Enter your email address
Submit
Write your message
Volume 24, Issue 155 (12-2025)
Journal of Psychological Science 2025, 24(155): 199-216 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Moniri Dolickan A, Pirani Z, Abbasi M, Taghvaei D. (2025). Investigate the structural model of academic procrastination based on cognitive distortions and goal orientation with the mediation of parenting stress. Journal of Psychological Science. 24(155), 199-216. doi:10.61186/jps.24.155.13
URL: http://psychologicalscience.ir/article-1-2852-en.html
URL: http://psychologicalscience.ir/article-1-2852-en.html
Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran. , Zabih.Pirani@iau.ac.ir
Abstract: (787 Views)
Background: One of the problems that intensified for many students during the Coronaviruses epidemic was academic procrastination. There is a research gap in examining cognitive, motivational, and environmental variables related to procrastination (such as cognitive distortions, goal orientation, and parenting stress) and the interactive relationships between them in the form of a coherent model.
Aims: The purpose of this study was to investigate the structural model of academic procrastination based on cognitive distortions and goal orientation mediated by parenting stress in students.
Methods: The method of this research was correlation and structural equation modeling. The statistical population of the study included all ninth-grade male students in Kuhdasht city (794 people) in the academic year 2020-2021. According to the Cochran formula, 260 of them were selected using a single-stage cluster sampling method. The data collection tools in this research included Academic Procrastination Orientation Questionnaire (Tuckman, 1991), Interpersonal Cognitive Distortions Scale (Hamamci & Büyüköztürk., 2004), Achievement Goal Orientations Scale (Midgley et al., 1998) and Parenting Stress Index - Short Form (Abidin, 1995). Also, analyze the research data using Pearson's correlation coefficient method, stepwise regression and SPSS-26 software were performed. Also, research data analysis was performed using structural equation modeling and Path analysis using smartpls2 software.
Results: The results of the study showed that academic procrastination predicted cognitive distortions and goal orientation by 0.671 and -0.176, respectively, mediated by parenting stress (P< 0.05). Also, using the structural equation method and the sum of direct and indirect relationships, the total effect of cognitive distortions and goal orientation on academic procrastination was calculated as 0.745 and -0.353, respectively. In addition, the bootstrap test results were significant for all mediation paths (P< 0.05). Finally, cognitive distortions and goal orientation have an indirect effect on academic procrastination through the mediation of parenting stress (P< 0.05).
Conclusion: Based on the findings of the present study, academic procrastination is related to cognitive distortions and goal orientation in students through the mediation of parenting stress. This finding could be an effective model for reducing academic procrastination by reducing cognitive distortions and increasing goal orientation through the mediation of parenting stress management.
Aims: The purpose of this study was to investigate the structural model of academic procrastination based on cognitive distortions and goal orientation mediated by parenting stress in students.
Methods: The method of this research was correlation and structural equation modeling. The statistical population of the study included all ninth-grade male students in Kuhdasht city (794 people) in the academic year 2020-2021. According to the Cochran formula, 260 of them were selected using a single-stage cluster sampling method. The data collection tools in this research included Academic Procrastination Orientation Questionnaire (Tuckman, 1991), Interpersonal Cognitive Distortions Scale (Hamamci & Büyüköztürk., 2004), Achievement Goal Orientations Scale (Midgley et al., 1998) and Parenting Stress Index - Short Form (Abidin, 1995). Also, analyze the research data using Pearson's correlation coefficient method, stepwise regression and SPSS-26 software were performed. Also, research data analysis was performed using structural equation modeling and Path analysis using smartpls2 software.
Results: The results of the study showed that academic procrastination predicted cognitive distortions and goal orientation by 0.671 and -0.176, respectively, mediated by parenting stress (P< 0.05). Also, using the structural equation method and the sum of direct and indirect relationships, the total effect of cognitive distortions and goal orientation on academic procrastination was calculated as 0.745 and -0.353, respectively. In addition, the bootstrap test results were significant for all mediation paths (P< 0.05). Finally, cognitive distortions and goal orientation have an indirect effect on academic procrastination through the mediation of parenting stress (P< 0.05).
