Zohre Athari; Kazem Barzegar Bafrooi; Maryam Zare
Abstract
One of challenges that students face with is academic procrastination. It means “delay in performing a task”. Since academic procrastination could affect various aspects of students' personal and social life, by identifying related factors, steps can be taken toward reducing or eliminating ...
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One of challenges that students face with is academic procrastination. It means “delay in performing a task”. Since academic procrastination could affect various aspects of students' personal and social life, by identifying related factors, steps can be taken toward reducing or eliminating it. This study aimed at determination the role of self- compassion on academic procrastination by mediating role of experimental avoidance in students of Yazd University. The research design was descriptive-correlational. The participants of this study were 375 (208 girls and 167 boys) undergraduate students of Yazd University in the academic year 2018-19, that were selected on the basis of random cluster sampling. Data were collected by academic procrastination questionnaire (Solomon & Rothblum, 1984), self-compassion questionnaire (Neff, 2003) and acceptance and practice questionnaire (Bond and et al, 2011). Data analysis was performed by using correlation method based on structural equation modeling approach using AMOS software version 24. The results showed that compassion predicts directly, negatively and significantly, experiential avoidance (β = -0.69) and academic procrastination (β = -0.33). Experiential avoidance also directly, positively, and significantly predicts academic procrastination (β = 0.24). Finally, the results showed that experiential avoidance plays a mediating role in the relationship between self-compassion and academic procrastination. Therefore, it can be concluded that by increasing self-compassion and psychology flexibility (reducing experiential avoidance) students' academic procrastination can be to some extent reduced.
Gazale Ghadami; Maryam Zare; Mehdi Rahimi
Abstract
The aim of present study was to investigate the role of personality trait and dimensions of family communication environment in academic engagement with the mediating role of passion. For this purpose, 375 secondary high school students (200 girls and 175 boys) were selected from district two of Yazd ...
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The aim of present study was to investigate the role of personality trait and dimensions of family communication environment in academic engagement with the mediating role of passion. For this purpose, 375 secondary high school students (200 girls and 175 boys) were selected from district two of Yazd who were studying in the academic year of 2017-18 by multi-stage cluster sampling were selected. The measures of study were the personality trait scale (NEO-FFI) (Costa & McCary, 1992), the family communication environment scale (FCEI) (Fitzpatrick & Ritchie, 1994), the academic engagement scale (Schaufeli et al., 2002) and passion scale (Vallerand et al., 2003). Results of structural equation modeling showed that conscientiousness and expressiveness have direct positive effect on academic engagement. Extraversion from personality traits and structural traditionalism from family communication environment had only positive indirect effect (with mediation of passion) on academic engagement. Therefore, it is possible to introduce latent variable of passion as an effective mediator in the path of the effectiveness of personality and family factors on latent variable of academic engagement.
