Structural model of satisfaction of psychological needs by the teacher and mindfulness with academic procrastination mediated by perfectionism in male students

The aim of this study was to examine the structural model of satisfaction of psychological needs by the teacher and mindfulness with academic procrastination mediated by perfectionism in high school boys. The research method of the present study was descriptive-correlational. The statistical population of the study included all male high school students in Kashmar in the academic year 2019-2020, of whom 495 were selected using multi-stage cluster sampling. For data collection, the Academic Procrastination Questionnaire (Solomon and Roth Bloom 1984), the Kentucky Mindfulness Skills Questionnaire (Beer, Smith, and Allen 2004), the Basic Needs Satisfaction Scale Questionnaire (Lagourdia et al. 2000), and the Perfectionism Questionnaire (Hill et al. 2004) were used. Data analysis was performed using Pearson correlation coefficient and structural equation modeling. Analysis of path coefficients showed that the direct effect of satisfaction of basic psychological needs by the teacher and mindfulness on academic procrastination was negative and significant. The direct effect of satisfying basic psychological needs by the teacher and mindfulness on perfectionism was also positive and significant. The direct effect of perfectionism on academic procrastination was also negative and significant. Also, the indirect effect of satisfying basic psychological needs by the teacher on academic procrastination due to perfectionism was -0.27 which was statistically significant. Mindfulness mediated by perfectionism had an indirect and significant effect (-0.11) on academic procrastination. The results showed that 63% of the changes in academic procrastination can be explained in terms of satisfaction of basic psychological needs by the teacher, mindfulness, and perfectionism.