Academic Achievement: the role of stress-coping styles and Academic Procrastination

The purpose of the present study was to determine the relationship between stress-coping styles and academic procrastination with academic achievement in bachelor students in University of Isfahan. The present study was correlation study that multistage cluster random sampling was used to select 190 subjects from all bachelor students in University of Isfahan. The participants fulfilled Procrastination Assessment Scale-student (PASS; Solomon and RuthBloom, 1984) and Copping Inventory for Stressful Situation (CISS; Endler and parker, 1990). For academic achievement were used students’ scores mean. For analysis of data was used SPSS-22 software with Pearson Correlation Coefficient and Stepwise Multiple Regression. Data analysis revealed that there is a positive and significant relation between task-oriented coping style and academic achievement. However there was no significant relation between emotions oriented coping style and academic achievement. Finding also indicated that there was a negative and significant relation between making the assignment ready dimension of academic procrastination and academic achievement. Regression analysis showed that procrastination in making the assignment ready and task oriented coping style have respectively the most effect on academic achievement. The results indicated to important role of task oriented coping style on predicting academic achievement and the need to teach the effective coping style to students.