RT - Journal Article T1 - Academic procrastination modeling based on social self-efficacy and perfectionism: The mediating role of achievement emotions JF - Journal-of-Psychological-Science YR - 2022 JO - Journal-of-Psychological-Science VO - 21 IS - 112 UR - http://psychologicalscience.ir/article-1-1062-en.html SP - 835 EP - 845 K1 - Academic procrastination K1 - social self-efficacy K1 - perfectionism K1 - achievement emotions AB - 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. LA eng UL http://psychologicalscience.ir/article-1-1062-en.html M3 10.52547/JPS.21.112.835 ER -