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Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran. , Zabih.Pirani@iau.ac.ir
Abstract: (25 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.
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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)