The Academic Procrastination in University Students: Predictive Role of Demographical and Psychological Factors

This study was performed for predicting academic procrastination in university student based on demographic factors, emotional intelligence, self-efficacy and academic self-appraisal. In a correlational descriptive study, 280 participants among university students of Islamic Azad University, Tehran Research and Sciences Branch were selected by randomly stratified sampling method and answered to Demographical Questionnaire, Tuckman Procrastination Scale (TPS), Schutte Emotional Intelligence Scale (SEIS), General Self-Efficacy Scale (GSES) and Academic Self-appraisal Questionnaire. Correlation and linear multiple regression in stepwise method was used for data analysis by SPSS-19 software. According to the results; self-efficacy, academic self-appraisal and Scholastic level had significant role in predicting academic procrastination and capable for prediction of 0.36 variation of academic procrastination in this research sample (p<0.0001). In this regression analysis, the emotional intelligence didn’t had significant role in prediction of academic procrastination (P>0.05). Regarding with importance of self-efficacy, academic self-appraisal and Scholastic level in academic procrastination, reinforcing self-efficacy and improving academic self-appraisal skills in regard with bi-categorical variable of scholastic level will has important role in elimination of academic procrastination.