The Relationship Between Traditionalism-Modernist Cognitive Styles With Academic Procrastination And Students' Academic Achievement

The aim of this study was to determine the relationship between traditionalism-modernist cognitive styles with academic procrastination and students' academic achievement.

The research method is descriptive-correlational type. The statistical population of this study includes all female high school students in Zabol who are studying in the academic year of 1399-1400. The statistical sample group includes 349 students who were selected by multi-stage cluster random sampling method and they answered the Kirton Cognitive Styles Questionnaire and Solomon & Rothblum Academic Procrastination Questionnaire. The academic achievement index was GPA. Data were analyzed by Pearson correlation coefficient and stepwise regression.

The results of Pearson correlation coefficient showed that there was a significant inverse relationship between traditionalism-modernist cognitive styles and academic procrastination and its components (P <0.01), there was a positive and significant relationship between traditionalism cognitive style and academic achievement (P <0.01), but there was no significant relationship between modernist cognitive style and academic achievement (P> 0.01). The results of stepwise regression analysis showed that cognitive styles can explain 52.2% of students' academic procrastination (P <0.01). Also, among cognitive styles, only the traditionalism cognitive style was able to explain 21.3% of the students' academic achievement (P <0.01).

According to the results, it can be said that cognitive styles have relationship with academic procrastination and students' academic achievement and can predict them.