جهانگرد، حمیده، قربان جهرمی، رضا، درتاج، فریبرز و سعادتی شامیر، ابوطالب. (1401). نقش میانجی نگرش به یادگیری و تحمل ابهام در رابطة بین نیاز به شناخت و نیاز به خاتمه بر حافظة کاری دانشآموزان دبیرستانی. فصلنامة روانشناسی تربیتی، 18(63)، 58-31. https://doi.org/10.22054/jep.2022.65508.3542
منظری توکلی، وحید. (1399). فراتحلیل رابطه راهبردهای یادگیری خودتنظیمی و راهبردهای انگیزشی با عملکرد تحصیلی. فصلنامة روانشناسی تربیتی، 16 (58)، 115-95. https://doi.org/10.22054/jep.2021.16535.1577Balkis, M. (2013). Academic procrastination, academic life satisfaction, and academic achievement: The mediation role of rational beliefs about studying. Journal of Cognitive & Behavioral Psychotherapies, 13(1), 57–74.
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: Underregulation or misregulation form.
European Journal of Psychology of Education, 31, 439–459.
https://doi.org/10.1007/s10212-015-0266-5
Batres, M. (2018).
University students' cognitive strategies, emotions, procrastination, and motivation for learning (Undergraduate Honors Theses, 81).
https://ir.lib.uwo.ca/psychK_uht/81
Bouckenooghe, D., Vanderheyden, K., Mestdagh, S., & Van Laethem, S. (2007). Cognitive motivation correlates with coping style in decisional conflict.
The Journal of Psychology, 141(6), 605–626.
https://doi.org/10.3200/JRLP.141.6.605-626
Byrne, B. M. (2001). Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factorial validity of a measuring instrument.
International Journal of Testing, 1(1), 55–86.
https://doi.org/10.1207/S15327574IJT0101_4
Cacioppo, J. T., & Petty, R. E. (1982). The need for cognition.
Journal of Personality and Social Psychology, 42(1), 116–131.
https://doi.org/10.1037/0022-3514.42.1.116
Cacioppo, J. T., Petty, R. E., Feinstein, J. A., & Jarvis, W. B. G. (1996). Dispositional differences in cognitive motivation: The life and times of individuals varying in need for cognition.
Psychological Bulletin, 119(2), 197–253.
https://doi.org/10.1037/0033-2909.119.2.197
Cao, L. (2012). Examining 'active procrastination' from a self-regulated learning perspective.
Educational Psychology, 32(4), 515–545.
https://doi.org/10.1080/01443410.2012.663722
Constantin, K., English, M. M., & Mazmanian, D. (2018). Anxiety, depression, and procrastination among students: Rumination plays a larger mediating role than worry. *Journal of Rational-Emotive & Cognitive-Behavior Therapy, 36*, 15–27.
https://doi.org/10.1007/s10942-017-0271-5
Corkin, D. M., Shirley, L. Y., & Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective.
Learning and Individual Differences, 21(5), 602–606.
https://doi.org/10.1016/j.lindif.2011.07.005
Coutinho, S. A., & Neuman, G. (2008). A model of metacognition, achievement goal orientation, learning style, and self-efficacy.
Learning Environments Research, 11, 131–151.
https://doi.org/10.1007/s10984-008-9042-7
Coutinho, S., Wiemer-Hastings, K., Skowronski, J. J., & Britt, M. A. (2005). Metacognition, need for cognition and use of explanations during ongoing learning and problem solving.
Learning and Individual Differences, 15(4), 321–337.
https://doi.org/10.1016/j.lindif.2005.06.001
Day, E. A., Espejo, J., Kowollik, V., Boatman, P. R., & McEntire, L. E. (2007). Modeling the links between need for cognition and the acquisition of a complex skill.
Personality and Individual Differences, 42(2), 201–212.
https://doi.org/10.1016/j.paid.2006.06.012
De Palo, V., Monacis, L., Miceli, S., Sinatra, M., & Di Nuovo, S. (2017). Decisional procrastination in academic settings: The role of metacognitions and learning strategies.
Frontiers in Psychology, 8, 973.
https://doi.org/10.3389/fpsyg.2017.00973
Deniz, M., Tras, Z., & Aydogan, D. (2009). An investigation of academic procrastination, locus of control, and emotional intelligence. Educational Sciences: Theory and Practice, 9(2), 623–632.
Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness, and time limits on 'working best under pressure'.
