Javad Ejei, Masomeh Hatami,
Volume 8, Issue 4 (3-2014)
Abstract
The purpose of this article is investigated the cause of procrastination according to Cognitive, emotional and behavioral approach. So the model in based on cognitive, emotional and behavioral and procrastination is tested. And the impact of rational beliefs, irrational beliefs, frustration discomfort beliefs, hope beliefs, academic self-efficacy, and self-regulation Procrastination is studied. A sample of 900 students (447 females and 453 males) selected with stratified random sampling and answered to procrastination scale, Rvsblvm and Solom (1984), frustration discomfort scale , Harrington (2005) to measure frustration discomfort beliefs, self-regulated learning questionnaire, Greene and Miller (2004), self-efficacy questionnaire, Mydltn and Midgley (1997), irrational Beliefs Inventory Kvpmnz et al (1994). Path analysis run in two models: one with exogenous variables irrational beliefs and the frustration discomfort beliefs, and other exogenous variables rational beliefs, hope beliefs. The results indicate a good fit of the model. The amount of variance explained by frustration discomfort beliefs, irrational beliefs, self-efficacy and self-regulation was 0.32 and the variance explained by frustration discomfort beliefs, irrational beliefs, and self efficacy was 0.27. The amount of variance explained by rational beliefs, hope beliefs, self-efficacy and self-regulation was 0.24 and the variance explained by rational beliefs, hope beliefs, and self efficacy was 0.18. According to the results of research Education practitioners can reduce student procrastination by increasing self-efficacy and self-regulation, rational beliefs and hopes and decrease irrational beliefs and the frustration discomfort beliefs.
Mr Masoud Afshani, Dr Abdolrahim Kasaee Esfahani, Dr Kianoush Zahrakar,
Volume 18, Issue 1 (6-2024)
Abstract
The purpose of this study was to investigate the mediating role of using social networks in the relationship between authoritarian and permissive parenting styles and academic procrastination in first secondary school students. The research was of the correlation type, and the statistical population included all the students of the first secondary level of Ashnoye city in 1401. In this study, 339 people (170 girls and 169 boys) were selected as a statistical sample using the multi-stage cluster random sampling method. In order to collect information, Bamrind's 1967 parenting styles (PSI), Solomon and Rothblum's academic procrastination (PASS) 1984, and Jahan Bani's social networks (2017) were used. The data were analyzed by covariance analysis and structural equation modeling. The results of the current research regarding the mediation of the use of social networks in the relationship between authoritarian parenting style and academic procrastination showed that authoritarian parenting style not only directly but also indirectly and with the mediation of the use of social networks on students' academic procrastination. It has an effect.
