Document Type : Research Paper
Authors
1 Department of Humanities and Social Sciences, Faculty of Psychology and Educational Sciences, Yazd, Yazd, Iran
2 Associate Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Yazd University, Yazd, Iran
Abstract
Current research has investigated the mediating role of self-regulation in learning and the relationship between the need for cognition and decisional procrastination using a cognitive-motivational approach. The current research method used descriptive correlation and structural equation modeling. The statistical population of the research (11200 people) included all the male students studying in the second theoretical secondary course of areas 1 and 2 of Yazd city in the academic year 2023-2024. 377 students who were selected by multi-stage cluster random sampling method completed questionnaires that measured the levels of need for cognition (Cacioppo et al., 1996), self-regulation in learning (Weinstein & Palmer, 2002), and decisional procrastination (Mann et al., 1997). The reliability coefficient and validity indices of all tools were reported as favorable. According to the findings of the final structural model, although the direct effect of the need for cognition on decisional procrastination was not significant; the need for cognition, about self-regulation in information processing, motivation, and time management as well as the triple components of self-regulation in learning had a significant direct effect on decisional procrastination. Also, self-regulation in learning played a mediating role in the relationship between the need for cognition, and decisional procrastination. In general, the findings of the present study were consistent with the theoretical model of decisional conflict, and by providing signs of the importance and essential role of cognitive motivation and self-regulation strategies, in understanding how students face decisional conflicts in academic situations, they provided a theoretical and empirical basis for conflicting decisional styles.
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