The role of cognitive flexibility and mindfulness in predicting student procrastination

Document Type : Research Paper

Authors

1 M.A. of General Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran

2 Assistant Professor, Department of Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran

10.22098/jsp.2020.1062

Abstract

The aim of this study was to investigate the role of cognitive flexibility and mindfulness in predicting students' academic procrastination. The research design was descriptive-correlational. The statistical population included all male and female high school students in Damghan city in the academic year 1396-1397. Among them, a sample of 220 people was selected using multi-stage cluster random sampling method and answered the Solomon and Rathblum procrastination questionnaire, mindfulness questionnaire, and cognitive flexibility questionnaire. Pearson correlation test and multiple regression were used to analyze the data. The results of correlation test showed that there is a negative relationship between the component of action with awareness and lack of reaction of mindfulness to academic procrastination (P <0.01). There is a negative relationship between cognitive flexibility and students' academic procrastination (P <0.01). The results of regression analysis showed that cognitive flexibility and mindfulness can predict academic procrastination. Cognitive flexibility enables one to deal appropriately and effectively with pressures, emotional and social issues, and mindfulness enables one to live in the moment and appreciate the opportunities and value of time. Therefore, each of them somehow reduces the academic procrastination in students.

Keywords

References

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Journal of School Psychology
Volume 9, Issue 3
December 2020
Pages 19-34

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