The role of epistemological beliefs in predicting dimensions of academic procrastination of Student-teachers

The aim of this study is to examine the role of dimensions of epistemological beliefs in anticipating students’ academic procrastination. This research is a descriptive-correlational study. The study population comprised of all students of Yazd Teacher Education University in academic year of 2014-2015. 300 of these people were selected as sample by one-step cluster sampling method based on Morgan and Krejcie table. Epistemological beliefs and academic procrastination questionnaires were used to collect data. Data were analyzed using Pearson correlation and multiple regression analysis methods. Pearson correlation analysis showed that there is a significant and positive relationship between epistemological beliefs and dimensions of academic procrastination. Results of Multiple regression analysis showed that the belief that ability is inherent, that learning takes place fast, and that Knowledge is Simple and certain predicts procrastination in tests significantly and Positively. Believing in fast learning, Simplicity of Knowledge and certainty of knowledge predicts procrastination in doing homework Positively. In addition, believing in fast learning, Simplicity of Knowledge and certainty of knowledge predicts procrastination in writing articles. Regarding that epistemological beliefs predict academic procrastination, it is essential to take special measures in order to modify these beliefs to reduce academic procrastination of student-teachers .