Conclusion: Based on the findings of the present study, academic procrastination is related to cognitive distortions and goal orientation in students through the mediation of parenting stress. This finding could be an effective model for reducing academic procrastination by reducing cognitive distortions and increasing goal orientation through the mediation of parenting stress management.
Keywords: academic procrastination, cognitive distortions, goal orientation, parenting stress, students.
Type of Study: Research |
Subject:
Special
Received: 2025/03/2 | Accepted: 2025/05/5 | Published: 2025/12/26
Received: 2025/03/2 | Accepted: 2025/05/5 | Published: 2025/12/26
References
1. اسماعیلپور، خلیل؛ بخشیپور رودسری، عباس و محمدزادهگان، رضا (1393). تعیین ساختار عاملی، روایی و پایایی مقیاس تحریف شناختی بینفردی در دانشجویان دانشگاه تبریز. راهبردهای شناختی در یادگیری، 2(3)، 53-72. https://asj.basu.ac.ir/article_1020.html
2. اصلانی، حسن؛ علیوندی وفا، مرضیه و پناهعلی، امیر (1402). مقایسه اثربخشی آموزش راهبردهای شناختی، فراشناختی و نظمجویی هیجان بر جهتگیری هدف دانشآموزان پسر با عملکرد تحصیلی پایین. مجله علوم روانشناختی، ۲۲ (۱۳۱)،95-116. https://doi.org/10.52547/JPS.22.131.2263
3. ایلبیگی، رضا و میررسولی، خدیجه سادات (1402). بررسی رابطه سبکهای یادگیری و جهتگیری هدف با اهمالکاری تحصیلی در دانشآموزان با نقش میانجی منبع کنترل. اولین کنفرانس بین المللی روانشناسی، علوم اجتماعی، علوم تربیتی و فلسفه، بابل. https://civilica.com/doc/1698125
4. باقری شیخانگفشه، فرزین (1400). فرسودگی و اهمالکاری تحصیلی طی همهگیری کرونا ویروس ۲۰۱۹ در دانشجویان پزشکی. مجله ایرانی آموزش در علوم پزشکی، ۲۱، 320-318. http://ijme.mui.ac.ir/article-1-5300-fa.html
5. حصاری، معصومه؛ رضایی، علیمحمد و طالعپسند، سیاوش (1401). پیشبینی اهمالکاری تحصیلی بر اساس پریشانی روانشناختی و اضطراب کرونا. رویش روان شناسی، ۱۱ (۳)، 219-232. http://frooyesh.ir/article-1-3584-fa.html
6. حقمحمدی شراهی، قباد؛ استوار، زهره و برماس حامد (1400). اهمالکاری: نقش پیش بین خطاهای شناختی و کمالگرایی. رویش روان شناسی، ۱۰ (۳)، 89-100. http://frooyesh.ir/article-1-2462-fa.html
7. زرگرنتاج، سیده طاهره؛ آقاجانی هشجین، طهمورث و جدیدی محسن (1401). تبیین مدل ساختاری اهمالکاری تحصیلی بر اساس نگرش به رشته تحصیلی و بیانگیزگی تحصیلی با نقش واسطهای اضطراب تحصیلی. رویش روان شناسی، ۱۱ (۷)، 97-108. http://frooyesh.ir/article-1-3645-fa.html
8. سرائی، رضا و یوسفی، فاطمه (1402). مدل علّی پیشبینی اهمالکاری تحصیلی بر اساس ریشههای والدینی و مولفههای خودناهمخوانی با نقش واسطهای احساس تعلق به مدرسه. فرهنگ مشاوره و روان درمانی، 14(55)، 91-124. https://doi.org/10.22054/qccpc.2023.69624.2998
