الإسهام النسبيّ للعزو السَّبَبِـيّ والتَّلَكُّؤ الأكاديميّ بقلق المستقبل لدى طلبة الجامعة الـمُتَوَقَّع تَخَرُّجهم

المؤلفون

DOI:

https://doi.org/10.35516/Hum.2026.9361

الكلمات المفتاحية:

العزو السَّبَبِـيّ، التَّلَكُّؤ الأكاديميّ، قلق المستقبل، الطلبة الـمُتَوَقَّع تَخَرُّجهم.

الملخص

الأهداف: هدفت الدراسة إلى تعرف القدرة التَّنَـبُّؤيَّة للعزو السَّبَبِـيّ والتَّلَكُّؤ الأكاديميّ بقلق المستقبل لدى الطلبة الـمُتَوَقَّع تَخَرُّجهم من جامعة الجوف بالمملكة العربيَّة السُّعُوديَّة من عينة الدراسة.

المنهج: واستُخْدِمَت المنهجيَّة الوصفية الارتباطية، كما استُخْدِم مقاييس الدراسة الحالية وهي: مقاييس العزو السَّبَبِـيّ والتَّلَكُّؤ الأكاديميّ وقلق المستقبل، وطُبِّقت الدراسة الحالية على عيّنة من الطلبة الـمُتَوَقَّع تَخَرُّجهم، وقد بلغ عددهم (480) طالبًا وطالبة تم اختيارهم بطريقة العينة العشوائية البسيطة.

النتائج: أشارت النتائج إلى وجود علاقة ارتباطيَّة دالة إحصائيا سالبة بين العزو السَّبَبِـيّ (الداخلي المستقر والداخلي غير المستقر والخارجي المستقر) مع قلق المستقبل بينما كان هناك ارتباط موجب بين العزو الخارجي غير المستقر والتلكؤ الأكاديمي مع قلق المستقبل، كما أشارت النتائج إلى أنَّ معظم أبعاد العزو السَّبَبِـيّ والتَّلَكُّؤ الأكاديميّ تتنبَّأ بقلق المستقبل، حيث تبين أن معامل التحديد للعزو الداخلي غير المستقر والعزو الخارجي المستقر والعزو الخارجي غير المستقر والتلكؤ الأكاديمي تتنبأ بقلق المستقبل على الترتيب (7%، 3%، 24%، 32%) بينما لم يكن هناك دلالة للعزو الداخلي المستقر بقلق المستقبل، كما تبين أنَّ العزو السَّبَبِـيّ المرتبط الخارجي غير المستقرّ يختلف تبعًا لجنس الطالب ولصالح الذكور.

الخلاصة: وبناءً على النتائج أوصت الدراسة ببعض التوصِيَات منها: ضرورة الاستفادة من أبعاد العزو السَّبَبِـيّ الداخلي المستقر وغير المستقر والتَّلَكُّؤ الأكاديميّ لتخفيض قلق المستقبل لدى الطلبة الـمُتَوَقَّع تَخَرُّجهم.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

المراجع

Abu Hammour, R., & Al-Safasfa, M. (2023). Career future anxiety and its relationship to social responsibility among students expected to graduate from Mu'tah University (in Arabic). International Journal of Educational and Psychological Studies, 12(1), 194–207. https://doi.org/10.31559/EPS2023.12.1.11

Adili, N., & Al-Zaghoul, R. (2005). A causal model of the relationships between causal attribution of behavior, learned helplessness, and academic adjustment (in Arabic). Jordanian Journal of Educational Sciences, 3(11), 331–343.

Al Shehri, A. (2022). Analysis of the academic procrastination scale vocabulary using classical measurement theory and item response theory for the statistics course among university students (in Arabic). Umm Al-Qura University Journal of Educational and Psychological Sciences, 14(4), 86–103.

Al-Dars, A. (2018). Academic procrastination and its relationship to academic self-efficacy and professional future anxiety among female students of the Special Education Division of the College of Early Childhood Education (in Arabic). Journal of the Faculty of Education, 71(3), 613–673.

Al-Gharib, J., Al-Mulla, S., & Bakr, M. (2016). The relationship between anxiety and causal attribution to players of some sports activities in the State of Kuwait (in Arabic). Scientific Journal of Physical Education and Sports Sciences, 77, 128–144.

Al-Kaabi, A. (2021). Academic procrastination among students at the College of Education for Humanities (in Arabic). Journal of Human Sciences, 28, 1–9.

Al-Omari, A. (2018). Causal attribution and its relationship to academic procrastination among a sample of students from the College of Science and Arts in Al-Mikhwah (in Arabic). Journal of the Faculty of Education, Assiut University, 34(11), 150–181.

Al-Sharif, B., & Al-Ahmadi, N. (2017). Determinants of academic procrastination among students at the Islamic University of Medina: A predictive study (in Arabic). Arab Studies in Education and Psychology, 90, 329–352.

Al-Suwail, N. (2024). Differences between newly married and non-newly married women in future anxiety and psychological happiness at King Saud University (in Arabic). Arab Studies in Education and Psychology, Arab Educators Association, 149, 23–46.

Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying. Journal of Cognitive and Behavioral Psychotherapies, 13(1), 55–74. https://psycnet.apa.org/record/2013-13923-004

Barlow, D. (2000). Unraveling the mysteries of anxiety and its disorders from the perspective of emotion theory. American Psychologist, 55, 1247–1263. https://pubmed.ncbi.nlm.nih.gov/11280938

Bilal, N. (2021). Future anxiety and its relationship to academic achievement motivation among university students about to graduate: A field study on a sample of students in the Tamda-Tizi Ouzou university district (in Arabic). Journal of Social Sciences, 15(1), 96–108.

