that procrastination is not always a problem, but in most cases, it can bring adverse and irreparable consequences by hindering progress and not reaching goals (Steel [2], 2007).

    Dembnotti [3] (2010) believes that separating and dividing types of procrastination is a subjective matter and in practice these cases overlap a lot; In his opinion, the division of types of procrastination is for ease of understanding and is only a subjective matter, and the possibility of the existence of all of what we call types of procrastination exists in people. What has caused the creation of a concept as types of procrastination is the difference in the cognitive, emotional and behavioral components that procrastinators have. Due to its complexity, cognitive, emotional and behavioral components, procrastination has various manifestations, which include: general procrastination, decision-making procrastination, neurotic procrastination, obsessive procrastination, and academic procrastination. Cognitive style includes personality traits that make people different from each other. Also, stylistic refers to the way of receiving, storing, processing and transmitting information by a person. Saif (2006) believes that learning style refers to how the learner learns, not how well he learns. For this reason, learning styles are one of the important sources of individual differences in explaining academic performance, which are not related to people's talents and abilities, but are related to how people prefer to use these abilities. There are many types of learning styles, among which cognitive learning styles are more important. Dichko and Crawford [4] (2006) state that cognitive styles refer to the methods used by the learner to process information in learning new concepts and principles. Desimon [5], 19939 Milligram, Mitalm, Lonison [6] (1998) in the definition of procrastination write that procrastination is a characteristic and a behavioral defect that shows the form of putting off tasks and assignments and making a decision. Humiliation, difficulty in starting, anxiety and depression are affected (Farjad, 2015).Oliver and Disarbo [7] (1989) have defined academic satisfaction as the fit between the subjective evaluation of students with the various evaluated experiences and consequences of education. Therefore, according to them, academic satisfaction is influenced by students' overall satisfaction with their expectations. Another group of researchers, by defining satisfaction as how students perceive their learning experiences, state that the existence of students with satisfactory experiences will lead to maintaining and improving their survival in the university. According to Lecher[8] (2010), the eight factors affecting academic satisfaction are: self-confidence; Satisfaction with curriculum, education and classes; satisfaction with the quality of teaching and teaching materials; Satisfaction with extracurricular activities and job opportunities; consent to participation; satisfaction with the quality of teaching and providing feedback by professors; Satisfaction with the amount of facilities and satisfaction with the quality and interactions of students. It should be noted that, according to Lecher, two dimensions of satisfaction with the quality of course content and students' participation have the least impact and self-confidence, extracurricular activities, job opportunities and teaching quality have the most impact on students' academic satisfaction.  There are many types of learning styles, among which cognitive learning styles are more important. (2004) Woolfolk [9] has defined cognitive styles as "different ways of receiving and organizing information". Cognitive style is one of the types of mental skills that have a special importance in learning. According to the modern theory of learning, cognitive style is a control process, an internal process based on which learners choose and change their methods of attention, learning, remembering and thinking. 1-2 Problem statement

    Postponement of consent [10] was first proposed by Michel [11] and colleagues (1965, quoted by Ayduk [12] and Michel 2000) based on their experiment, children act in two different ways in the field of reward selection. 1) Receiving rewards immediately but small and worthless 2) Receiving rewards with a time delay but large and valuable In this experiment, they found that with delaying gratification, that is, the ability and will of a person to delay immediate and low-value gratifications against delayed and valuable gratifications, there is a positive and meaningful relationship with the intelligence level of overcoming the temptation of stimuli, social responsibility, and the progress of preschool children (Michel et al., 1996). Because these studies are related to children. It can be doubted about the application of its results to the later development of the personality. Therefore, Michel et al. (1989; cited by Bimbenti [13], 2009) tested this question by relating children's gratification delay scores to their cognitive and social abilities in adolescence over a period of about ten years and showed that children who had the ability to delay gratification compared to children who did not have such skills in adolescence from They had higher self-control social and academic abilities. Also, Aydok et al. (2001, cited by Aydok et al. 2007) showed in a follow-up period after returning thirty years that young people who have the ability to delay gratification easily cope with stress and failures in life.

    Bementi (2008) delaying gratification helps students 1) to actively create knowledge 2) to focus on their assignments 3) with goals Follow the value. 4) achieve academic success; 5) prevent academic procrastination. Students who have the characteristic of delay in academic satisfaction use cognitive strategies such as expansion, organization, and metacognitive strategies such as self-monitoring planning and self-discipline, especially resource management strategies, including time management (Bementi et al., 2011). As it was said, the delay and academic satisfaction of students can prevent the occurrence of academic procrastination among them.

    Kerton (1967, 1989) identified the innovative cognitive style or accepting-modern-researcher as a way of restoring people from how to deal with change and developments. solving decision-making problems and using their creativity. This cognitive style basically refers to the existence of two decision-making and problem-solving styles in people.

