Structural Pattern of Educational procrastination According to objective Orientation and attribution Styles: The Mediating Role of Educational Motivation

  aim of this study was investigating structural pattern of educational procrastination to objective orientation and attribution styles including mediator of students educational motivation. correlation method was used for this study.Statistical society was students at second high school level at bojnourd in 1395-96 academic year.By using random clustering sampling method 6 girls and boy high school were selected. also 3 classes in each school were involved. This sample consisted of 400 persons (171 boy and 231 girls). Data was collected by 1 solomon and ruth blome educational procrastination questionnaire 2 objective orientation questionnaire (elyot and mick gerigor, 2001).piterson and seligmans children and teenagers documentary questionnaire(1982)and hartler educational motivation questionnaire. findings showed suggested pattern was grace ful and fit for data. Pattern processing showed direct course coefficients which terminated to motivation including mastery orientation, advoidance function, negative documentary method, and direct course coefficient of educational motivation toward educational procrastination are significant at 0.05 alpha level. Further more all of indirect effects of the pattern are significant. Degree of significance on indirect effects of pattern showed all of these effects are significant at 0.05 alpha level. regarding direct role of mastery goal in reducing procrastination, while offering training policy in this field more emphasize must be on training skills and proficiency rather than score and degree orientation. Also teaching some tips for overcoming on pessimistical attribution styles increase educational motivation and as a consequence decreases educational procrastination