European Journal of Personality, 15(5), 391–406.
https://doi.org/10.1002/per.413
Ferrari, J. R., & Pychyl, T. A. (2007). Regulating speed, accuracy, and judgments by indecisiveness: Effects of frequent choices on self-regulation depletion.
Personality and Individual Differences, 42(4), 777–787.
https://doi.org/10.1016/j.paid.2006.09.001
Ferrari, J. R., & Tibbett, T. (2017). Procrastination. In V. Zeigler-Hill & T. K. Shackelford (Eds.),
Encyclopedia of personality and individual differences (pp. 1–8). Springer.
https://doi.org/10.1007/978-3-319-28099-8_2272-1
Ferrari, J. R., Crum, K. P., & Pardo, M. A. (2018). Decisional procrastination: Assessing characterological and contextual variables around indecision. Current Psychology, 37, 436–440. https://doi.org/10.1007/s12144-017-9681-x
Flett, A. L., Haghbin, M., & Pychyl, T. A. (2016). Procrastination and depression from a cognitive perspective: An exploration of the associations among procrastinatory automatic thoughts, rumination, and mindfulness. *Journal of Rational-Emotive & Cognitive-Behavior Therapy, 34*, 169–286.
https://doi.org/10.1007/s10942-016-0235-1
Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being.
Learning and Individual Differences, 49, 162–170.
https://doi.org/10.1016/j.lindif.2016.06.008
Harriott, J., & Ferrari, J. R. (1996). Prevalence of procrastination among samples of adults.
Psychological Reports, 78(2), 611–616.
https://doi.org/10.2466/pr0.1996.78.2.611
Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies.
Personality and Individual Differences, 43(1), 167–178.
https://doi.org/10.1016/j.paid.2006.11.017
Jahangard, H., Ghorban Jahromi, R., Dortaj, F., & Saadati Shamir, A. (2022). The mediating role of learning attitude and tolerance of ambiguity in the relationship between need for cognition and need for closure with working memory in high school students.
Journal of Educational Psychology, 18(63), 31–58.
https://doi.org/10.22054/jep.2022.65508.3542 [In Persian]
Janis, I. L., & Mann, L. (1977). Decision making: A psychological analysis of conflict, choice and commitment. Free Press.
Kim, E., & Seo, E. H. (2013). The relationship of flow and self-regulated learning to active procrastination.
Social Behavior and Personality: An International Journal, 41(7), 1099–1113.
https://doi.org/10.2224/sbp.2013.41.7.1099
Kim, Y. E., Brady, A. C., & Wolters, C. A. (2020). College students' regulation of cognition, motivation, behavior, and context: Distinct or overlapping processes?
Learning and Individual Differences, 80, 101872.
https://doi.org/10.1016/j.lindif.2020.101872
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination.
Contemporary Educational Psychology, 33(4), 915–931.
https://doi.org/10.1016/j.cedpsych.2007.07.001
Kline, R. B. (2015). The mediation myth.
Basic and Applied Social Psychology, 37(4), 202–213.
https://doi.org/10.1080/01973533.2015.1049349
Klingsieck, K. B. (2013). Procrastination in different life domains: Is procrastination domain specific?
Current Psychology, 32, 175–185.
https://doi.org/10.1007/s12144-013-9171-8
Knaus, W. J. (2000). Procrastination, blame, and change. Journal of Social Behavior and Personality, 15(5), 153–166.
Mann, L. (2016). Procrastination revisited: A commentary.
Australian Psychologist, 51(1), 47–51.
https://doi.org/10.1111/ap.12208
Mann, L., Burnett, P., Radford, M., & Ford, S. (1997). The Melbourne Decision Making Questionnaire: An instrument for measuring patterns for coping with decisional conflict.
Journal of Behavioral Decision Making, 10(1), 1–19.
https://doi.org/10.1002/(SICI)1099-0771(199703)10:1<1::AID-BDM242>
3.0.CO;2-X
Manzari Tavakoli, V. (2021). A meta-analysis of the relationship between self-regulated learning strategies and motivational strategies with academic performance.
Journal of Educational Psychology, 16(58), 95–115.
https://doi.org/10.22054/jep.2021.16535.1577 [In Persian]
Meyers, L. S., Gamst, G., & Guarino, A. J. (2006). Data screening. In Applied multivariate research: Design and interpretation (pp. 43–73). Sage Publications.
Milgram, N., & Tenne, R. (2000). Personality correlates of decisional and task avoidant procrastination.
