Behroz Foroghi Pordanjani; Aliakbar Sharifi
Abstract
The aim of the current study was explaining the relationship of self-discrepancy and academic resilience with academic procrastination in students. The research method was descriptive-correlational. The statistical population of the present study included all students of Shahrekord University of Medical ...
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The aim of the current study was explaining the relationship of self-discrepancy and academic resilience with academic procrastination in students. The research method was descriptive-correlational. The statistical population of the present study included all students of Shahrekord University of Medical Sciences, from which 242 students were selected by cluster sampling. Higgins` scale of self-discrepancies (1987), samuels` academic resilience questionnaire (2004), and sevari` academic procrastination questionnaire (2012) were used for collecting the data. For data analysis, Pearson correlation quotient and Stepwise multiple regression were used. The results showed a positive and significant correlation between ought-actual (r = 0.36) and actual -ideal (r = 0.39) with academic procrastination but not between resilience and academic procrastination.In addition, stepwise regression analysis showed that among the predictor variables, the actual-ideal self-discrepancy could predict more than 15% of the variance of academic procrastination. People with self-discrepancy are more likely to be procrastinating. Ideal-actual self-discrepancy is also the strongest predictor of procrastination. Thus, students who experience a great deal of difference between their actual and ideal self are more procrastinating than those who experience a difference between their actual and ought self.
