Journal of Iranian Cultural Research

Journal of Iranian Cultural Research

The Relationship between the Rate of the Use of Computer Games and Academic Procrastination: The Mediatory Role of Goal Orientation in Elementary School Students

Document Type : Scientific Research Manuscript

Authors
M. Alborzi 1
F. Khoshbakht 1
R. Doroudi 2
1 Associate Professor in Foundations of Education, School of Education and Psychology, Shiraz University, Fars, Iran
2 M.A Student of Early Education, School of Education and Psychology, Shiraz University, Fars, Iran
10.22035/jicr.2019.381
Abstract
This study intended to investigate the relationship between the rate of the use of computer games and elementary school students’ academic procrastination considering the mediatory role of goal orientation. To this end, using a multi-stage cluster sampling procedure, 213 male and female elementary school students (112 female and 101 male students) were selected from the two educational districts of Shiraz. The instruments used in the study included a questionnaire on Academic Procrastination (Savari, 2011), one on Goal Orientation (Elliott, 1999 and McGregor, 2001) and a researcher-made questionnaire on the time spent using computer games daily. Regarding the first two questionnaires, Cronbach's alpha method was used to estimate the reliability and validity of the correlations of the items with the dimensions and the correlation of the dimensions with the total score was also used. The obtained results confirmed the acceptable validity and reliability of the questionnaires. To evaluate the model, path analysis was utilized using SPSS 21 software. Results indicated that there was a negative and significant relationship between academic procrastination, mastery-oriented goal orientation and the rate of the use of computer games. Furthermore, the mastery-avoidance goal orientation was a positive and significant predictor of academic procrastination. However, there was not any statistically significant difference between male and female students in terms of the relationship between goal orientation (performance-oriented, performance-avoidance, mastery-oriented, and mastery-avoidance) and the rate of the use of computer games. Findings of the research indicated that there was a negative and significant relationship between academic proclivity and goal orientation-dominant and tenderness-performance. Also, the use of computer games predicted a positive and significant predictive of academic achievement and predicted a negative and significant predictive the mastery-avoidance goal orientation. Also, there was no significant difference between male and female students in terms of academic procrastination and goal orientation.
Keywords
academic procrastination
goal orientation
computer games
Subjects
Agha Tehrani, M. (2012). Ehmālkāri: Barresi-ye elal va rāhkārhā-ye darmān [Procrastination: A study on causes and treatments]. Qom: Publications of Imam Khomeini Institute of Education and Research.
Ahmadi, S. (1998). Barresi-ye ta'sirāt-e bāzihā-ye rāyānei bar dānešāmuzān-e pesar-e kelāshā-ye Sevvom-e rāhnemāyi-ye šahr-e Isfahan [The study of the effects of computer games on male Secondary school students in Isfahan] (M.A. Thesis). University of Isfahan, Isfahan, Iran.
Ameli, S. R. (2015). Motāle'āt-e Dowfazāyišodan-e bāzihā-ye rāyānei: Ruykard-e arzeši – bumi be bāzihā [Dual spatial study of computer games: A native-value game approach]. Tehran, Iran: Amir Kabir.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. doi:10.1037/0022-0663.84.3.261
Arab Nozari, F. (2014). Ta'sir-e bāzihā-ye rāyānei bar behdāšt-e ravān-e dānešāmuzān-e dowre-ye rānemāyi tahsili-ye pāye-ye Sevvom-e madāres-e šahr-e Tehran [The effect of computer games on mental health of Secondary school students in Tehran] (M.A. Thesis). Payam-e-Noor University of Tehran, Tehran, Iran.
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. doi:10.1037/0022-3514.51.6.1173
Binder, K. (2000). The effects of an academic procrastination treatment on student procrastination & subjective well-being (M.A. Thesis). Ottawa, Ontario: Carleton University.
