تعلل ورزی

The aim of the present study was to determine the effect of motivational-behavioral interventions based on Martin's motivational cycle on procrastination and self-disempowerment in student teachers.

This applied research was of an experimental type with a pre-test-post-test design with a control group. The statistical population included all the students of Farhangian University in 2021-2022. In the first stage, 310 people were randomly selected as a sample, and in the second stage 60 female and male students, who had higher grades in procrastination and self-disability were selected and placed in two groups: experimental and control. The procrastination questionnaires by Solomon and Roth-Blam (1984) and Midley, Arunkumar and Ordan's (2000) self-handicapping questionnaires were used to collect data. Descriptive and inferential statistics were used to analyze the data using the covariance analysis method with SPSS version 21 software.

The results showed that multidimensional cognitive-behavioral interventions were effective in reducing procrastination and self- disempowerment, and students obtained lower grades in the post-test.

Therefore, it can be concluded that recognizing procrastination and self- disempowerment and choosing appropriate methods that lead to their reduction can help improve the performance and motivation of students and increase the efficiency of the educational system.

There are a few studies on the phenomenology and prevalence of procrastination in teachers and its importance and relationship with the emotional and stressful experiences of teachers in Iran. In most existing studies, general self-report scales are used to obtain the results. In the present study, the researcher examines teachers' procrastination and its relationship with their emotional and stressful experiences using a qualitative approach. The target population of this research includes all primary school teachers in district 1 of Yazd city. Among them, 36 male and female teachers were interviewed individually. Ten of them stated that they have never been delayed in carrying out their activities and the delay in their work has not been a reason for their worry and stress. Using the qualitative content analysis method, the data obtained from the interviews with the remaining 26 teachers were analyzed. The results of the data analysis showed that teachers postpone some of their professional duties, such as following up on administrative work and correcting students' work. They have various reasons for this behavior, but the main reason is their unwillingness to perform their duties. In addition, the teachers mentioned that they experience negative emotions when procrastinating. It can be concluded that although procrastination includes negative emotions such as guiltiness and hopelessness, the teachers don't feel much stressed since this behavior doesn't include negative and harmful consequences for them .

This Research is about the relationship between lifestyle, economic capital and cultural capital among students’ procrastination. The purpose of the study was applied and the method was descriptive-correlational. The statistical population consisted of all students in 2019 entrance year who totaled to 200 individuals. A total of 132 students were recruited as the sample by using krejcie and Morgan’s Table via simple random sampling. Roth Bloom et al.’s (1984) procrastination questionnaire, lifestyle and economic capital questionnaire (researcher-made), and cultural capital questionnaire (researcher-made) were applied as instruments in this research. Data were analyzed by using Pearson correlation and multiple regression. Results showed that lifestyle has a negative and significant relationship with students’ procrastination, and cultural capital and economic capital have a positive and significant relationship with procrastination (P<0.05). The results indicate that cultural capital variance with 0.32 Beta coefficient and variance of economic capital with 0.27 residual coefficient affirmatively and significantly, beside lifestyle variance with 0.22 Beta coefficient negatively and significantly predicted procrastination among students.

The present study was conducted to investigate the effectiveness of Gross emotional regulation education package on female students’ procrastination. The study population included all students of University of Birjand in the academic year 2017-18, and the sample included 30 female students who scored high in the Schwarzer and Diehl procrastination scale (2000) and the Gratz and Roemer (2004) difficulties in emotion regulation scale (DERS), and were placed in trial and control groups. The study method was quasi-experimental with pre-test and post-test design, a control group, and follow-up. Emotion regulation was taught using Gross emotion regulation training package. Students’ post-test score reduced in the procrastination and difficulty in regulating emotion, which suggests effectiveness of training. According to the results, emotion regulation training reduces procrastination and facilitates emotion regulation by reducing the difficulties in regulating emotions.

