نمذجة العلاقات السببية بين الکمالية والإرجاء الأکاديمي وإعاقة الذات الأکاديمية لدى طلاب کلية التربية - جامعة الإسکندرية

 

1-      أميمة عبد العزيز محمد سالم. (2016). کمالية الوالدين وعلاقتهما بکمالية الأبناء. مجلة الإرشاد النفسي. 1(47)، 59- 121.

2-      بشرى إسماعيل أحمد أرنوط. (2016). قائمة الکمالية. القاهرة: مکتبة الأنجلو القاهرة: دار النهضة العربية.

3-      سميرة محمد إبراهيم شند، أحمد السيد عبد المنعم، دعاء إبراهيم عبداللاه صالحين. (2017). الخصائص السيکومترية لمقياس الکمالية لشباب الجامعة، مجلة الإرشاد النفسي، 1(50)،437- 465.

4-      سميرة ميسون، وأسماء خويلد، ورحيمة قبائلي. (2018). التلکؤ الأکاديمي لدى الطلبة الجامعيين - دراسة استکشافية لدى عينة من الطلبة بجامعة ورقلة، مجلة الباحث في العلوم الإنسانية والاجتماعية، (33)، 713- 726.

5-      صديق أحمد عريشي. (2016). الإرجاء الأکاديمي وعلاقته بالکمالية وقلق الاختبار لدى طلاب المرحلة الثانوية بمنطقة جازان. مجلة الإرشاد النفسي.1(48)،81- 119.

6-      عطية عطية محمد سيد أحمد. (2007). التلکؤ الأکاديمي وعلاقته بالدافعية للإنجاز والرضا عن الدراسة لدى طلاب جامعة الملک خالد بالمملکة العربية السعودية. مجلة علم النفس المعاصر والعلوم الإنسانية، (18)،1- 79.

7-      مصطفى أبو المجد سليمان مفضل، وعادل محمد الصادق سليمان. (2011). ديناميات الإدراک لدى ذوي إعاقة الذات من طلاب الجامعة. المؤتمر السنوي السادس عشر للإرشاد النفسي – بجامعة عين شمس، 1، 321- 367. مراجعة طريقة توثيق المؤتمرات.

8-      مصطفى علي رمضان مظلوم. (2013). الکمالية وعلاقتها بالعدوانية لدى طلاب الجامعة. مجلة دراسات عربية في التربية وعلم النفس، 39،13- 45.

9-      معاوية أبو غزال. (2012). التسويف الأکاديمي: انتشاره وأسبابه من وجهة نظر الطلبة الجامعيين. المجلة الأردنية في العلوم التربوية، 8(2)، 131- 149.

10-  نجلاء نزار وداعة، وإسراء عبد الحسين. (2017). نمذجة العلاقة السببية بين إعاقة الذات والکمالية وموقع الضبط وفاعلية الذات لدى طلبة الجامعة. المجلة الدولية للدراسات التربوية والنفسية، 2(2)، 286- 306.

11-  نهلة فرج علي الشافعي. (2016). الضجر الأکاديمي وعلاقته ببعض المتغيرات النفسية لدى طلاب الجامعة، مجلة کلية التربية، جامعة بنها، 27(107)، 365- 414.

12-  هشام حبيب الحسيني. (2009). علاقة سلوک إعاقة الذات بالأداء على اختبارات القدرة العقلية. مجلة العلوم التربوية، 17(2)، 2- 54.

13- Akça, F. (2012). An investigation into the Self-handicapping behaviors of undergraduates in terms of academic procrastination, the locus of control and academic success. Journal of Education and Learning, 1(2),288-297.

 

 

14- AlQudah, M., F., Alsubhin, A., M. & AL Heilat, M., Q. (2014). The Relationship between the Academic Procrastination and Self-Efficacy among Sample of King Saud University Students. Journal of Education and Practice,5(16),101- 111.

15- Ana, K., Gabrijela, V. & Anita, I. (2019). Predicting procrastination: the role of academic achievement, self-efficacy and perfectionism. International Journal of Educational Psychology,8(1),1-26.

16- Ashby, J., Slaney, R., Noble, C., Gnilka, P., & Rice, K. (2012). Differences between normal and neurotic Perfectionists: Implications for mental health counselors. Journal of Mental Health Counseling, 34, 4, 322-340.

17- Awang, Z. (2015). SEM mode simple: A gentle approach to learning structural modelling. Malaysia: Ipswich publication.

18- Burkley, M.& Blanton, B. (2008). Endorsing a negative in-group stereo type as a self- protective strategy: Sacrificing the group to save the self, Journal of Experimental social psychology, 44,37-49.

19- Clark, S. & Coker, S. (2009). Perfectionism, self-criticism and maternal criticism: A study of mothers and their children. Personality and Individual Differences, (47), 321–325.

20- DeDonno, M., A. & Rivera-Torres, K. (2018). The influence of perfectionism on academic Self-Concept. International Journal of Education and Practice, 6(4), 192- 199.

21- Flett, G.L., & Hewitt, p. L. (2002). Perfectionism: theory, research, and treatment. Washington, DC: American psychological Association.

22- Hanchon, T.A. (2010). The relations between perfectionism and achievement goals. Personality and Individual Differences, 49(8), 885-890.

23- Hashemi, L. & Latifian, M. (2014). Test anxiety as a mediator between perfectionism and academic procrastination. Journal of Teaching and Education,3(3),509-520.

24- He, S.C. (2017). A Multivariate Investigation into Academic Procrastination of University Students. Open Journal of Social Sciences, (5),12- 24.

