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Volume 21, Issue 112 (7-2022)                   علوم روانشناختی 2022, 21(112): 835-845 | Back to browse issues page


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Nateghian A, Bagherzadeh Golmakani Z, Nejat H, samari A A. Academic procrastination modeling based on social self-efficacy and perfectionism: The mediating role of achievement emotions. علوم روانشناختی. 2022; 21 (112) :835-845
URL: http://psychologicalscience.ir/article-1-1062-en.html
Assistant Professor of Department of psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran
Abstract:   (436 Views)
Background: Numerous studies have shown that self-efficacy and perfectionism are associated with academic procrastination; But research that has developed a model for predicting academic procrastination based on social self-efficacy and perfectionism: the mediating role of the achievement emotions has been overlooked.
Aims: The aim ot this study was to develop a predictive model of Academic procrastination modeling based on social self-efficacy and perfectionism: The mediating role of achievement emotions
Methods: The present study was descriptive and of correlation and structural equations. The statistical population was all Twelfth grade male students in Mashhad in the academic year 2020-21. Out of 1200 people, A total of 290 individuals were selected by multi-stage cluster sampling. The research instruments included the Solomon and Rothblum (1984) Academic Procrastination Questionnaire, the Packran et al. (2007) Emotions Progress Questionnaire, the Kobori Perfectionists (2006) and Self- Efficacy dimensions Questionnaire of Muris. Data were analyzed using Pearson correlation test and path analysis in SPSS-22 & AMOS-24.
Results: The results showed that there was a negative and significant relationship between social self-efficacy, individual standards and positive achievement emotions with academic procrastination (P<0.05). There was also a positive relationship between excessive worry about mistakes and negative progress emotions with academic procrastination (P<0.05). The results of the path analysis indicated that the model fits appropriately, and that social self-efficacy, both directly and achievement emotions (positive & negative); and excessive worry about mistakes, could indirectly academic procrastination through achievement emotions (positive & negative).
Conclusion: social self-efficacy and perfectionism along with other factors, such as achievement emotions play a key role in academic procrastination and the need to pay attention to these factors is essential in prevention programs.
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Type of Study: Research | Subject: Special
Received: 2020/11/30 | Accepted: 2021/01/29 | Published: 2022/07/30

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