The relationship between motivation and academic Ahmalkary undergraduate students in Ferdowsi University of Mashhad

Academic procrastination prevents students from educational progress and would cause them undesirable and irretrievable consequences. Previous researches have shown that maladaptive motivational structure has the basic role in inappropriate behavior such as procrastinating of homework. The present study was conducted to evaluate the relationship between motivational structure and procrastination of Ferdowsi university of Mashhad students. A convenience sample of 97 undergraduate students (%47 males، SD=1. 3، M=21) was participated in the study and voluntarily filled demographic list and PCI، SCI and PASS questionnaires. The results showed that: (1) Procrastination increases with independent variables of age and negative control emotion and decreases with the increase of independent variables of positive control emotion and adaptive emotion، (2) There is a significant positive correlation between adoptive emotional structure and educational progress i. e. adoptive emotional structure has a positive effect on educational progress، (3) There is a significant positive correlation between positive control emotion and adoptive emotional structure i. e. educational progress increases with positive control emotion، (4) There is a significant positive correlation between public control emotion and educational progress i. e. public control emotion has a positive effect on students’ educational progress، (5) There is a significant negative correlation between adoptive emotional structure and academic procrastination i. e. adoptive emotional structure decreases academic procrastination.