Modeling Non-Productive Academic Behaviors Based on Difficulty in Regulating Emotions and Academic Self-Discipline with the Mediating Role of Academic Self-Concept

One of the important challenges of educational institutions and centers is the involvement of people in academically unproductive behaviors. Therefore, the aim of the current research is to develop a causal model of non productive academic behaviors based on the difficulty in regulating emotions and academic self-discipline in students with the mediating role of academic self-concept.

The correlation research method was structural equation model type. The statistical population of the study consisted of all the students of the Islamic Azad University, Sanandaj branch in the academic year 2021-2022, of which 360 people were selected as the sample size. The tools used in the research include the non-productive academic behavior scale (Rimkus, 2012), difficulty in regulating emotions (Gertz and Roemer, 2004), academic self-discipline (Bouffard et al., 1995) and academic self-concept (Liu and Wang, 2005) was For data analysis, structural modeling and partial least squares algorithm (PLS) and software (SPSS) were used. Pearson's correlation test and structural equation modeling were used to analyze the data.

The results indicated the fit of the general research model with the experimental data. The findings showed that the difficulty of emotion regulation directly and indirectly through academic self-concept has an effect on academically unproductive behaviors; However, self-discipline has an effect on unproductive academic behaviors only indirectly through academic self-concept (p<0.01).

According to the findings of the present research, it can be said that difficulty in regulating emotions and a academic self-concept play a key role in predicting academically unproductive behaviors, and counseling and psychotherapy centers should pay more attention to these variables in predicting academically unproductive behaviors arrives.