The Effect of Social Networks on academic procrastination and Mediating Role of Self-Regulatory Learning Strategies of Students

The use of new communication technologies, especially social networks in recent decades, has entered a new era and society; the society that Daniel Bell calls the post-industrial society; Tada Omsu, the network society; and Manuel Castell, the information society. The increasing development of electronic communication technologies such as satellite and Internet networks and their impact on many social, cultural, political and economic aspects, society has undergone such fundamental changes that some experts in virtual social networks called the virtual social media the new dimension of power in the 21st century. While we are witnessing a growing trend of users and members of Internet social networks, it is essential to know the various dimensions of networks and be aware of their effects. With the arrival of technology into the countries, we must always witness its ups and downs. The use of new technologies, in addition to creating opportunities, also becomes a threat. The purpose of this study was predicted the academic procrastination based on use of social networks with the intermediate role of self-regulation learning strategies among high school students.

The research method is applied research in terms of aim and is correlation in terms of the natures of subject. The statistical population includes all secondary school students in Hashtrood city. The sample size was 309 people based on the Morgan table and were selected randomly by multi-stage cluster sampling. Social networking questionnaire, self-regulation learning and academic procrastination were used to collect data. The opinions of related experts were used to determine the validity of the questionnaires and their reliability was determined by the coefficient of Cronbach's alpha (virtual networks, 0.88, self-regulatory learning strategy, 0.79; Academic procrastination, 0.80.

The results showed that the questionnaire had a good reliability. SPSS and Lisrel software were used to analyze data, Pearson correlation coefficient to examine the relationship between variables and the path analysis method to investigate the effect of variables.

The results showed that there is a relationship between social networks with academic procrastination and student self-regulation learning strategies, and has an indirect effect on student’s procrastination. Based on the results, the following suggestions are given: the national media should consider a program as informal education to inform about the harmful consequences of improper use of social networks. The country's Educational Research and Planning Organization and institutions related to the production of curriculum content, should develop content to raise students' awareness of how to properly use social networks. School principals should hold educational workshops to raise awareness of the student community so that students become aware of the disadvantages and advantages of virtual networks and can use social networks to promote education. School principals need to keep in touch with students' parents and keep them informed of students' behaviors and practices so that parents can contribute to students' academic lives. - Teachers should inform students about their educational status in order to eliminate students' negligence. Principals, teachers and parents of students should cooperate in order to control the optimal use of social networks by students. Teachers inform students about the benefits and goals of using self-regulated learning strategies. Teachers should teach students how to use self-regulated learning strategies in the learning process in appropriate opportunities such as extracurricular activities.