Dehghani Nazhvani, A., & Zarepour, M. (2016). Rābete-ye jahatgiri-ye hadaf bā pišraft-e tahsili dar dānešjuyān-e dandānpezeški-ye Shiraz [Relationship between goal orientation and academic achievement in dental students of Shiraz university]. Iranian Journal of Medical Education, 16(25), 210-218.
Delavarpour, M. A. (2008). Pišbini-ye āgāhi-ye farāšenāxti va pišraft-e tahsili bar asās-e jahatgiri-ye hadaf-e pišraft [Prediction of metacognition awareness and academic achievement based on goal orientation]. Journal of Modern Psychological Researches, 3(9), 65-91.
Effert, B., & Ferrari, J. (1989). Decisional procrastination: Examining personality correlates. Journal of Social Behavior and Personality, 4, 151-156.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189. doi:10.1207/s15326985ep3403_3
Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519. doi:10.1037/0022-3514.80.3.501
Ferrari, J. R. (1992). Procrastinators and perfect behavior: An exploratory factor analysis of self-presentation, self-awareness, and self-handicapping components. Journal of Research in Personality, 26(1), 75-84. doi:10.1016/0092-6566(92)90060-h
Ferrari, J. R., Jonson, J. L., & McCown, W. G. Procrastination and task avoidance: Theory, research, and treatment. New York: Plenum Press.
Gholami Tooranposhti, M., & Karimzadeh, S. (2012). Ta'sir-e bāzihā-ye rāyānei bar xallāqiyat va rābete-ye ān bā sāzgari-ye ravāni-ye dānešāmuzān [The effect of computer games on creativity and its relation with emotional adjustment among students]. Journal of Modern Thoughts in Education, 7(1), 55-68.
Ghorban Jahromi, R., Hejazi, E., Ejei, J., & Khodayari Fard, M. (2014). Barresi-ye naqš-e miyānji-ye ahdāf-e pišraft dar rābete-ye beyn-e niyāz be xātame va dargiri-ye šenāxti: Asar-e bāft-e ta'allolvarzi [Investigating the mediating role of achievement goals in the relationship between need for closure and cognitive engagement: The effect of procrastination context]. Journal of Social Cognition, 2(4), 87-99.
Golestani Bakht, T., & Shokri, M. (2014). Rābete-ye ta'allolvarzi (Ehmālkāri) tahsili bā bāvarhā-ye farāšenāxti [Relationship between academic procrastination with meta cognitive beliefs]. Journal of Social Cognition, 2(3), 89-100.
Hashemi, T., Mostafavi, F., Mashinchi Abbasi, N., & Badri, R. (2012). Naqš-e jahatgiri-ye hadaf, xodkārāmadi-ye xodtanzimgari va šaxsiyat dar ta'allolvarzi [Role of goal orientation, self-efficacy of self-regulation and personality in procrastination]. Journal of Contemporary Psychology, 7(1), 73-84.
Hill, M. B., Hill, D. A., Chabot, A. E., & Barrall, J. F. (1978). A survey of college faculty and student procrastination. College Student Journal, 12(3), 256-262.
Jadidian, A. A., Pasha Sharifi, H., & Ganji, H. (2012). Farātahlil-e asar-e bāzihā-ye rāyānei-ye xašen va gheyr-exašen bar parxāšgari [Examine the meta-analysis effect of violent and non-violent games on aggressive feelings and behaviours]. Quarterly Journal of Information and Communication Technology in Educational Sciences, 2(3), 107-127.
Javadi, M. J., Emamipour, S., & Rezaei Kashi, Z. (2009). Rābete-ye bāzihā-ye rāyānei bā parxāšgari va ravābet-e vāled – farzand dar dānešāmuzān [The relation of computer games with aggression and parent-child relationships in students]. Journal of Psychological Research, 1(3), 79-90.
Jokar, B. (2002). Barresi-ye sāxtār-e ertebāti-ye bāvarhā-ye tavānāyi, sāxtār-e kelās, hadafgerāyi va payāmadhā-ye tahsili-ye ān [The study of the communication structure of ability beliefs, class structure, goal orientation and its educational outcomes] (Doctoral dissertation). Shiraz University, Shiraz, Iran.
Jokar, B., & Delavarpour, M. A. (2007). Rābete-ye ta'allolvarzi-ye āmuzeši bā ahdāf-e pišraft [Educational relationship with progress]. Quarterly Journal of New Thoughts on Education, 3(3), 61-80. doi: 10.22051/JONTOE.2007.312
Kaplan, A., & Maehr, M. L. (2006). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19(2), 141-184. doi:10.1007/s10648-006-9012-5
