Arezoo Asfa; Khadijeh Abolmaali Alhosseini
Abstract
purpose of this study was to predict academic procrastination based on basic psychological needs with the mediation of psychological well-being. The research method was descriptive-correlational. The statistical population of this study consisted of undergraduate students of Shahid Rajaee Teacher Training ...
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purpose of this study was to predict academic procrastination based on basic psychological needs with the mediation of psychological well-being. The research method was descriptive-correlational. The statistical population of this study consisted of undergraduate students of Shahid Rajaee Teacher Training University in the 2016-2017 academic year. 420 participants were selected via multi-stage random sampling and completed questionnaires of academic procrastination (Savari’s, 2011), Basic psychological needs (Gardia, Desi Varian, 2000), and psychological well-being (Ryff and Keyes, 1995). The data were analyzed by structural equation modeling. The findings showed that all fitness indicators are in the accepted range and the assumed model is fitted with the collected data. The effect of basic psychological needs and psychological wellbeing on students' academic procrastination was negative and significant (P <0.05). Also, psychological well-being plays a negative and significant mediator role in the relationship between basic psychological needs and academic procrastination (P<0.01). The findings of this study reveal the role of psychological well-being and the basic psychological needs in explaining academic procrastination.
روانشناسی یادگیری
Fereshte Hashemi; fariborz dortaj; Noorali Farrokhi; Bita Nasrolahi
Abstract
This research deals with the effectiveness of mindfulness training on procrastination and academic stress among female students of the eighth- grade of district 1 Tehran city. This study was a quasi-experimental design, using a pre and post-test exam with the control group. The statistical population ...
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This research deals with the effectiveness of mindfulness training on procrastination and academic stress among female students of the eighth- grade of district 1 Tehran city. This study was a quasi-experimental design, using a pre and post-test exam with the control group. The statistical population of the research was female students in district 1 of Tehran who was studying at the 8th grade in the academic year of 2016-2017. Two schools selected by accident among the female schools in the district of Tehran. Using a primary screening, 80 students randomly replaced by the Tuckman’s Procrastination Questionnaire (2001) and the Zajacova, & et al.’s academic stress Questionnaire (2005) on the acquisition of high scores in Procrastination and academic stress in 2 experimental groups and 2 control groups. The experimental groups were taught in 8 basic techniques. While, during this time, the control groups did not receive the training. The results of the study using the covariance analysis and independent t-test showed that as a result of mindfulness training, there is a significant difference (p<0.05) between the experimental and control groups in the level of procrastination and stress of the students in the pre and post-test. The result is that the use of mindfulness can decrease students' procrastination and academic stress.
saadolla hashemi; moslem shahrokhi; mostafa khanzadeh; zeinab ahmadi; Akram Garosi
Abstract
The purpose of the present study was to predict academic procrastination of the undergraduate students at Shahid Madani University of Azarbaijan based on perfectionism. Research method was descriptive and correlational study. Out of the undergraduate students 250 individuals (115 female and 135 male) ...
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The purpose of the present study was to predict academic procrastination of the undergraduate students at Shahid Madani University of Azarbaijan based on perfectionism. Research method was descriptive and correlational study. Out of the undergraduate students 250 individuals (115 female and 135 male) were selected as sample using stratified random sampling method. Subjects completed Solomon and Ruth Bloom's Academic Procrastination Scale (1984), Perfectionism Questionnaire (1991).Data analysis performed using statistical methods such as descriptive statistics, regression, simultaneous, stepwise regression. The results indicated that the self-oriented perfectionism predicts positively and significantly academic procrastination and other-oriented perfectionism is negatively and significantly predict academic procrastination. Given these findings, rising perfectionism among the undergraduate students will lead into increasing the amount of academic procrastination.
Noorali Farrokhi
Abstract
The purpose of the study was to predict academic procrastination based on perfectionism and cognitive learning strategies in students. The design of the present research was a cross-sectional one with a descriptive correlational-prediction approach. In this study, 210 students of the Faculty of Psychology ...
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The purpose of the study was to predict academic procrastination based on perfectionism and cognitive learning strategies in students. The design of the present research was a cross-sectional one with a descriptive correlational-prediction approach. In this study, 210 students of the Faculty of Psychology and Educational Sciences of Allameh Tabataba'i University completed the Solomon Rath Blum Educational Inventory (1984), perfectionism and cognitive strategies of Mousavian (2004) in the academic year 2016-17. To test the hypothesis of Pearson correlation coefficient and multiple regression were used. The results showed that there is a significant relationship between perfectionism and academic procrastination, between perfectionism and cognitive strategies and its components with direct perfectionism. There is a significant negative relationship between perfectionism and negative perfectionism. There is a negative and significant relationship between cognitive strategies and its components with academic proclivity. Findings indicate that with the help of perfectionism and cognitive strategies, it is possible to predict academic proclivity of students.
روانشناسی یادگیری
Volume 11, Issue 37 , October 2015, , Pages 161-185
Abstract
This study aimed to investigate the predicting role of individual factors included perfectionism, academic self-regulation, and self-efficacy in general procrastination and academic procrastination. For this purpose, statistical population among the public universities Markazi province using multistage ...
