Document Type : Research
Authors
1 PhD Student of Educational Psychology, Mazandaran University, Babolsar, Iran
2 Professor, Department of Psychology, Babolsar Branch, Mazandaran University, Babolsar, Iran
3 Associate Professor, Department of Psychology, Babolsar Branch, Mazandaran University, Babolsar, Iran
Abstract
In the present research, the relationship between epistemological beliefs and academic self-determination with academic procrastination investigated through the mediation of academic emotions. The current research employed a descriptive-correlational method. Participants of the study were 320 undergraduate students from various fields and faculties of Mazandaran University, Babolsar Campus, who selected through stratified random sampling. To measure the variables using the 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 tested using bootstrap procedure. Results indicated that the proposed model fit the data well; also, the results showed that the dimensions of epistemological beliefs and academic self-determination had significant indirect effects on academic procrastination through academic emotions
Keywords
Main Subjects
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