A Study of Perceived Classroom Structure and Academic Procrastination of Traditional and Virtual Education Students of University of Tehran

The present study was conducted to compare perceived classroom structure and academic procrastination of traditional and virtual education students of University of Tehran. To this end، 580 graduate students from University of Tehran (488 traditional & 132 virtual) were selected through stratified sampling method and were administered a self-reporting questionnaire of perceived classroom structure (Blackburn، 1998) and academic procrastination subscales (Solomon & Rothblum، 1984). To ensure the reliability of the subscales، Cronbach’s Alpha and to establish the instrument’s construct validity، confirmatory factor analysis were used. The results revealed that there was a significant difference between traditional and virtual education students in terms of perceived authonomy in learning and perceived motivational tasks. However، there was no significant difference in students’ perceived mastery evaluation. The results also indicated that there was a significant difference between the two groups in terms of academic procrastination.