Academic procrastination is one of the most common problems among students so it is necessary to know the related variables. The purpose of this study was to investigate the mediating role of test anxiety in the relationship between cognitive emotion regulation and academic procrastination among students. The present study was descriptive and from correlational studies. The statistical population included 980 students of Farhangian University of Urmia in the academic year 2016-2017. 212 students were selected by available sampling. The data collection tools include a questionnaire of academic procrastination (Solomon & Rothblum, 1984), Anxiety Test Questionnaire (ATQ; Abolghasemi, 1995), and Cognitive-Emotional Regulation strategies questionnaire (CERQ; Garnefski & Kraaij, 2006). The results showed that there is a negative correlation between adaptive cognitive emotion regulation strategies and academic procrastination. There was a positive correlation between test anxiety and maladaptive cognitive emotion regulation strategies with academic procrastination. The results of path analysis also indicated the role of the test anxiety mediator in the relationship between cognitive emotion regulation and academic proclivity. Therefore, psychological interventions should be directed toward cognitive-emotional regulation and test anxiety in the context of student's academic procrastination.

Procrastination is a behavioral phenomenon, described as the act off putting off the tasks, which may result in stress, a sense of guilt, severe loss of personal productivity. The aim of this study was to determine the role of the big five factors of personality and social adjustment in students' procrastination. The study method was descriptive-correlation. The population consists of all students in high school of Salmas city that based on the Cochran sampling formula 254 of them were selected using cluster sampling. To collect the data were used from the Procrastination Academic Scale, the Big Five of Personality Inventory and the Adjustment Questionnaire of Singh and Sinha(1993). The results of multiple regression analysis showed that among personality traits, neuroticism positively and and conscientiousness negatively predicted procrastination. Also Social adjustment significantly explain procrastination. Given the importance of personality characteristics and social adjustment in explaining the procrastination, strengthening social adjustment and change personality characteristics will have an important role in overcoming procrastination.

This study aimed to investigate the relationship between cognitive style, cognitive disfunction and negative emotions in students was procrastination. The population of all third year students studying at the secondary school in Tehran, in the 94-95 school year. 135 students of secondary schools in the city of Tehran were selected by multi-stage cluster sampling method. After discarding incomplete questionnaires finally 115 questionnaires were analyzed. AbzarHay data collection of cognitive abilities (Save, 1392), the Positive and Negative Affect Scale and Tlgn Watson (1988), and Cognitive Style Inventory (Kolb, 1982) and procrastination questionnaire (Solomon and Ruth Bloom, 1984). were. Data were analyzed using correlation and regression analysis. The results showed that active experimentation style, cognitive ability and procrastination are significant predictors of negative emotions. The results of regression showed that negative emotions and cognitive abilities were significantly positive and negative role predict procrastination, and procrastination total of 63% of the variance accounted for addressing.