9. سعدیپور، اسماعیل؛ سلطانیزاده، هدایا و ابراهیم قوام، صغری (1398). تأثیر آموزش ذهنآگاهی بر اهمالکاری تحصیلی در دو گروه دانشآموزان با اضطراب امتحان بالا و پایین. فصلنامه سلامت روان کودک، (۴)، ۲۶۶-277. https://doi.org/ 10.29252/jcmh.6.4.24
10. صادقیملکی، مریم و ملازاده، علیرضا (1401). مدل ساختاری پیشبینی اهمالکاری تحصیلی بر اساس سبکهای شناختی تنظیم هیجان و خطاهای شناختی با نقش میانجی خودناتوان سازی در دانشآموزان. فصلنامه روانشناسی سلامت و رفتار اجتماعی، 2 (4)، 31-50. https://sanad.iau.ir/en/Journal/hpsbjournal/Article/1074190
11. فدایی، زهرا؛ دهقانی، محسن؛ طهماسیان، کارینه و فرهادی، فاطمه (1389). بررسی ساختار عاملی، اعتبار و روایی فرم کوتاه- شاخص استرس فرزند پروری (PSI-SF) مادران کودکان عادی ۱۲-۷ سال. تحقیقات علوم رفتاری، ۸ (۲)، 81-91. http://rbs.mui.ac.ir/article-1-171-fa.html
12. کارشکی، حسین؛ خرازی، سید علینقی و قاضی طباطبایی، سید محمود (1387). بررسی رابطه ادراکات محیطی مدرسهای و اهداف پیشرفت؛ آیا نوع مدرسه، رشته تحصیلی و منطقه محل سکونت تفاوت ایجاد میکند؟ مجله مطالعات تربیتی و روانشناسی، 2، 93-79. https://www.sid.ir/paper/442726/fa
13. کاظمی، مصطفی؛ فیاضی، مرجان و کاوه منیژه (1389). بررسی میزان شیوع تعلل و عوامل مؤثر بر آن در بین مدیران و کارکنان دانشگاه. پژوهش نامه مدیریت تحول، 2 (4)، 42-63. https://doi.org/10.22067/pmt.v2i4.9078
14. کامیابی، میترا؛ نکوئی، ملیحه؛ حاجیپور عبایی، نجمه و بحرینیزاده، آناهیتا (1402). طراحی مدل اهمالکاری تحصیلی مبتنی بر خودکارآمدی و کمالگرایی با تأکید بر نقش میانجی باورهای فراشناختی در دانشجویان روانشناسی دانشگاه آزاد اسلامی کرمان در سال تحصیلی ۱۴۰۲-۱۴۰۱: یک مطالعه توصیفی. مجله دانشگاه علوم پزشکی رفسنجان، ۲۲ (۱۲)، ۱۲۵۹-1278. https://doi.org/10.61186/jrums.22.12.1259
15. لر زنگنه، سارا و سلیمانی، اسماعیل (1401). بررسی مدل روابط ساختاری ترومای کودکی و تحریفات شناختی با اختلال شخصیت خودشیفته: با میانجیگری طرحوارههای ناسازگار اولیه. مطالعات روانشناسی بالینی، 13(48)، 108-85. https://doi.org/10.22054/jcps.2023.58635.2508
16. مسعودی، سارا و بهزادپور، سمانه (1403). رابطه بین استرس والدینی و مشکلهای رفتاری کودک با نقش تعدیلکنندگی ظرفیت تأملی مادر: یک مطالعه توصیفی. مجله دانشگاه علوم پزشکی رفسنجان، ۲۳ (۴)، ۲۹۳-306. https://doi.org/10.61186/jrums.23.4.193
17. ملتفت، قوام و رنجبر زهره (1394). پیش بینی اهمالکاری تحصیلی بر اساس ویژگیهای شخصیت و با واسطهگری راهبردهای خودگردانی. مجله علوم روانشناختی، ۱۴ (۵۳)، 55-74. http://psychologicalscience.ir/article-1-247-fa.html
18. نوروزی، نسرین؛ محمدیپور، محمد و مهدیان حسین (1400). رابطه جهتگیری هدف و اهمالکاری تحصیلی با فرسودگی تحصیلی با تأکید بر نقش میانجی خودتنظیمی تحصیلی در دانشجویان پرستاری. نشریه پژوهش پرستاری ایران، ۱۶ (۲)، ۶۹-78. http://ijnr.ir/article-1-2426-fa.html