25- Hüseyin, A., Burcu, D. Y. & Mehmet, Ü. (2018). The relationships between positive and negative perfectionisms, self-handicapping, self-efficacy and academic achievement. European Journal of Contemporary Education,7(1),7-20.

 

26- Hussain, I. & Sultan, S. (2010). Analysis of procrastination among university students. Social and Behavioral Sciences, (5),1897-1904.

27- Jadidi, F.,  Mohammadkhani, S. &  Tajrishi, K.Z.(2011). Perfectionism and academic procrastination.  Social and Behavioral Sciences, (30), 534-537.    

28- Jones, E. E., & Berglas, S. (1978). Control of attributions about the self through Self-handicapping strategies: The appeal of alcohol and the role of under achievement, Personality and Social Psychology Bulletin, 4, 200-206.

29- Jones,E. E., & Rhodewalt, F. (1982). The Self-handicapping scale. Unpublished manuscript, Department of Psychology, University of Utah, Salt Lake City.

30- Karner-Hutuleac, A. (2014). Perfectionism and self-handicapping in adult education. Social and Behavioral Sciences, 142, 434-438.

31- Malobabic,M. (2018).The relationships between Self-esteem, inclination towards Self-handicapping behavior, and procrastination in students. Available from http://www.researchgate.net/publication/329881561

32- Martin, A.J., Marsh, H.W., Williamson, A. & Debus, R.L. (2003). Self- handicapping, defensive pessimism and goal orientation: A qualitative study of university students. Journal of Educational Psychology, 95(3), 617-628.

33- McCloskey, J.& Scielzo, S., A. (2015). Finally: The development and validation of the academic procrastination scale, Available from http://www.researchgate.net/ publication/273259879.

34- Midgley,C., Arunkumar, R., & Urdan, T. (1996). If I don’t do well tomorrow, there’s a reason: Predictors of adolescents use of self-handicapping strategies. Journal of Educational Psychology, 88,423- 434.

35-  Niknam,M.,  Hosseinian, S. & Yazdi, S.M. (2010).  Relationship between perfectionism beliefs and Self-handicapping behaviors in university students. Journal of Behavioral Sciences, 4(2),103-108.

36- Rihtaric, M.L. & Kamenov, Ž. (2006).  Relation between self- handicapping and positive and negative perfectionism. Journal of Socijalna Psihijatrija, 34(3),117-123. 

37- Santosa, R., P. (2017). Decision Making Styles and Academic Procrastination of Undergraduate Students. 3RD Asian Conference on Psychology, Counseling & Humanities, 68- 73.

 

38- Schraw, G., Wadkins, T. & Olafson, L. (2007). Doing the things, we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12-25.

39- Seo, E. H. (2008). Self-efficacy as a mediator in the relationship between self-oriented perfectionism and academic procrastination. Social Behavior and Personality, An international journal, 36, 753-764. 

40- Stewart, M. A., & De George-Walker, L. (2014). Self-handicapping, perfectionism, locus of control and self-efficacy: A path model. Personality and Individual Differences, 66,160-164.

41- Stoeber,J. & Childs, J. (2010).The assessment of Self-oriented and socially prescribed perfectionism: Subscales make a difference, Journal of Personality Assessment, 92(6), 577-585.

42- Stoeber, J. (2015). How Other-oriented perfectionism differs from Self-oriented and socially prescribed perfectionism: Further findings. Journal of Psychopathology and Behavioral Assessment, 37(4), 611-623.

43- Strube, J. (2004). An analysis of self-handicapping scale. Basic and Applied Social Psychology,7(3),211-224.

44- Tadik, H., Akca, E., & Uçak-Azboy, Z. (2017). Perfectionism and self-handicapping behaviors of gifted students: A review of the literature. Journal for the Education of Gifted Young Scientists, 5(2), 85-93.

45- Tajana, L., Majda, R., & Lana, J. (2018). Flow in the academic domain: The role of perfectionism and engagement. Asia-Pacific Education Researcher, 27(2), 99-107.

46- Thompson,T. (2004).Re‐examining the effects of noncontingent success on self‐handicapping behaviour. British Journal of Educational psychology, 74(2),239-260.

47- Thompson,T. &Richardson, A. (2001). Self- handicapping status claimed self- handicaps and reduced practice effort following success and failure. British Journal of Educational psychology,71(1), 151-170.

48- Tuckman,B.W.(1991). The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement, 51(2), 473.

49- Turner, L.A.& Turner, P.E. (2011).The relation of behavioral inhibition and perceived parenting to maladaptive perfectionism in college students. Personality and Individual Differences, (50), 840–844.

50- Wang, K., Puri, R., Slany, R., Methikalam, B. & Chidha, N. (2012). Cultural validity of perfectionism among Indian students: Examining personal and family aspects through a collectivistic. Measurement and evaluation in counseling and development. 45(1), 32- 48.

51- Xie, Y., Yang, J.& Chen, F. (2018). Procrastination and multidimensional perfectionism: A metal-analysis of main, mediating, and moderating effects. Social Behavior and Personality an International Journal, 46(3), 395–408.

52-  Yıldırım, F., B. & Demir, A. (2019). Self-handicapping among university students: the role of procrastination, test anxiety, self-esteem, and Self-compassion. Available from https://journals.sagepub.com/doi/10.1177/0033294118825099

53- Yilmaz, B.M. (2017). The relation between academic procrastination of university students and their assignment and exam performances: The situation in distance and face-to-face learning environments. Journal of Education and Training Studies, 5(9),146- 157.

54-  المصرية.

55-      جابر عبد الحميد، وعلاء الدين کفافي. (1993). معجم علم النفس والطب النفسي.