The mediating role of school quality of life and academic procrastination in the relationship between epistemological beliefs and English language academic achievement in students

The present study investigated the mediating role of school quality of life and academic procrastination in the relationship between epistemological beliefs and English academic achievement in students.

The study was a descriptive correlation based on structural equation modeling. The statistical population consisted of male high school students. To determine the sample size according to the number of observed variables and assigning a coefficient of 10 for each variable, 260 students were selected as the sample size by the three-stage cluster random sampling method, and responded to Schumer's epistemological beliefs questionnaire (1990), Anderson & Brooke’s school quality of life (2000), and Savari’s academic procrastination (2011). Students' English language grades at the end of the semester were used to measure the variable of academic achievement in English. Structural equation modeling with SPSS 24 and 23 Amos software was used to analyze the data.

The findings showed that epistemological beliefs, quality of school life and academic procrastination have a significant direct effect on English academic achievement, and epistemological beliefs mediated by school quality of life and academic procrastination have an indirect effect on English academic achievement. Also, the research model was approved and in general, 70% of English academic achievement can be explained by research variables.

The results of this study emphasize the need for the role of cognitive beliefs in the language learning process, as well as increasing the quality of school life and reducing academic procrastination that can improve the language learning situation.