Relationships Between Academic Achievement with Personality Traits and Early Maladaptive Schemas with Self-Determination Mediation in Students

The aim of this study was to investigate the relationship between the components of academic performance with personality traits and early maladaptive schemas mediated by self-determination.

The research method was descriptive-correlation and structural equation modeling. The statistical population of the present study included all female high school students in Tehran in the academic year   2019-2020. For this purpose, 350 students were selected by simple random sampling. Then their scores were measured through the Academic Procrastination Scale, Solomon and Rothblum (1984), Young Schema Short Form (2003), Neo-Form Short Personality Questionnaire (1985), Guardia, Desi and Ryan (2000) Self-Determination Questionnaire. Path analysis, structural equations and regression test were used.

Pearson correlation coefficient and path analysis showed that there is a positive and significant relationship between all components of academic affiliation with the components of early maladaptive schemas and the role of self-determination is in the relationship between the two(P<00/01). Also, the relationship between all components of academic work and personality traits except psychosis was negative. The relationship between the end-of-semester exam component of academic work with conscientiousness and agreement of personality traits was not significant and the role of self-determination in the relationship between these two variables is indirect.

According to the results of the present study, the importance and role of self-determination in reducing academic procrastination can be understood.