Motivation and Learning
Narges Masihpour; Soheila Hashemi; habibollah naderi
Abstract
In the current research, the relationship between epistemological beliefs and academic self-determination with academic procrastination was investigated through the mediation of academic emotions. The research method employed was descriptive-correlational. The participants of the study were 320 undergraduate ...
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In the current research, the relationship between epistemological beliefs and academic self-determination with academic procrastination was investigated through the mediation of academic emotions. The research method employed was descriptive-correlational. The participants of the study were 320 undergraduate students from various fields and faculties of Mazandaran University, Babolsar Campus, selected through stratified random sampling. To measure the variables under study, the following questionnaires were utilized: Academic Procrastination Scale (Solomon & Rothblum, 1984), Epistemological Beliefs Inventory (Bayless, 2009), Academic Motivation (Vallerand et al., 1989), and Academic Emotions Scale (Pekrun et al., 2005). The proposed model was evaluated using structural equation modeling with AMOS software version 26. The mediating relationships in the proposed model were tested using the bootstrap procedure. The results indicated that the proposed model had a good fit with the data, also the results showed that the dimensions of epistemological beliefs and academic self-determination had significant indirect effects on academic procrastination through academic emotions.
Motivation and Learning
Fatemeh Alipour; abolfazl farid; Emad Aldin Ahrari; Seyed Qasem Mosleh
Abstract
Academic dishonesty refers to any misconduct in academic affairs and assignments. It is a worrying phenomenon with many negative consequences. To prevent these consequences, experts have studied the effective relevant factors on academic dishonesty. In this study self-control and academic procrastination ...
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Academic dishonesty refers to any misconduct in academic affairs and assignments. It is a worrying phenomenon with many negative consequences. To prevent these consequences, experts have studied the effective relevant factors on academic dishonesty. In this study self-control and academic procrastination were studied as antecedents for academic dishonesty. It was a correlational study and Tangney, Baumeister and Boone (2004) self-control questionnaire, McCabe and Trevino (1997) academic dishonesty questionnaire and Solomon and Rothblum (1984) procrastination questionnaire were used. The relationships between the constructs of the proposed model were analyzed using structural equation modeling in AMOS software version 24. The statistical population included all high school students in the city of Osko, in the academic year 1401-1400. The sample size was 380 students. The fitness indices of the proposed model according to the criteria proposed by Meyers, Gamst and Guarino (2006) indicated an acceptable fitness with the data. The results showed that self-control has a direct and significant effect on academic procrastination and academic dishonesty. In addition, academic procrastination has a direct and significant effect on academic dishonesty. Also academic procrastination plays a mediating role in the relationship between students' self-control and academic dishonesty. Therefore, it is suggested that education authorities consider programs to improve students' self-control skills.
MOBINA TARKHAN
Abstract
The aim of the research was to evaluate the effectiveness of compassion focused therapy (CFT) on academic resiliency and hopefulness in the academic procrastination of male students of the second degree of high school. This research method was semi-experimental with pretest-posttest design. Using Martin's ...
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The aim of the research was to evaluate the effectiveness of compassion focused therapy (CFT) on academic resiliency and hopefulness in the academic procrastination of male students of the second degree of high school. This research method was semi-experimental with pretest-posttest design. Using Martin's academic resiliency, Schneider and et al's hopefulness and Solomon and Ratilom's academic procrastination questionnaires, 28 procastinated male students of the second degree of high school were purposively selected and were randomly assigned into two experimental and control group. (each group: 14). The experimental group received 8 sessions of CFT based on Neff’s instruction package and the control group did not receive any training in this field. After conducting the CFT, academic resiliency, hopefulness and academic procrastination of the students of two groups were measured again. Data were analyzed using multivariate covariance analysis (MANCOVA) and univariate covariance analysis (ANCOVA). According to the posttest scores of calculated F either in the Mancova analysis and either in the Ancova analysis for acadmic resiliency, hopefulness and academic procrastination showed significant differences in both groups. The results of this research which are in accordance with other studies, showed that CFT has significant role in increasing academic resiliency and hopefulness and decreasing academic procrastination in the male students.
