Studying the Relationship Between Classroom Psychosocial Environment and Students' Academic Procrastination: Mediating Role of Perceived Stress

This study aims to study the role of the mediating role of perceived stress on the relationship between the psycho-social environment of the classroom and students' academic procrastination.

The statistical population included all the students of the first secondary level of Mashhad who were studying in during 2021-2022 and among them, 302 students were selected using the available sampling method. The research tools included academic procrastination by Solomon and Rothblum (1984), psycho-social classroom environment by Fraser et al. (1995), and perceived stress by Cohen et al. (1983). The path analysis method was used to analyze the data.

The results showed that there is a significant negative relationship between the psycho-social environment of the classroom and perceived stress. There is a significant negative relationship between the psycho-social environment of the classroom and academic procrastination. There is a significant positive relationship between perceived stress and academic procrastination.

It seems that increasing the favorable psycho-social environment in the classroom reduces perceived stress and academic procrastination in students. Also, the increase in perceived stress in students improves their procrastination. In addition, the result showed the indirect effect of variables on academic procrastination through perceived stress.