Javad Ejei, Masomeh Hatami,
Volume 8, Issue 4 (3-2014)
Abstract
The purpose of this article is investigated the cause of procrastination according to Cognitive, emotional and behavioral approach. So the model in based on cognitive, emotional and behavioral and procrastination is tested. And the impact of rational beliefs, irrational beliefs, frustration discomfort beliefs, hope beliefs, academic self-efficacy, and self-regulation Procrastination is studied. A sample of 900 students (447 females and 453 males) selected with stratified random sampling and answered to procrastination scale, Rvsblvm and Solom (1984), frustration discomfort scale , Harrington (2005) to measure frustration discomfort beliefs, self-regulated learning questionnaire, Greene and Miller (2004), self-efficacy questionnaire, Mydltn and Midgley (1997), irrational Beliefs Inventory Kvpmnz et al (1994). Path analysis run in two models: one with exogenous variables irrational beliefs and the frustration discomfort beliefs, and other exogenous variables rational beliefs, hope beliefs. The results indicate a good fit of the model. The amount of variance explained by frustration discomfort beliefs, irrational beliefs, self-efficacy and self-regulation was 0.32 and the variance explained by frustration discomfort beliefs, irrational beliefs, and self efficacy was 0.27. The amount of variance explained by rational beliefs, hope beliefs, self-efficacy and self-regulation was 0.24 and the variance explained by rational beliefs, hope beliefs, and self efficacy was 0.18. According to the results of research Education practitioners can reduce student procrastination by increasing self-efficacy and self-regulation, rational beliefs and hopes and decrease irrational beliefs and the frustration discomfort beliefs.
Flora Jenabi, Narges Babakhani, Simin Bashardoust,
Volume 18, Issue 4 (3-2025)
Abstract
The aim of this study is to identify and model the academic procrastination pattern based on the grounded theory. This research was conducted with a qualitative approach and a sequential-exploratory design. In the qualitative phase, the grounded theory method was used for data analysis. The participants of the study were undergraduate students at the University of Tehran who, based on their self-reports, were experiencing academic procrastination. Participants were selected using theoretical sampling. Data were collected using semi-structured interviews.The results of the data analysis indicated that psychological factors, perfectionism, experiential avoidance, internet addiction, and cultural-social factors were identified as the main causes of academic procrastination according to the interviewees. Additionally, the most important core and peripheral factors affecting academic procrastination included delay, indifference, laziness, impulsivity, and lack of concentration. Regarding coping strategies, self-actualization and time management were identified as the main strategies for reducing academic procrastination by the interviewees. Contextual factors influencing the application of these strategies included emotion management and behavior modification. Furthermore, strategic and macro-level interventions were identified as significant intervening factors in the process of coping with academic procrastination. Ultimately, the outcomes of these coping strategies included increased academic self-efficacy and improved students’ mental health