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.
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.
parvin farajzadeh; Ahmad Ghazanfari; maryam choramy; Tayebeh Sharifi
Abstract
The present study was conducted with the purpose of investigating the effectiveness of training psychological capitals on academic engagement of teacher-students with low academic engagement. The present study was quasi-experimental with pretest, posttest, control group and a two-month follow-up period. ...
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The present study was conducted with the purpose of investigating the effectiveness of training psychological capitals on academic engagement of teacher-students with low academic engagement. The present study was quasi-experimental with pretest, posttest, control group and a two-month follow-up period. The statistical population of the study included female teacher-students at the teachers’ university in the city of Shahr-e-kord in academic year 2018-19. 30 female teacher-students with low academic engagement were selected through purposeful sampling method and randomly placed into experimental and control group (15 students in the experimental group and 15 students in the control group). The experimental group received psychological capitals training (Akhoondi, 2017) during two-and-a-half months in ten ninety-minute sessions. The applied questionnaires in this study included academic engagement questionnaire (Fredricks, Bloomenfield, and Paris, 2004) and academic procrastination (Talkman, 1991). The data of the study were analyzed by repeated measurement ANOVA. The results showed that psychological capital training has a significant effect on the academic procrastination of teacher-students with low academic engagement (p˂0.001). The findings of the present study showed that psychological capitals training by applying the concepts such as hope, self-efficacy conception, resilience, and optimism can be used as an efficient training to decrease academic procrastination of teacher-students with low academic engagement. Key words: Training psychological capitals, academic procrastination, academic engagement, teacher student
Kazem Barzegar bafrooei; Morvarid Aref manesh
Abstract
The purpose of this study was to investigate the role of time perspective and personality factors in academic procrastination of Yazd University students. The population of this study is all students of Yazd University who 200 of them were selected through multistage cluster sampling method, then they ...
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The purpose of this study was to investigate the role of time perspective and personality factors in academic procrastination of Yazd University students. The population of this study is all students of Yazd University who 200 of them were selected through multistage cluster sampling method, then they responded zimbardo time perspective (ZTPI), short form of personality factors (NEO-FFI) and Solomon & Rothblum academic procrastination questionnaire. The Simultaneous Regression analyses displayed future and past negative time perspective significantly related to academic procrastination and also there is a significant relationship between personality factors and academic procrastination. In this way, Neurotisism and Extraversion has a positive relationship and also Conscientiousness has negative relationship with academic procrastination. Based on our results, we suggest tailormade interventions to strengthen the balance of time perspective, and control the personality factors, to help students successfully overcome academic procrastination.
sadegh nasri; moslem shahrokhi; majid ebrahim damavandi
Volume 1, Issue 1 , October 2013, , Pages 24-36
Abstract
The purpose of the study was to predict academic procrastination of the under-graduate students at the University of Shahid Rajaee based on perfectionism and test anxiety.
Methodology: Research method was descriptive and correlative study. Of the undergraduate students 385 individuals (189 females and ...
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The purpose of the study was to predict academic procrastination of the under-graduate students at the University of Shahid Rajaee based on perfectionism and test anxiety.
Methodology: Research method was descriptive and correlative study. Of the undergraduate students 385 individuals (189 females and 196 males) were selected as sample using stratified random sampling method. Subjects completed Solomon and Ruth Bloom's Academic Procrastination Scale (1984), Per-fectionism Questionnaire (1991) and Spielberger 's Test Anxiety Scale (1980). Data analysis
performed using statistical methods such as descriptive statistics, regression,
simultaneous, stepwise regression, and Fischer’s Z tes
Results: The results indicated that the perfectionism and test anxiety predict positively and significantly academic procrastination.
Conclusion: Given these findings, rising perfectionism and test anxiety among the undergraduate students will lead into increasing the amount of academic procrastination.