  • Contents & References of Investigating the relationship between cognitive styles (novice or receptive-novice or exploratory) with delayed gratification and academic procrastination of male high school students in Abdanan city

    List:

    List of Content

    Page Title

    Chapter One: Research General

    1-1 Introduction. 12

    1-2 statement of the problem. 14

    1-3 research objectives: 17

    1-4 research questions. 18

    1-5 Research hypotheses: 19

    1-6 Importance and necessity of research: 20

    1-7 Theoretical and practical definition of concepts: 21

    Chapter two: Literature and research background

    2-1 Definition of learning. 24

    2-1-1 Definition of style. 26

    2-1-2 Definition of cognitive style. 27

    2-1-3 learning styles according to Kolb: 27

    2-1-3-1 divergent learning style 28

    2-1-3-2 absorbing learning style 28

    2-1-3-3 convergent learning style 29

    2-1-3-4 adaptive learning style 29

    2-1-4-types of cognitive styles. 30

    2-1-4-1 resistance to flexibility. 30

    2-1-4-2 Being conventional against individuality. 30

    2-1-4-3 conceptualization styles. 30

    2-1-4-4 Sectional styles. 30

    2-1-4-5 divergence versus convergence. 31

    2-1-4-6 Absorber vs. Adaptor 31

    2-1-4-7 Verbal vs. visual processor. 31

    2-1-4-8 Impulsive vs. reflective cognitive style. 31

    2-1-4-9 styles of cognitive complexity against cognitive simplicity. 32

    2-1-4-10 context-dependent and context-independent cognitive styles. 32

    2-2 Definition of procrastination. 34

    2-2-1 Types of procrastinators and their ranks. 36

    2-2-2 Features of work procrastination: 37

    2-2-3 Effects of work procrastination: 37

    2-2-4 Consequences of work procrastination: 38

    2-2-5 Examining the basic causes of work procrastination. 38

    2-2-6 Damages related to environmental negligence. 39

    2-2-7 Treatment of procrastination. 43

    2-3 Definition of consent. 45

    2-4 internal and external background of the research. 47

    Chapter three: research method

    3-2. Research method. 53

    3-3. Research area: 54

    3-3-1. Time area: 54

    3-3-2. Location area: 54

    3-3. Thematic area: 54

    3-4. Statistical population and statistical sample and sampling method: 54

    3-5. Data collection methods: 55

    3-6. Data analysis method: 57

    3-7. Validity and reliability of academic procrastination questionnaire. 57

    3-8. Validity and reliability of cognitive style questionnaire. 59

    Chapter Four: Data Analysis

    4-2. Examining the individual characteristics of students: 63

    4-2-1.  Examining the father's education of the 63 sample people

    Table 1-4: Examining the people of the sample group based on the education of the 63 father

    Chart 4-1: Pie chart of the survey of the sample people based on the education of the father: 63

    4-2-2. Examination of the mother's education of the sample 64

    Table 4-2: Examination of the sample group according to the mother's education: 64

    Chart 4-2: Pie chart of the examination of the sample according to the mother's education: 64

    4-2-3. Examining the economic status of the family of sample people: 65

    Table 4-3: Examining the people of the sample group based on the family economy: 65

    Chart 4-3: Pie chart of the study of sample people based on the family economy: 65

    Table 4-4: Descriptive statistics of the research variables. 66

    Table 4-5: Checking the status of normality. 66

    b) Examining the research hypotheses: 67

    The main research hypothesis: 67

    Table 6-4: A comparison table between the cognitive style of innovative or receptive and innovative or researcher with delayed gratification and academic procrastination of students. 67

    First partial hypothesis: 68

    Table 7-4: Comparison table between avoidant or accepting cognitive style with delayed academic satisfaction in students 68

    Second partial hypothesis: 69

    Table 4-8: Comparison table between avoidant or accepting cognitive style with academic procrastination of students 69

    Partial hypothesis Third: 70

    Table 9-4: Comparative table between modernist or researcher cognitive style with delayed academic satisfaction of students. 70

    Fourth Partial Hypothesis: 71

    Table 10-4- Comparative table between innovative or researching cognitive style with students' academic procrastination 71

    Chapter Five: Discussion and Conclusion

    5-2-1- Results of individual characteristics of the sample group: 75

    5-2-3- Results of research hypotheses: 75

    A) Examining the main research hypothesis: 75

    B) Examining partial research hypotheses: 76

    5-4- Limitation. 70

    Fourth Partial Hypothesis: 71

    Table 10-4- Comparative table between innovative or researching cognitive style with students' academic procrastination 71

