Predicting academic procrastination based on attributional style and psychological hardiness with the meditation of academic self-concept in second year students

  The aim of this research was to predict academic Procrastination based on attributional style  and hardiness with the meditation of academic self-concept  in secondary school  students of Kangawer.

The research method was descriptive and the design was correlation of the kind of structural equation  modeling. The statistical population consisted of all secondary school students of Kangawer in 2017-2018 academic years and 330 of whom were selected  through stratified random sampling and cocranꞌs formula. Data was collected by academic  procrastination of Solomon Herr questionnaire (1984) , attributional style Seligman et al. (1983 )questionnaire, academic Self-Concept Yessen Chen's questionnaire(2004) and psychological hardiness of Ahwaz questionnaire (1998). 

The result showed that attributional style and hardiness directly predictive of Academic Procrastination at a level of 0.05. academic self-concept has not partially mediating role among academic self-efficacy and attributional style. also academic self-concept was not a mediator role between procrastination and psychological hardiness.

Therefore, educational environments should seek to cultivate psychological toughness, positive self-concept, and internal and controllable attribution styles in students.