The Mediating Role of Academic Resilience and Cognitive Emotion Regulation Strategies in the Relationship between Parents’, Teachers’, and Classmates’ Social Support and Academic Procrastination

The present study aimed at investigating the mediating role of academic resilience and cognitive emotion regulation strategies in the relationship between parents’, teachers’, and classmates’ social support and academic procrastination. The statistical population of this research included junior high school students in Birjand, South Khorasan, in the academic year 2020-2021. A multistage cluster sampling procedure was utilized and 450 students were selected as the research sample. To collect data, the Procrastination Assessment Scale-Students, Child and Adolescent Social Support Scale, Academic Resilience Scale, and the Cognitive Emotion Regulaion Questionnaire were used. The results showed that adaptive cognitive emotion regulation strategies had a significant mediation role in the relationship between any type of social support and academic procrastination. Also, academic resilience was found to play a role in the relationship between parents’ social support and teachers’ social support with academic procrastination as a mediator. The mediating role of maladaptive cognitive emotion regulation strategies was supported only in the relationship between parents’ social support and academic procrastination. According to the results, it is suggested that social support, as an effective factor in educational environments, be planned provided to students to reduce their academic procrastination.