reza saraei; fatemeh yousefi
Abstract
The purpose of this research was to investigate the causal model of predicting academic procrastination based on parental roots and components of self-discrepancy with the mediating role of sense of belonging to school. The statistical population was all female students studying in the ninth grade of ...
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The purpose of this research was to investigate the causal model of predicting academic procrastination based on parental roots and components of self-discrepancy with the mediating role of sense of belonging to school. The statistical population was all female students studying in the ninth grade of the first period of secondary school in the year 1400-1401 in Nahavand city. The research sample consisted of 312 people, which was obtained by Cochran's formula and random cluster sampling method. The tools used in this research were academic procrastination questionnaire, sense of belonging to school, parental roots and self-discrepancy questionnaire. The results of structural equations showed that there is a positive and significant relationship between the components of parental roots, self-discrepancy, and sense of belonging to school with academic procrastination (P≥0.001). It also showed that 31% of the variance of academic procrastination is explained by the components of parental roots, incongruence and sense of belonging, and 13% of the variance of the sense of belonging is explained by parental roots. All path coefficients in the model are significant. According to the findings of the research, the need to pay attention to academic procrastination as one of the important and influential dimensions in the academic performance of students is raised more than ever. Therefore, it is recommended that educational psychologists and educational counselors formulate a suitable educational program to reduce academic procrastination in students and teach them ways to improve incompatible schemas, self-discrepancy components, and also increase the sense of belonging to school.
jafar samari safa; Mozhgan poordel
Abstract
The purpose of this study was to present a model of academic burnout based on family emotional status, psychological capital, purposefulness, procrastination and academic involvement of non-native master students of Ahvaz city. The research method in this study was applied according to the nature of ...
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The purpose of this study was to present a model of academic burnout based on family emotional status, psychological capital, purposefulness, procrastination and academic involvement of non-native master students of Ahvaz city. The research method in this study was applied according to the nature of descriptive-correlational research aThe statistical population of the study included all master students of humanities and technical fields in Ahvaz who were studying in 2019-2020. In order to collect data from Olson Emotional Atmosphere Scale (1999), Rio Academic Involvement Questionnaire (2013), Riding Academic Procrastination Scale (2011), Revised version of Beaufort et al.'s Achievement Target Questionnaire, Bresso et al. ), Lutans (2007) Psychological Capital Questionnaire was used. Analysis of research data using SPSS software version 20 and AMOS software was used to model structural equations. The results showed that according to the good fit indices in which NFI, CFI, TLI, IFI and GFI indices were obtained more than 0.90 and also AGFI fit index greater than 0.50 and chi-square ratio fit index Based on the degree of freedom, which was in the range of 1 to 5, the research hypothesis was generally confirmed. In other words, the structural pattern of academic burnout has a favorable fit based on the variables of family emotional status, psychological capital, goal orientation, procrastination and master's academic engagement. Therefore, by reducing procrastination and strengthening psychological capital, goal orientation and academic engagement at the same time in the master's degree through workshops and counseling sessions, their tendency to burnout can be reduced.
mansour bayrami; zohreh daneshvar pour
Abstract
The aim of this study was to investigate the relationship between perfectionism and five factor personality with procrastination. The sample was 300 students (190 females, 110 males) who completed Procrastination Assessment Student-Scale (PASS), Big Five Inventory (BFI), and Tehran Multidimensional Perfectionism ...
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The aim of this study was to investigate the relationship between perfectionism and five factor personality with procrastination. The sample was 300 students (190 females, 110 males) who completed Procrastination Assessment Student-Scale (PASS), Big Five Inventory (BFI), and Tehran Multidimensional Perfectionism Scale (TMPS). Pearson correlation and multiple regression through simultaneous were used for analyzing the data. The results showed that there is a significant positive correlation between extroversion with conscientiousness and openness and a significant negative correlation with neuroticism. There is a significant positive correlation between procrastination with all of the perfectionism scales and neuroticism and also neuroticism with all of the perfectionism scales. The results of multiple regression analysis also indicated that neuroticism and perfectionism predicted significantly academic procrastination. The results and its implications are discussed in the article.
ali shir afkan; sekineh zaerian
Abstract
This study was conducted with the aim of comparison of two cognitive- behavioral methods (with an emphasis on Beck and Alices's pattern) and training time management strategies (with an emphasis on Luis and Tracy's model) in an effort to alleviate procrastination and perfectionism of university students. ...
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This study was conducted with the aim of comparison of two cognitive- behavioral methods (with an emphasis on Beck and Alices's pattern) and training time management strategies (with an emphasis on Luis and Tracy's model) in an effort to alleviate procrastination and perfectionism of university students. The sample consisted of 80 students who were identified as procrastination and perfectionism through a test tapping the same constructs. They were placed randomly into two groups: experimental and control. In order to avoid subject loss, all subjects were placed into three groups: cognitive-behavioral (n=27), time management strategies (n=27), and the control group (n=26). The results of a covariance showed that there was a significant difference between perfectionism and procrastination among the groups under study. Results also showed that procrastination and perfectionism dropped significantly in the cognitive- behavioral group and time management group in comparison with the control group. But, a significant difference was not found between the two experimental groups in terms of procrastination and perfectionism. We can say that both cognitive-behavioral method and time management strategies were effective in alleviating perfectionism and procrastination. But, the former was more effective although no significant differences were found.