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This study aimed to investigate the predicting role of individual factors included perfectionism, academic self-regulation, and self-efficacy in general procrastination and academic procrastination. For this purpose, statistical population among the public universities Markazi province using multistage cluster sampling412 students were selected and surveyed by questionnaire. The questionnaire included: Tuckman procrastination assessment scale, a questionnaire study of procrastination, frost multidimensional perfectionism scale, academic self-regulation questionnaire and academic self-efficacy questionnaire. Data using descriptive and inferential statistical methods including regression were studied. To analyze the data obtained from the questionnaires were analyzed by SPSS statistical software. The results showed that perfectionism, academic self-regulated and self-efficacy are generally suitable predictors for general procrastination. The findings also suggest that perfectionism, academic self-efficacy and self-regulated are generally suitable predictors for academic procrastination.
Mohammad Ali Tavakoli
Volume 9, Issue 28 , July 2013, , Pages 100-122
Abstract
The purpose of the present study was to investigate the prevalence of academic procrastination among students of Islamic Azad University- Abadan Branch, and its relationship with demographic characteristics, preferences of study time, and purpose of entering university. This study was a cross–sectional ...
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The purpose of the present study was to investigate the prevalence of academic procrastination among students of Islamic Azad University- Abadan Branch, and its relationship with demographic characteristics, preferences of study time, and purpose of entering university. This study was a cross–sectional descriptive study. The sample consisted of 600 students (281 females and 319 males) selected using cluster random sampling from a population of students of Islamic Azad University-Abadan Branch. The participants were assessed using Aitken Procrastination Inventory. The collected data were analyzed by t-test, ANOVA, correlation coefficient, and multivariate regression analysis, and with the help of SPSS 18. The findings showed that 14% of all students, 12% of female students, and 14.1% of male students had high levels of academic procrastination, while 70.8% of all students, 68.8 % of female student, and 68.7% of male students showed average levels of academic procrastination. Other results indicated that females and students who were interested to their fields of study showed lower levels of procrastination. The relationship between procrastination and age was not significant, but there was a negative relationship between procrastination and academic achievement. Moreover, students who studied in the morning and during the semester, as well as those who entered the University for gaining knowledge and skills showed lower levels of procrastination. The multivariate regression analysis showed that preferences of study time, interest in a field of study, academic achievement, and gender variables accounted for 22.6% of the variance in academic procrastination. Academic procrastination is highly prevalent among university students. This issue may affect different aspects of students’ education, health, and career prospects. Therefore, appropriate measures are recommended to diagnose and treat academic procrastination in university students.
Houra Moti'i; Mahmoud Heidari; Mansoureh Sadat Sadeqi
Volume 8, Issue 24 , July 2012, , Pages 50-72
Abstract
Procrastination is a common phenomenon mainly observed in school settings. Recognized as a self-regulatory failure, it is believed to adversely affect students’ academic achievements. Research exploring the relationship between self-regulated learning and procrastination is unfortunately lacking. ...
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Procrastination is a common phenomenon mainly observed in school settings. Recognized as a self-regulatory failure, it is believed to adversely affect students’ academic achievements. Research exploring the relationship between self-regulated learning and procrastination is unfortunately lacking. In the current study, the role of self-regulated learning strategies as predictors of academic procrastination was assessed. Furthermore, the relationship between gender differences in academic procrastination and self-regulated learning was examined. 250 (121 female and 129 male) Iranian first-grade high-school students completed the Motivated Strategies for Learning questionnaire and Procrastination Assessment Scale-Student. The multiple regression results indicated that academic procrastination was negatively correlated with intrinsic goal orientation, extrinsic goal orientation, metacognitive self-regulation, time/study environmental management and effort regulation. Furthermore, the organization was a positive predictor of academic procrastination. Finally, the independent t-test revealed no significant differences across genders in academic procrastination. MANOVA test showed that female students used rehearsal, effort regulation and peer learning strategies significantly more than male students. The findings were discussed with regard to prior research on self-regulated learning and procrastination. Finally, some strategies to overcome procrastination through self-regulated learning are suggested.
Karim Sevari (PhD); Kiomers Beshlideh (PhD); Manijeh Shehni (PhD)
Volume 5, Issue 14 , July 2009, , Pages 100-114
Abstract
The aim of the present study was to find out the relationship between time management and self-efficacy with academic procrastination among university students. The statistical society comprised all students who were studying at Payam-e-noor University in Ahvaz city. Among these, 180 students were randomly ...
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The aim of the present study was to find out the relationship between time management and self-efficacy with academic procrastination among university students. The statistical society comprised all students who were studying at Payam-e-noor University in Ahvaz city. Among these, 180 students were randomly selected as sample group. The research instruments were Trueman, and Hartely (1996), Schwarzer and Jerusalem (2000) questionnaires and also researcher structured questionnaire (1387). The collected data were analyzed and the result showed that there is a negative relationship between time management and academic procrastination and also self-efficacy with academic procrastination. Regression analysis by using enters method also showed multiple relations among time management and self-efficacy with academic procrastination.