Boujemaa, H. (2023). Future anxiety and its relationship to mental health among a sample of students at the University of Bouira (in Arabic). Journal of Social Sciences, 17(1), 35–49.

Brahimi, Sh., & Boumazzouza, N. (2023). Future anxiety and its relationship to the quality of life of university students (in Arabic). Al-Hikma Journal for Philosophical Studies, Kunooz Al-Hikma Foundation for Publishing and Distribution, 1, 1–16.

Britt, T., & Garrity, M. (2006). Attribution and personality as predictors of roadrage response. Journal of Social Psychology, 45, 137–147. https://doi.org/10.1348/014466605X41355

Cao, L. (2012). Examining ‘active’ procrastination from a self-regulated learning perspective. Educational Psychology, 32(4), 515–545. https://doi.org/10.1080/01443410.2012.663722

Chu, A., & Choi, J. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance. Journal of Social Psychology, 145, 245–264. https://doi.org/10.3200/SOCP.145.3.245-264

Gale, C., & Ian, J. (2008). Locus of control at age 10 years and health outcomes and behaviors at age 30 years: The 1970 British cohort study. Psychosomatic Medicine, 70, 397–403. https://doi.org/10.1097/PSY.0b013e31816a719e

Gendron, A. (2011). Active procrastination, self-regulated learning, and academic achievement in university undergraduates (Master’s thesis, University of Victoria).

Gueorguieva, J. (2011). Procrastinator: A measurement of types (Doctoral dissertation, University of Illinois, Chicago). http://www.sage-ereference.com/organization/artical_n29.html

Hamouda, M., & Kahol, S. (2020). Causal attribution and its relationship to learner helplessness behavior considering the achievement variable: A field study on secondary school students (in Arabic). Journal of Psychological and Educational Studies, 13(1), 432–455.

Jaballah, A. (2017). Academic procrastination is a result of the contribution of the Big Five personality factors and the interactions of each of the variables of Internet addiction and some demographic variables in a sample of university students (in Arabic). Journal of Al-Quds Open University for Educational and Psychological Research and Studies, 6(19), 75–100.

Jackson, B., Sellers, R., & Peterson, C. (2002). Pessimistic explanatory style moderates the effect of stress on physical illness. Journal of Personality and Individual Differences, 32, 567–573. https://doi.org/10.1016/S0191-8869(01)00061-7

Katrin, B., Stefan, F., Claudia, H., & Manfred, H. (2012). Procrastination in a distance university setting. Distance Education, 33(3), 295–310. https://doi.org/10.1080/01587919.2012.723165

Martinko, M. (2009, March 11). Attributional theory. In International Encyclopedia of Organization Studies. SAGE Publications.

Mary, C. (2009). Applying explanation style to academic procrastination. Journal of Research in Psychology, 20, 107. https://www.semanticscholar.org/paper

Masilhi, A., & Al-Husseini, N. (2004). Academic procrastination among students and its relationship to some psychological variables. Journal of the Faculty of Education, 126(1), 55–143.

Moftah, R. (2021). Future anxiety and its relationship to the level of ambition among a sample of students completing secondary education in the Tarhuna region (in Arabic). Al-Zaytoonah University Journal, 38, 1–24.

Moline, R. (1990). Future anxiety: Clinical issues of children in the latter phases of foster care. Child and Adolescent Social Work Journal, 7(6), 501–512. https://link.springer.com/article/10.1007/BF00756080

Othman, A. (2022). Building a future anxiety scale for swimming academies teachers (in Arabic). Scientific Journal of Physical Education and Sports Sciences, 30(6), 1–32.

Petri, H., & Govern, J. (2004). Motivation (5th ed.). Wadsworth Thompson Company.

Rosário, P., Costa, M., Núñez, J.C., González-Pienda, J., Solano, P., & Valle, A. (2009). Academic procrastination: Associations with personal, school, and family variables. The Spanish Journal of Psychology, 12(1), 118–127. https://www.cambridge.org/core

Sakran, A. (2010). Factorial structure of procrastination behavior in academic tasks, its prevalence, justifications, and its relationship to achievement among secondary and intermediate school students in Asir region, Kingdom of Saudi Arabia. Journal of the Faculty of Education, Ismailia, 16, 1–70.

Shoshwan, A., & Barwal, M. (2022). Academic procrastination among social sciences students: An exploratory study at the University of Batna 1 (in Arabic). Journal of Introduction to Humanities and Social Studies, 7(1), 963–976.

Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 573–548. https://doi.org/10.1037/0033-295X.92.4.548

Wolters, C. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179–205. https://doi.org/10.1037/0022-0663.95.1.179

Yassin, H., & Ashour, R. (2019). Self-management as a psychological determinant of academic procrastination in university students (in Arabic). Journal of Scientific Research in Arts, 20(3), 265–282.

Zaleski, Z. (1996). Future anxiety: Concept, measurement, and preliminary research. Journal of Personality and Individual Differences, 21(2), 163–174. https://doi.org/10.1016/0191-8869(96)00070-0.

التنزيلات

منشور

2026-01-15

كيفية الاقتباس

Albarjas, K. K. (2026). الإسهام النسبيّ للعزو السَّبَبِـيّ والتَّلَكُّؤ الأكاديميّ بقلق المستقبل لدى طلبة الجامعة الـمُتَوَقَّع تَخَرُّجهم. دراسات: العلوم الإنسانية والاجتماعية, 53(6), 9361. https://doi.org/10.35516/Hum.2026.9361

إصدار

القسم

علم النفس
##plugins.generic.dates.received## 2024-10-17
##plugins.generic.dates.accepted## 2025-01-14
##plugins.generic.dates.published## 2026-01-15