    Chapter Five: Discussion and Conclusion

    5-2-1- Results of individual characteristics of the sample group: 75

    5-2-3- Results of research hypotheses: 75

    A) Examining the main hypothesis of the research: 75

    B) Examining the minor hypotheses of the research: 76

    4-5-Limitations of the research: 79

    5-5- Research proposals: 81

    Research-based proposals: 81

    Proposals for future research: 82

    Resources. 83

    Appendices: 88

    Academic Consent Questionnaire. 88

    Academic procrastination questionnaire. 90

    Cognitive style questionnaire. 91

    Source:

    Sources

     

    Asadzadeh, Hassan (2011). Cognitive style, academic excitement and academic performance in students; Quarterly Journal of Research in Educational Systems. Comparison of learning styles (depending on the context and unrelated to the context) of students and students of the humanities and mathematics departments of schools and universities in Tehran. Education Quarterly, 4, 59-80. Namian, Sara; Hosseinchari, Massoud (1390). Explanation of students' academic procrastination based on religious beliefs and core of control.

    Nasrabadi, Hasan Ali Bakhtiar; Mousavi, Setare, Kaveh Farsan, Zabihullah (2011). The role of critical thinking attitude and cognitive learning styles in predicting the academic progress of medical students. Iranian Journal of Education in Medical Sciences/ July 2013.

    Solimannejad, Akbar; Hosseini Nasab, Siddavoud (1391). The interactive effect of teaching self-regulation strategies and students' cognitive styles on math problem solving performance. The Journal of Teaching and Learning Studies, Fourth Period, Number Two, Autumn and Winter 2013. Serial 2/63.

    Edraki, Mitra; Rambad, Masoume; Abdoli, Rooh Elah (2010). Relationship between satisfaction with education and academic achievement in nursing students. Iranian Journal of Education in Medical Sciences/Spring 2013.

    Amdi, Nasehuddin Abolfath Abdulwahid bin Mohammad. Gharral al-Hukm and Darr al-Kalam, translated and researched by Seyyed Hashem Rasouli Mahalati. Qom. Islamic culture publishing office. 1380. Ch3.

    Emaduddin Abi Jafar Muhammad Ibn Abi Al-Qasim, Al-Tabari, Bashara Al-Mustafi Lashia Al-Mortaza, Qom: Al-Nashar al-Islami Institute, 1420, p. 342, H. 36.

    Alice Albert and William James Nall, The Psychology of Procrastination, translated by Mohammad Ali Farjad, Tehran, Omid Institute, 1385. 19.

    Nahj al-Balagheh, Aphorisms, translated by Seyyed Jafar Shahidi, Scientific and Cultural Publications, Tehran, 1380, ch 18, no. 175, p. 392.

    Bless, Advance/ a new step-by-step method to reduce delays. Psychology of laziness. Translated by Mahdi Karacheh Daghi. 1374. Yasman Publications.

    Ardebili, Morteza. 1376. Factors of success in education for middle school and high school students. Neshar Madrasa.

    Jaafari, Ali. 1381. Methods of academic success. Neshra Jamat.

    Ganji, Hamzeh. 1374. General psychology. Neshar Dana. And no, m. (1388). Prediction of behavioral procrastination and decision-making according to metacognitive beliefs in students. Iranian Journal of Psychiatry and Clinical Psychology

     

    Ayduk, O., Mendoza-Denton, R., Mischel, W., Downey, G., Peake, P. K., and Rodriguez, M. (2000). Regulating the interpersonal self: Strategic self-regulation for coping with rejection sensitivity. J. Pers. Soc. Psychol. 79(5): 776–792.

     

    Ayduk, O., Rodr?´guez, M. L., Mischel, W., Shoda, Y., & Wright, J. (2007). Verbal intelligence and self-regulatory competencies: joint predictors of boys' aggression. Journal of Research in Personality, 14(2), 374– 388.

     

    Bembenutty, H. (2009). Academic delay of gratification, self-regulation of learning, gender differences, and expectancy-value. Personality and Individual Differences, 46, 347-352. Bembenutty, H. (2007). Self-regulation of learning and academic delay of gratification: Gender and ethnic differences among college students. Journal of Advanced Academics, 18(4), 586–616.

     

    Bembenutty, H. (2010). Academic delay of gratification, self-efficacy, and time management among academically unprepared college students. Psychological Reports, 104,613-623.

     

    Bembenutty, H., & Karabenick, S. A. (2003). Academic delay of gratification, future goals, and self-regulated learning. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, and April 21–25.

     

    Winters, F., Azevedo, R., & Levin, D. (2004).

Investigating the relationship between cognitive styles (novice or receptive-novice or exploratory) with delayed gratification and academic procrastination of male high school students in Abdanan city
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