19. Abidin, R. R. (1995). Parenting Stress Index (3rd ed). Odessa, FL:Psychological Assessment Resources.
20. Aslani H, Alivandi Vafa M, panahali A. (2024). Comparing the efficacy of teaching cognitive, metacognitive and emotion regulation strategies on goal orientation of male students with low academic performance. Journal of Psychological Science, 22(131), 95-116. https://doi.org/10.52547/JPS.22.131.2263
21. Bagheri Sheykhangafshe, F. (2021). Evaluation of Academic Burnout and Procrastination During the Coronavirus 2019 Pandemic in Medical Students. Iranian Journal of Medical Education, 21, 318-320. [Persian] http://ijme.mui.ac.ir/article-1-5300-fa.html
22. Barroso, N. E., Mendez, L., Graziano, P. A., & Bagner, D. M. (2018). Parenting stress through the lens of different clinical groups: A systematic review & meta-analysis. Journal of abnormal child psychology, 46, 449-461. https://doi.org/10.1007/s10802-017-0313-6
23. Darmu’in, B. (2019). Plagiarism, Self-Efficacy, and Academic Procrastination on University Students. Psympathic: Journal Ilmiah Psikologi, 6 (2), 201-212. https://doi.org/10.15575/psy.v6i2.621
24. DellaVigna, S. (2009). Psychology and economics: Evidence from the field. Journal of Economic literature, 47(2), 315-372. https://doi.org/10.1257/jel.47.2.315
25. De Palo, V., Monacis, L., Miceli, S., Sinatra, M., & Di Nuovo, S. (2017). Decisional procrastination in academic settings: The role of metacognitions and learning strategies. Frontiers in psychology, 8, 973. https://doi.org/10.3389/fpsyg.2017.00973
26. EsmaeelPoor, K., Bakhshi Poor Rodsari., & Mohammadzadegan, R (2015). Determining factor structure, validity and reliability of interpersonal cognitive distortions scale among students of Tabriz University. Biquarterly Journal of Cognitive Strategies in Learning, 2(3), 53-72. [Persian] https://asj.basu.ac.ir/article_1020.html
27. Gawęda, Ł., Prochwicz, K., Krężołek, M., Kłosowska, J., Staszkiewicz, M., & Moritz, S. (2018). Self-reported cognitive distortions in the psychosis continuum: a Polish 18-item version of the Davos Assessment of Cognitive Biases Scale (DACOBS-18). Schizophrenia research, 192, 317-326. https://doi.org/10.1016/j.schres.2017.05.042
28. Geitz, G., Joosten-ten Brinke, D., & Kirschner, P. A. (2016). Changing learning behaviour: Self-efficacy and goal orientation in PBL groups in higher education. International Journal of Educational Research, 75, 146-158. https://doi.org/10.1016/j.ijer.2015.11.001
29. Haghmohamadisharahi G, Ostovar Z, Bermas H. (2021). Procrastination: The role of prediction cognitive errors and perfectionism. Rooyesh, 10(3), 89-100. [Persian] http://frooyesh.ir/article-1-2462-fa.html
30. Hamamci, Z., & Büyüköztürk, Ş. (2004). The interpersonal cognitive distortions scale: Development and psychometric characteristics. Psychological Reports, 95(1), 291-303. https://doi.org/10.2466/pr0.95.1.291-303
31. Hesari M, Rezaei A M, Talepasand S. (2022). predicting academic procrastination based on psychological distress and corona anxiety. Rooyesh, 11(3), 219-232. [Persian] http://frooyesh.ir/article-1-3584-fa.html