European Journal of Personality, 14(2), 141–156.
https://doi.org/10.1002/(SICI)1099-0984(200003/04)14:2<141::AID-PER369>
3.0.CO;2-V
Motie, H., Heidari, M., & Sadeghi, M. A. (2012). Predicting academic procrastination during self-regulated learning in Iranian first-grade high school students.
Procedia-Social and Behavioral Sciences, 69, 2299–2308.
https://doi.org/10.1016/j.sbspro.2013.02.023
Nair, K. U., & Ramnarayan, S. (2000). Individual differences in need for cognition and complex problem-solving.
Journal of Research in Personality, 34(3), 305–328.
https://doi.org/10.1006/jrpe.1999.2274
Park, S. W., & Sperling, R. A. (2012). Academic procrastinators and their self-regulation.
Psychology, 3(1), 12–23.
http://dx.doi.org/10.4236/psych.2012.31003
Petty, R. E., & Krosnick, J. A. (Eds.). (1995).
Attitude strength: Antecedents and consequences. Psychology Press.
https://doi.org/10.4324/9781315807041
Seo, E. H. (2012). Cramming, active procrastination, and academic achievement.
Social Behavior and Personality: An International Journal, 40(8), 1333–1340.
https://doi.org/10.2224/sbp.2012.40.8.1333
Sirois, F., & Pychyl, T. (2013). Procrastination and the priority of short-term mood regulation: Consequences for future self.
Social and Personality Psychology Compass, 7(2), 115–127.
https://doi.org/10.1111/spc3.12011
Spada, M. M., Caselli, G., Nikcevic, A. V., & Wells, A. (2015). Metacognition in addictive behaviors.
Addictive Behaviors, 44, 9–15.
https://doi.org/10.1016/j.addbeh.2014.08.002
Spada, M. M., Hiou, K., & Nikcevic, A. V. (2006). Metacognition, emotions, and procrastination. Journal of Cognitive Psychotherapy, 20(3), 319–326.
Spada, M. M., Nikcevic, A. V., Moneta, G. B., & Wells, A. (2008). Metacognition, perceived stress, and negative emotion.
Personality and Individual Differences, 44(5), 1172–1181.
https://doi.org/10.1016/j.paid.2007.11.010
Steel, P. (2010). Arousal, avoidant, and decisional procrastinators: Do they exist?
Personality and Individual Differences, 48(8), 926–934.
https://doi.org/10.1016/j.paid.2010.02.025
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited.
Australian Psychologist, 51(1), 36–46.
https://doi.org/10.1111/ap.12173
Stevens, J. P. (2012). Exploratory and confirmatory factor analysis. In Applied multivariate statistics for the social sciences (pp. 337–406). Routledge.
Tan, C. X., Ang, R. P., Klassen, R. M., Yeo, L. S., Wong, I. Y., Huan, V. S., & Chong, W. H. (2008). Correlates of academic procrastination and students' grade goals. Current Psychology, 27, 135–144. https://doi.org/10.1007/s12144-008-9028-8
Tibbett, T. P., & Ferrari, J. R. (2018). The US as a 'procrastination': Assessing indecision on life satisfaction and life regret. North American Journal of Psychology, 20(1), 111–116.
Tuckman, B. W. (2003). The effect of learning and motivation strategies training on college students' achievement.
Journal of College Student Development, 44(3), 430–437.
https://doi.org/10.1353/csd.2003.0034
Weinstein, C. E., & Acee, T. W. (2018). Study and learning strategies. In R. F. Flippo & T. W. Bean (Eds.),
Handbook of college reading and study strategy research (3rd ed., pp. 227–240). Routledge.
https://doi.org/10.4324/9781315629810
Weinstein, C. E., Acee, T. W., & Jung, J. (2011). Self-regulation and learning strategies.
New Directions for Teaching and Learning, 2011(126), 45–53.
https://doi.org/10.1002/tl.443
Weinstein, C. E., & Palmer, D. R. (2002). Learning and Study Strategies Inventory (LASSI): User's manual (2nd ed.). H & H Publishing.
Weinstein, C. E., Palmer, D. R., & Acee, T. W. (2016). Learning and Study Strategies Inventory (3rd ed.). H & H Publishing.
Zhou, M. (2019). The role of personality traits and need for cognition in active procrastination.
Acta Psychologica, 199, 102883.
https://doi.org/10.1016/j.actpsy.2019.102883