توجهات الأهداف و علاقتها بتقدير الذات و التسويف الأكاديمي لدى طلبة جامعة اليرموك بالمملكة الأردنية الهاشمية

الملخص EN

This study aims at investigating the relationship between goal orientation and self-esteem and procrastination, and finding out whether this relationship varies according to student gender or academic level among a sample of (641) undergraduate students selected using the cluster random method from all faculties at Yarmouk University in Jordan.

Three Scales were administered to measure goal orientations, self-esteem (Jaradat, 2006), and academic procrastination (Abu-ghazal, in press).

The correlational descriptive method was used for data analysis.

The results showed that self-esteem related negatively to the performance-approach orientation (r = -0.31, Eta = 0.44), and to the performance-avoidant orientation (r = -0.40, Eta = 0.45).

self-esteem, but positively to the mastery- approach orientation (r = 0.35, Eta = 0.48).

The results also showed that procrastination related positively to the performance-avoidant orientation (r = 0.23, Eta = 0.42) and negatively to the mastery-approach orientation (r = - 0.43, Eta = 0.56).

Significant differences were found in the strength of relationship between the mastery-approach orientation and self-esteem according to gender in favour of males, and between performance-avoidant orientation and self-esteem in favour of females, and between performance-approach orientation and procrastination in favour of males.

No significant differences were found in strength of the relationship between all of goal orientations and self-esteem due to academic level, but significant differences were found between the mastery-approach orientation and academic procrastination due to academic level.

Results were discussed and a number of recommendations were suggested such as; developing multiple resources of self esteem among students who adopt performance-approach orientation, and encouraging procrastinators to adopt mastery-approach orientation.