Investigating the level of identity and academic well-being and their role in reducing students' academic procrastination

The aim of the present study was to investigate the extent of academic identity and well-being and their role in reducing students' academic procrastination. The research method was descriptive-correlational in nature and applied in terms of purpose. The statistical population of the study consisted of 6225 high school students in Ramsar city. The sample size of the study was 188 people by cluster random sampling. For data collection, standard questionnaires of academic identity of Waz and Isaacson (2008), academic well-being of Peternin et al. (2014) and academic procrastination of Solmon and Rathblum (1989) were collected. Their validity was confirmed by academic experts and their reliability was confirmed by Cronbach's alpha test. In order to analyze the data, structural equation technique was used using Lisrel statistical software and SPSS statistical software. Findings showed that there is a positive and significant relationship between academic identity and academic well-being. There is a negative and significant relationship between academic identity and academic procrastination. There is a negative and significant relationship between academic well-being and academic procrastination. On the other hand, the successful identity component has had the greatest impact on students' academic well-being and academic procrastination.