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

Document Type : Research Paper

Authors

1 Ph.D. Student of Educational Psychology, Zanjan Branch, ,Islamic Azad University, Zanjan, Iran.

2 Assistant Professor of Psychology, Zanjan Branch, , Islamic Azad University, Zanjan, Iran.

3 Assistant Professor of Psychology, Branch, Zanjan, Islamic Azad University, Zanjan , Iran.

Abstract

Objective:  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.
Methods: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). 
Results: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.
Conclusion: Therefore, educational environments should seek to cultivate psychological toughness, positive self-concept, and internal and controllable attribution styles in students.

Keywords

References

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Journal of School Psychology
Volume 11, Issue 3
September 2022
Pages 72-85

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