32. Hullmann, S. E., Wolfe-Christensen, C., Ryan, J. L., Fedele, D. A., Rambo, P. L., Chaney, J. M., & Mullins, L. L. (2010). Parental overprotection, perceived child vulnerability, and parenting stress: A cross-illness comparison. Journal of clinical psychology in medical settings, 17, 357-365. https://doi.org/10.1007/s10880-010-9213-4
33. Hung, J. W., Wu, Y. H., Chiang, Y. C., Wu, W. C., & Yeh, C. H. (2010). Mental health of parents having children with physical disabilities. Chang Gung Med J, 33(1), 82-91. https://pubmed.ncbi.nlm.nih.gov/20184799
34. Ilbeigi, R & Mirrasoul, K (2023). Investigating the relationship between learning styles and goal orientation with academic procrastination in students with the mediating role of locus of control. 1st International Conference on Psychology, Social Sciences, Educational Sciences and Philosophy, Babol. https://civilica.com/doc/1698125
35. Kamyabi, M., Nekooie, M., Hajipoor Abaei, N., & Bahreini Zade, A. (2024). Designing a Model of Academic Procrastination Based on Self-Efficacy and Perfectionism in Kerman Islamic Azad University Psychology Students in the Academic Year 2022-2023 with the Mediating Role of Metacognitive Beliefs: A Descriptive Study. Journal of Rafsanjan University of Medical Sciences, 22(12), 1259-1278. [Persian] https://doi.org/10.61186/jrums.22.12.1259
36. Kareshki, H., Kharazi, A., & Qazi Tabatabai, M (2008). Investigating the relationship between school environmental perceptions and achievement goals; Does the type of school, field of study and area of residence make a difference? Journal of Studies in Education & Psychology, 2, 79-93. [Persian] https://www.sid.ir/paper/442726/fa
37. Kazemi, M., Fayyazi, M. and Kaveh, M. (2010). Investigation of procrastination prevalence and its causes among university managers and employees. Transformation Management Journal, 2(4), 42-63. [Persian] https://doi.org/10.22067/pmt.v2i4.9078
38. Kochanova, K., Pittman, L. D., & McNeela, L. (2022). Parenting stress and child externalizing and internalizing problems among low-income families: Exploring transactional associations. Child Psychiatry & Human Development, 1-13. https://doi.org/10.1007/s10578-020-01115-0
39. Lorzangeneh, S. & Soleimani, E. (2022). Investigating the Structure of Structural Relationships between Childhood Trauma and Cognitive Distortions with Narcissistic Personality Disorder: Mediated by Early maladaptive Schemas. Clinical Psychology Studies, 13(48), 85-108. [Persian] http://ijnr.ir/article-1-2426-fa.html
40. Mak, M. C. K., Yin, L., Li, M., Cheung, R. Y. H., & Oon, P. T. (2020). The relation between parenting stress and child behavior problems: Negative parenting styles as mediator. Journal of Child and Family Studies, 29, 2993-3003. https://doi.org/10.1007/s10826-020-01785-3
41. Massoudi, S., & Behzadpoor, S. (2024). The Relationship between Parental Stress and Child’s Behavioral Problems with the Moderating Role of Maternal Reflective Functioning: A Descriptive Study. Journal of Rafsanjan University of Medical Sciences, 23(4), 293-306. [Persian] https://doi.org/10.61186/jrums.23.4.193
42. Meyers LS, Gamest G, Goarin AJ. (2006). Applied multivariate research, design and interpretation, Thousand oaks. London. New Deihi, Sage publication.
43. Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., ... & Roeser, R. (1998). The development and validation of scales assessing students' achievement goal orientations. Contemporary educational psychology, 23(2), 113-131. https://doi.org/10.1006/ceps.1998.0965
44. Moltafet G, Ranjbar Z. (2015). Prediction of academic procrastination based on personality traits with mediator role of self regulation skills. Journal of Psychological Science. 14(53), 55-74. [Persian] http://psychologicalscience.ir/article-1-247-fa.html
45. Munda, B. X. Thangavel, V (2024). Stress and Academic Procrastination Among Indian School Students. Goya Journal, 17 (6), 136-145. https://doi.org/12.163022.Gj.2024.v17.08.012
46. Norouzi, N., Mohammadipour, M., & Mehdian, H. (2021). Relationship between goal orientation and academic procrastination with academic burnout with emphasis on the mediating role of academic self-regulation in nursing students. Iranian Journal of Nursing Research, 16(2), 69-78. [Persian] https://doi.org/10.3390/ijerph17124368
47. Peixoto, E. M., Pallini, A. C., Vallerand, R. J., Rahimi, S., & Silva, M. V. (2021). The role of passion for studies on academic procrastination and mental health during the COVID-19 pandemic. Social Psychology of education, 24(3), 877-893. https://doi.org/10.1007/s11218-021-09636-9
48. Romash, I. (2020). The nature of the manifestation of procrastination, level of anxiety and depression in medical students in a period of altered psycho-emotional state during forced social distancing because of pandemic COVID-19 and its impact on academic performance. Mental Health: Global Challenges Journal, 3(2), 6-11. https://doi.org/10.32437/mhgcj.v4i2.92
49. Saadipour E, Soltanizadeh H, Ebrahim Ghavam S. (2020). The Effect of Mindfulness Training on Academic Procrastination in Students with High and Low Test Anxiety. J Child Ment Health, 6 (4), 266-277. [Persian] https://doi.org/ 10.29252/jcmh.6.4.24
50. Sadeghi Maleki, M., & Mollazade, A (2023). Progressive structural model of academic procrastination between cognitive styles of emotion regulation and cognitive errors with mediating role of self-disability in students. Quarterly Journal of Health Psychology and Social Behavior, 4 (2), 31-50. [Persian] https://sanad.iau.ir/en/Journal/hpsbjournal/Article/107419
51. Saraei, R. & Yousefi, F. (2023). 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. Counseling Culture and Psycotherapy, 14(55), 91-124. [Persian] https://doi.org/10.22054/qccpc.2023.69624.2998
52. Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: a grounded theory of academic procrastination. Journal of Educational psychology, 99(1), 12. https://doi.org/10.1037/0022-0663.99.1.12
53. Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents' stress and children's psychological problems in families facing the COVID-19 outbreak in Italy. Frontiers in psychology, 11, 1713. https://doi.org/10.3389/fpsyg.2020.01713
54. Stoeber, J., Kobori, O., & Brown, A. (2014). Perfectionism cognitions are multidimensional: A reply to Flett and Hewitt (2014). Assessment, 21(6), 666-668. https://doi.org/10.1177/1073191114550676
55. Tejedor, S., Cervi, L., Pérez-Escoda, A., & Jumbo, F. T. (2020). Digital literacy and higher education during COVID-19 lockdown: Spain, Italy, and Ecuador. Publications, 8(4), 48. https://doi.org/10.3390/publications8040048
56. Tuckman, B. W. (1991). The development and concurrent validity of the procrastination scale. Educational and psychological measurement, 51(2), 473-480. https://doi.org/10.1177/0013164491512022
57. Zargar Nataj, S. T., Aghajanyhashjin, T., & Jadidi, M. (2022). Explaining the Etructural Model of Academic Procrastination based on Attitudes Toward the Field of Study and Academic Immaturity with the Mediating role of Academic Anxiety. Rooyesh-e-Ravanshenasi Journal (RRJ), 11(7), 97-108. http://frooyesh.ir/article-1-3645-fa.html
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)