Academic procrastination modeling based on social self-efficacy and perfectionism: The mediating role of achievement emotions

Numerous studies have shown that self-efficacy and perfectionism are associated with academic procrastination; But research that has developed a model for predicting academic procrastination based on social self-efficacy and perfectionism: the mediating role of the achievement emotions has been overlooked.

The aim ot this study was to develop a predictive model of Academic procrastination modeling based on social self-efficacy and perfectionism: The mediating role of achievement emotions

The present study was descriptive and of correlation and structural equations. The statistical population was all Twelfth grade male students in Mashhad in the academic year 2020-21. Out of 1200 people, A total of 290 individuals were selected by multi-stage cluster sampling. The research instruments included the Solomon and Rothblum (1984) Academic Procrastination Questionnaire, the Packran et al. (2007) Emotions Progress Questionnaire, the Kobori Perfectionists (2006) and Self- Efficacy dimensions Questionnaire of Muris. Data were analyzed using Pearson correlation test and path analysis in SPSS-22 & AMOS-24.

The results showed that there was a negative and significant relationship between social self-efficacy, individual standards and positive achievement emotions with academic procrastination (P<0.05). There was also a positive relationship between excessive worry about mistakes and negative progress emotions with academic procrastination (P<0.05). The results of the path analysis indicated that the model fits appropriately, and that social self-efficacy, both directly and achievement emotions (positive & negative); and excessive worry about mistakes, could indirectly academic procrastination through achievement emotions (positive & negative).

social self-efficacy and perfectionism along with other factors, such as achievement emotions play a key role in academic procrastination and the need to pay attention to these factors is essential in prevention programs.