Saeed Jafari; Kazem Barzegar Bafrooei
Abstract
The present study was conducted with the aim of analyzing the determinants of decisional procrastination among students and evaluating a structural equation model, in which self-regulation in concentration mediates the relationship between metacognitive beliefs about procrastination and decisional procrastination. ...
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The present study was conducted with the aim of analyzing the determinants of decisional procrastination among students and evaluating a structural equation model, in which self-regulation in concentration mediates the relationship between metacognitive beliefs about procrastination and decisional procrastination. Based on Cochran's formula, 391 students from three courses of undergraduate, master, and doctoral studies who were studying at Yazd University in the academic year of 2021-2022 were selected by cluster random method and completed the metacognitive beliefs about procrastination questionnaire (Fernie et al, 2009), the procrastination scale of the Melbourne decision-making questionnaire (Mann et al, 1997) and the self-regulation in concentration scale of the learning and study strategies questionnaire (Weinstein & Palmer, 2002). Data analysis was done using structural equation modeling and the hypothesized model was largely confirmed. The results of structural equation modeling showed that: positive and negative metacognitive beliefs about procrastination have a negative effect on self-regulation in concentration. Also, self-regulation in concentration plays a mediating role in the relationship between positive and negative metacognitive beliefs about procrastination and decisional procrastination. These findings provided a basis for examining decisional procrastination as an obstacle to academic success and emphasized the vital role of self-regulated learning strategies in predicting the tendency to delay in decision-making situations.
Kazem Barzegar Bafrooei; Mehdi Barzegar Bafrooei; Hassan Khezri
Abstract
The aim of the present study was to investigate the role of school bonding in bullying at school. This study was a descriptive-correlational type. The population consisted of all of the students of the junior high schools in Yazd in the academic year 2015-2016. From the population, 365 students (180 ...
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The aim of the present study was to investigate the role of school bonding in bullying at school. This study was a descriptive-correlational type. The population consisted of all of the students of the junior high schools in Yazd in the academic year 2015-2016. From the population, 365 students (180 female and 185 male) were selected by random cluster sampling method. Data were gathered through School Bonding Scale and the School Bullying Scale and then they were analyzed by using variance analysis and multiple regression analysis methods. Result showed that there was a negative and significant correlation between school bonding and three dimensions of bullying (bullying perpetration, bullying victimization, bullying perpetration/bullying victimization). The results of multivariate regression analysis showed that the school bonding could predict school bullying. Also, the results of analysis of variance (ANOVA) indicated that there was a significant difference between gender and school bullying, namely the malestudents displayed significantly higher levels of bullying perpetration, bullying victimization, bullying perpetration / bullying victimization, than their female counterparts. The findings demonstrated that strengthen school bonding have a significant impact on the reduction of students' bullying.
