Relationship between Educational and Disciplinary Strategies on Academic Procrastination with the Mediating role of Students' Epistemological Beliefs

The aim of this study was to investigate the relationship between educational and disciplinary strategies on academic procrastination with the mediating role of epistemological beliefs of female students. The present research is of applied type and in terms of descriptive method is of correlation type. The statistical population of the study included female high school students in Behshahr public schools, from which 320 students were selected based on stratified sampling. To collect data, Barzabadi Farahani educational strategies questionnaires, Azimpour, Masrabadi and Yarmohammadzadeh disciplinary strategies, academic procrastination and epistemological beliefs were used by Schumer. Data were analyzed using correlation coefficient test and structural equation method. Findings showed that there is a positive and significant relationship between the components of educational strategies (student-centered strategy, group-based education strategy, focus and motivation strategy, optimal environment preparation strategy, direct teaching strategy, educational process control strategy) with epistemological beliefs. And there is a significant negative relationship between these strategies and the academic procrastination of female high school students. Relationship between components of disciplinary strategies (direct strategy, legislative prevention strategy, human strategy (indirect), rapid response strategy, relationship and cognition strategy, nonverbal strategy, sample and modeling strategy, and referral strategy) and epistemological beliefs There are positives and equations and there is a significant negative relationship between these components with the academic procrastination of female high school students. Other findings also showed that epistemological beliefs in the relationship between educational and disciplinary strategies have a significant mediating role in the academic procrastination of female high school students..