Predicting academic procrastination based on Perceived Social Support and self-compassion with mediating role of positive and negative emotion in High School Students

The aim of this study was to predict academic procrastination based on perceived social support and self-compassion mediated by positive and negative emotions .The research sample was 318 high school teenagers in the academic year 1399-1400, which was selected by convenience sampling method. The research instruments were academic procrastination Solomon & Roth blum (1984), the Multidimensional Scale of Perceived Social Support Zimet et al (1984) , self-compassion scale Neff (2003) and Positive Emotion and Negative Emotion Watson, Clark & Tellegen (1988). Data were analyzed using SPSS 26 and Smart PLS 3 software. Findings showed that social support directly and self-compassion indirectly predict academic procrastination and Positive and negative emotions have been able to play a significant mediating role in this relationship (p < 0.05). It can be concluded that perceived social support and self-compassion are two factors influencing academic procrastination and can be strongly influenced by negative and positive emotions.