Introduction Anxiety and its related factors have been among the most widespread research domains in therecent decades. Anxiety is a mood-dependent phenomenon that often occurs without the presence of its stimulus and, thereby, affects behaviors and feelings. Anxiety sometimes appears mildly and naturally, and usually leads to an increase in motivation for the fulfillment of the activities. Occasionally, it is also manifested in a severe form and affects the person's whole life (Banga, 2016). Test anxiety is one type of anxiety that prevents students from acting effectively and efficiently and, thereby, is an obstacle to the optimal academic performance (Bozkurt, Ekitli, Thomas & Cassady, 2017). The studies conducted in the area of test anxiety and its consequences indicate that test anxiety is one of the serious obstacles to student's academic achievements and the most weakening factor of academic performance in all programs while it has been reported to prevail among 10 to 41% of students (Huberty, 2009; Whitaker Sena, Lowe, & Lee, 2007), and 15% of students experience it usually in a very serious mode (Putwain & Daly, 2014). Rupani et al. (2016) believe that although low levels of anxiety before the exam can trigger the examinee's ability, excessive anxiety can interfere with the person's ability and function and may bring about unpleasant consequences, such as increased inability and decreased function, digestive problems, headaches, and other physical and psychological side effects. Therefore, considering the complexity of the factors influencing anxiety, the present study sought to examine the cognitive, motivational, and behavioral components of test anxiety. Hence, self-regulation, self-efficacy, and procrastination were respectively analyzed as the cognitive, motivational, and behavioral components of test anxiety in the form of a causative model. It is noteworthy that the review of the related literature reveals that almost no research has investigated the relationship between these variables in the form of a single model. Accordingly, regarding the high prevalence of test anxiety and the need to pay attention to the effective variables in reducing it, the present study aims to examine some part of the complex and multifaceted nature of test anxiety. In addition, this study intends to assess some correlates and predictors of test anxiety through a structured model based on the direct roles of self-regulation and academic self-efficacy variables, and also through the mediating role of academic procrastination so that the contribution and importance of each one in the prediction of test anxiety can be determined.
Research question This study attempted to answer the following research questions: 1. Is self-regulation a negative predictor of test anxiety? 2. Is self-efficacy a negative predictor of test anxiety? 3. Is self-regulation a negative predictor of procrastination? 4. Is self-efficacy a negative predictor of procrastination? 5. Is procrastination a positive predictor of test anxiety? 6. Does procrastination play a mediating role between self-regulation and test anxiety? 7. Does procrastination play a mediating role between self-efficacy and test anxiety?
Method The present study falls within the category of correlational studies wherein the relationship between variables was evaluated in a model through path analysis method. To this end, self-regulation and academic self-efficacy were considered as the exogenous variables of the model, academic procrastination was regarded as the mediator variable, and test anxiety was considered as the endogenous variable of the model. Relative stratified sampling method was used to select the participants where the faculty and academic program were regarded as the strata. In this regard, the number of students in 17 faculties of Semnan University was extracted according to the statistics of the General Education Department. Then, 443 students were selected by stratified random sampling in proportion to the size of the faculties and academic programs and filled out the research questionnaires. From among these participants, 179 ones (59.6%) were male and 264 ones (40.45%) were female. Magno Academic Self-Regulated Learning Scale, Muris Academic Self-Efficacy Scale, Solomon, Rothblum Academic Procrastination, and Pintrich and De Groot Test Anxiety Scale were used as the data collection instruments in this study. The data were analyzed by Pearson correlation test and path analysis in SPSS and LISREL software.
Results The results of data analysis indicated that the model has a good fit with the research data, and it was revealed that self-regulation and academic self-efficacy predicted test anxiety both directly and indirectly (through the mediation of academic procrastination). In this regard, self-regulation and academic self-efficacy had significant negative relationships with test anxiety, but procrastination had a significant positive relationship with test anxiety.
Discussion On the whole, it can be claimed that the promotion of self-regulation and growth of selfefficacy beliefs may lead to a reduction in academic procrastination, may provide the grounds for student's endeavors and efforts to reach success and play a significant role in reducing student's test anxiety. In general, the research findings showed that self-regulation, self-efficacy, and procrastination play a detrmining role in predicting test anxiety. Therefore, student counselors and authorities are recommended to focus their efforts to increase student's self-regulation and academic self-efficacy. In this way, procrastination and test anxiety are reduced in students, and they can obtain academic achievements in consequence.

The purpose of this study was to investigate the impact of emotional intelligence on academic achievement through the mediation of of procrastination, self-regulated and self-efficacy. For this reason, A sample of 300 Students from the Faculty of Education and Psychology, University of Al-Zahra were selected using stratified random sampling method. Then participants were asked to measure learning self-regulation of Miller et al (1996), general self-efficacy students of sherer et al. (1982) , a questionnaire of 33 questions Siberia Shrink to measure emotional intelligence and procrastination that through questionnaires Solomon and Ratblvm (1984) Measurement is complete. The findings of the path analysis showed that the model desired , is a good fit, And procrastination, self-efficacy, self-regulatory have mediating role between emotional intelligence and academic achievement Perform . As well as non-significant findings showed that the relationship between emotional intelligence and there procrastination and the two variables indirectly related to each other. Achievement explained37% by research variables. According to the results of research, education practitioners can training emotional intelligence , increasing self-efficacy and self-regulation, and by reducing procrastination increase their academic achievement

The purpose of this study was to determine the role of procrastination, self-regulating and meta-cognitive beliefs in predicting academic burnout among high school female students. This descriptive study is of correlational type. The statistical population of this study is all female high school students of Meshkinshahr in the academic year of 92-91. The subjects consisted of 120 female students of Meshkinshahr city who were selected through multistage cluster sampling from schools of this city. Data from procrastination Students (PASS), its scale regulation, beliefs and academic burnout scale was used. The findings were analyzed using correlation coefficient, multivariate regression and path analysis. The results of correlation coefficient indicated that there was a positive and significant relationship between metacognitive beliefs and procrastination with academic burnout (P P). The results of path analysis showed that procrastination and metacognitive beliefs by selfregulating influence on academic burnout. Students who used selfregulation more than cognitive and meta-cognitive strategies. Procrastination were lower, resulting in higher academic achievement.

