The Role of Emotional Regulation and Academic Burnout in the Prediction of Academic Procrastination in Students

The aim of this study was to investigate the prediction of academic procrastination by emotional regulation and academic burnout. Regarding data analysis, this research was a correlation-descriptive study with an applied objective. The statistical population of the study consisted of University of Isfahan students. Based on Cochran sampling formula, 200 students were selected by cluster random sampling. Difficulties in Emotion Regulation Scale, Academic Burnout Inventory, and Procrastination Scale were used as questionnaires. The data were analyzed using SPSS-22 statistical software. Correlation analysis was used to investigate the relationships and also stepwise regression was used to predict the variables. Results of correlation analysis showed that academic procrastination and its subscales (other than the lack of emotional awareness) had a significant relationship with academic procrastination. Moreover, all the three subscales of academic procrastination – i.e. emotional exhaustion, skepticism and pessimism, as well as academic self-efficacy – had a significant relationship with academic procrastination. A negative relationship was found between academic procrastination and the students' grade point average. The results of regression analysis also showed that academic self-efficacy, lack of emotional clarity and emotional exhaustion were able to predict academic procrastination.