TASK VALUE AS MEDIATOR BETWEEN POSITIVE AND NEGATIVE PERFECTIONISM AND ACADEMIC PROCRASTINATION

The purpose of this study was to provide a better understanding of the link between positive and negative perfectionism and academic procrastination by examining the role of task value as a mediator in the relation of these constructs. For this study, the data were collected from 850 college students from Azad Arsanjan University. To test hypothesized model, the following four instruments were administered to participants: Task value subscale of Motivated Strategy for Learning Questionnaire (pintrich et al, 1990) Multidimensional perfectionism Scale (Hewitt & Flett, 1991); Multidimensional perfectionism Scale (Frost et al, 1990) and Academic Procrastination Scale (Solomon & Rothblum, 1984). To examine the reliability of the measures Cronbach's alpha coefficient and to determine validity factor analysis method were used. In order to examine research hypotheses, the statistical procedures suggested by Frazier et al. (2004) and Hoyle and Smith (1994) were followed. Structural equation modeling (SEM) was conducted to test the meditational effect by using LISREL (8.5). The results reveal that hypothesized model fit the observed data. These findings suggest that positive and negative perfectionism both directly and indirectly influences academic procrastination and task value mediates partially the relationship between positive and negative perfectionism and academic procrastination. Implications of this study are discussed.