Procrastination or delaying a task until tomorrow is so common that it can be considered as one of the inherent tendencies of human beings. Although, procrastination is not always a problem, in most cases, through impeding progress and attaining goals, can have unpleasant and irreparable consequences. One of the most common types of procrastination is academic procrastination. Hence, the aim of this study was to investigate the effectiveness of teaching strategies to reduce procrastination on the secondary school students’ academic procrastination in Tabriz. To this end, 36 students with high academic procrastination, through screening and preliminary study, were assigned to two experimental and control groups. The experimental group received reducing academic procrastination strategy instruction whereas the control groups were provided with common daily education. Sovari's (2011) academic procrastination scale was used for analysis the pretest and posttest. The results of multi variatean alysis of covariance showed that the means of the experimental and control groups in deliberate academic procrastination )( and academic procrastination from physical-mental fatigue )( were significantly different but the mean of academic procrastination from non programming )( was not significantly different from the control group. The results of the study can help school counselors and psychologists to reduce academic procrastination.

The purpose of the present study was to examine the effectiveness of time management skills’ training on enhancing Study Skills and decreasing the procrastination of students. It was a Quasi-experimental research with pre- and posttestdesign with control group. The statistical population included Middle school boys in Delfan city in the academic year 1391-92. The participants included 400 Middle school male students from among the male students in Delfan city who were selected through the cluster random sampling method. Then, they were assigned to control and experimental groups (25 students in each group). From among the 400 student, 50 students who had received more than 2 SD score on the scale of procrastination were selected randomly and then they were assigned to control and experimental groups. To collect the data, Study Skills Inventory and Procrastination Inventory were used. The results of multivariate analysis of covariance (MANCOVA) showed that time management skills’ training was effective on enhancing Study Skills and decreasing the procrastination of students (P<0/001). Due to the fact that time management skills’ training can have a significant impact on developing new and original insights and considering the fact that time is a limited resource, the necessity of time management, particularly at educational settings is of great importance.

The aim of this study is to investigate and compare the procrastination of blind, deaf and physical- motor handicapped students with respect to their gender roles. The present study is of causal-comparative and cross sectional- comparative type. The statistical population of the study were all 10- 15 year-old blind, deaf and physical- motor handicapped students in Esfahan city in 2012-2013 that among them 90 students were selected by in access sampling method. Data gathering tool included procrastination questionnaire. The questionnaire was completed by mothers of students under study. SPSS software is used to analyze data. Findings show that in subscales of procrastination on assignments and exams, there is significant different between the three groups. Physical- motor handicapped students show higher procrastination. In procrastination on writing was not found significant difference between the groups. Present findings can be used to help students with special needs in educational use.

TO explore the relationship between self-conscious emotions, procrastination, and academic self-confidence and achievement, a sample of 365 undergraduates was randomly selected from among all students of one university. Analysis of the data collected using a questionnaire, showed that academic achievement has a significant correlation with shame, guilt, and selfishness. A negative correlation was seen between procrastination and academic self-confidence. Close to 9% of the variance in academic achievement is explained by self-conscious emotions, whereas the procrastination factor, along selfconscious emotions account for only 8% of academic selfconfidence. The results can be used in counseling students.

The purpose of this study was to compare perfectionism and procrastination in mothers of students with and without learning disabilities. From among mothers of all 9-14 year old students with and without learning disability in Arak in 1389 (A. H.)، and using a random sampling procedure a sample of 80 mothers of students with LD، and 80 mothers of normal students matched in terms of maternal age، education and number of children was selected. Data were collected using scales of perfectionism and procrastination. Multivariate analysis of variance indicated that mothers of LD students reported more negative perfectionism and higher procrastination. We speculate that perfectionism may be the reason for high levels of anxiety، fear of failure، and depression in mothers of LD children and procrastination is used by them to get rid of negative emotions temporarily.