Volume 16, Issue 3 (1-2019)
RBS 2019, 16(3): 353-364 |
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Motie H, Heidari M, Bagherian F, Zarani F. Cognitive-Emotional Model of Students Academic Procrastination: Mindfulness and Time Perception. RBS 2019; 16 (3) :353-364
URL: http://rbs.mui.ac.ir/article-1-617-en.html
URL: http://rbs.mui.ac.ir/article-1-617-en.html
1- PhD Student, Department of Psychology, Shahid Beheshi University, Tehran, Iran. , hu.motie@gmail.com
2- Associated Professor, Department of Psychology, Shahid Beheshi University, Tehran, Iran.
3- Assistant Professor, Department of Psychology, Shahid Beheshi University, Tehran, Iran.
2- Associated Professor, Department of Psychology, Shahid Beheshi University, Tehran, Iran.
3- Assistant Professor, Department of Psychology, Shahid Beheshi University, Tehran, Iran.
Abstract: (2830 Views)
Aim and Background: Academic procrastination is an irrational desire to delay educational homework, and it is a widespread phenomenon. Therefore, the aim of present study was to investigate the cognitive-emotional model of academic procrastination with regard to the role of mindfulness, time perception, and mediating role of self-efficacy, exam anxiety and perfectionism. Method and Materials: The present study is a correlational study. The statistical population of this study consisted of all students of Shahid Beheshti University. The study sample consisted of 200 students were selected by convenience sampling method. The data were collected using Procrastination Assessment Scale for Students (PASS), Test Anxiety Scale (TAS), Multidimensional Perfectionism Scale (MPS), Self-efficacy Scale (SES) and Five Facet Mindfulness Questionnaire (FFMQ). In order to test structural relations in the proposed model, the method of Structural Equations Model (SEM) was used. Findings: The results showed that the modified conceptual model was confirmed with CFI=0.90 and RMSE=0.058. The relationship between the academic procrastination and mindfulness is negative and significant (P<0.001). Generally, there is a difference between the modified model with the conceptual model in the indirect effect of the test anxiety through reduction of self-efficacy on academic performance and the effect of time estimates on mindfulness. Conclusions: Based on the results, mindfulness-based methods are proposed to reduce academic procrastination due to the role of self-efficacy and test anxiety. In general, the results of the present study are in line with the set of conceptual efforts in the area of academic procrastination studies.
Type of Study: Research |
Subject:
General
Received: 2020/02/8 | Accepted: 2020/05/10 | Published: 2020/05/10
Received: 2020/02/8 | Accepted: 2020/05/10 | Published: 2020/05/10
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