The prediction of student's academic procrastination based on problem solving styles with mediation academic self-efficacy

The present study examined the relationship between problem-solving styles and academic procrastination with the mediation of academic self-efficacy among high school students. This research method is descriptive - correlation using structural equation modeling and path analysis. Participants of this study consisted of 334 high school students (171 females and 163 males) who were recruited from all high schools of Zabol city via multistage random cluster sampling method. In order to study research variables, each participant completed problem solving styles questionnaire (Cassidy & Long, 2006), self-Efficacy study questionnaire (Morgan & jinks, 1999) and academic procrastination questionnaire (Solomon & Rothblum, 1984). The reliability of research instruments was determined by Cronbach's alpha coefficient and their validity was attained through internal correlation. The results of reliability and validity of the tests were acceptable. The results of path analysis indicated that academic self-efficacy plays the role of a mediator between helplessness styles, creativity and academic procrastination. Moreover, the approach Style and Confidence Style of problem-solving indirectly and through educational self-efficacy affected academic procrastination. Identifying student's problem-solving styles can improve and increase self-efficacy which it leads to the decrease of procrastination among students.