Koholat, N. (2009). Pišbini-ye šādmāni bar asās-e sabkhā-ye hoviyat, ab'ād-e hoviyat va jahatgiri-ye hadaf [Hope prediction based on identity styles, identity dimensions and goal orientation] (M.A. Thesis). Faculty of Psychology and Educational Sciences, Shiraz University, Shiraz, Iran.
Levy-Tossman, I., Kaplan, A., & Assor, A. (2007). Academic goal orientations, multiple goal profiles, and friendship intimacy among early adolescents. Contemporary Educational Psychology, 32(2), 231-252. doi:10.1016/j.cedpsych.2006.06.001
Locke, E. A., & Bandura, A. (1987). Social foundations of thought and action: A social-cognitive view. The Academy of Management Review, 12(1), 169. doi:10.2307/258004
Moshtaghi, S. (2012). Pišbini-ye pišraft-e tahsili bar asās-e jahatgiri-ye hadaf-e pišraft [Prediction of academic achievement by achievement goal orientation]. Scientific Journal of Education Strategies in Medical Sciences, 5(2), 89-94.
Moti’i, H., Heidari,  M., & Sadeqi, M. S. (2013). Pišbini-ye ehmālkāri-ye tahsili bar asās-e mo'allefehā-ye xodtanzimi dar dānešāmuzān-e pāye-ye Avval-e dabirestānhā-ye šahr-e Tehran [Predicting academic procrastination during self-regulated learning in Iranian First-grade high-school students]. Quarterly Journal of Educational Psychology, 8(24), 50-72.
Nabavi, S. H., Mohammadi, S., Ghorbani, S., & Lashkardoost, H. (2016). Ertebāt-e bāzihā-ye rāyānei bā huš-e hayejāni dar dānešāmuzān [Association between computer games and emotional intelligence in students]. Journal of North Khorasan University of Medical Sciences, 7(4), 917-927.
Noshadi, N. (2001). Barresi-ye rābete-ye beyn-e jahatgiri-ye hadaf bā xodtanzimi-ye yādgiri pišraft-e tahsili va rezāyat az tahsil dar dānešāmuzān-e doxtar va pesar-e reštehā-ye moxtalef-e tahsili-ye dowre-ye pišdānešgāhi-ye šahr-e Shiraz [Studying the relationship between goal orientation with self-regulation of learning, academic achievement and satisfaction with education in girls and boys of different fields of study in pre-school period in Shiraz] (M.A. Thesis). Shiraz University, Shiraz, Iran.
Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25(1), 92-104. doi:10.1006/ceps.1999.1017
Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33(4), 387-394. doi:10.1037/0022-0167.33.4.387
Savari, K. (2014). Rābete-ye sāde va čandgāne-ye tabahhorgerāyi va ruykardgerāyi bā ehmālkāri-ye tahsili [The simple & multiple relationships of mastery & performance goals with academic procrastination]. Journal of Social Cognition, 2(3), 44-51.
Seif, M. H. (2016). Tadvin-e model-e elli-ye ta'allolvarzi-ye tahsili bar asās-e jahatgiri-ye hadaf-e tahsili bā naqš-e vāsetei-ye dargiri-ye tahsili va xodkārāmadi-ye tahsili [The causal model of academic procrastination based on goal orientations with the mediating role academic engagement and academic self-efficacy]. Biquarterly Journal of Cognitive Strategies in Learning, 4(6), 103-117. doi: 10.22084/j.psychogy.2016.1452
Sepehrian, F. (2012). Ehmālkāri-ye tahsili va avāmel-e pišbinikonande-ye ān [Academic procrastination and its predictive factors]. Journal of Psychological Studies, 7(4), 9-26. doi:10.22051/PSY.2011.1533
Sevari, K. (2011). Sāxt va e'tebāryābi-ye āzmun-e ehmālkāri-ye tahsili [Construction and standardization of academic procrastination test]. Journal of Educational Measurements, 2(5), 1-15.
Shaverdi, T., & Shaverdi, Sh. (2009). Barresi-ye nazarāt-e kudakān, nowjavānān va mādarān nesbat be asarāt-e ejtemā'i-ye bāzihā-ye rāyānei [Children, adult and mothers’ view about the social impacts of computer games]. Journal of Iranian Cultural Research, 2(3), 47-76. doi: 10.7508/ijcr.2009.07.003
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94. doi:10.1037/0033-2909.133.1.65
Tuckman, B. W. (1991). The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement, 51(2), 473-480. doi:10.1177/0013164491512022
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179-187. doi:10.1037/0022-0663.95.1.179
Send comment about this article
Enter Name.
Enter a valid email address.
Enter a vaid affiliation.
Enter comments (At leaset 10 words)
CAPTCHA Image
Enter Security Code Correctly.

  • Receive Date 27 June 2018
  • Revise Date 04 September 2018
  • Accept Date 31 December 2018