اهمال کاری

The present research aimed to determine the mediating role of self-efficacy in the relationship between self-control and academic procrastination in students. The present research utilized a descriptive correlational research method employing structural equation modeling. The statistical population for the research comprised all students of Payame Noor University, International Center Of Assaluyeh, in the academic year 2023-2024. In this study, 208 people were selected by the available sampling method. To collect the data, the Academic self-efficacy Questionnaire (ASEQ; Owen and Froman., 1988), Procrastination assessment scale-students (APQ; Solomon and Rothblum., 1984), and Self-controlling scale (Tangney et al., 2004) were used. Data analysis was conducted using structural equation modeling. The results demonstrate that the suggested model has describable fitness. The results showed that self-control and self-efficacy had a significant and negative direct effect on academic procrastination. Also, Self-control had a significant positive effect on self-efficacy (P<0/05). The results of the bootstrap test indicated that self-efficacy played a mediating role between self-control and academic procrastination (P<0/05). The results of this study suggest that self-control is an important factor in reducing academic procrastination among students, and this relationship is mediated by self-efficacy. Self-control can play a significant role in reducing academic procrastination among students through the improvement of self-efficacy.

Procrastination is a widespread phenomenon and represents a delay in academic activities, which is related to several factors, and is one of the challenges that most students face during their studies, which can affect various aspects of life. their personal and social influence. The purpose of the present study is to explain the perception and attitude towards procrastination and strategies to deal with it in students. This research was carried out in the framework of a qualitative approach and using the data research method of the foundation. The statistical population included Persian Gulf University students studying in the academic year 2023-2024. First, the prevalence of procrastination among students was analyzed and students whose scores were higher than 2 standard deviations from the average were identified as procrastinators. The tool of data collection is semi-structured interviews, and in order to collect information, interviews were conducted with 22 students using the purposeful sampling method. Data analysis was done in three stages of open coding, central coding and selective coding. The findings in the perception and attitude of procrastination show two main categories (negative and positive) and seven primary concepts (delay in performing tasks, personality traits, burnout, negative emotion, self-blame, temporary positive attitude, having confrontational thoughts). They gave. Coping strategies from four main categories (avoidance, coping, surrender and emotion-oriented strategies) and eight primary concepts (avoiding tasks, turning to virtual space, tendency to prevent procrastination, planning, low self-esteem, replacing sleep, emotions negative and negative emotions) were formed. The stable personality and motivational patterns of the central class shaped the present findings. These findings have important practical implications in understanding the personality and motivation profile of procrastinators.

Academic procrastination is one of the psychological characteristics of students that causes emotional, behavioral and academic problems for them.The present study was conducted to determine the mediating role of perfectionism dimensions between Ego Strength and Academic Procrastination levels of students.

The type of research was descriptive-correlational. The statistical population of the research included students of different grades of Kharazmi University who were studying in the academic year 2023-2024. In recent research 300 students filled out ESS (Ego Strength Scale), TMPS (Tehran Multidimensional Perfectionism Scale) and APS (Academic Procrastination Questionnaire) questionnaires as data collection measures. The collected data were analyzed using SPSS-29 and Amos-28 software and the statistical method of structural equation modeling.

The findings of the research showed that Ego Strength directly and significantly predicts students' academic procrastination with an effect coefficient (β= 0.21*); In addition, ego strength had an indirect and significant effect on academic procrastination with a coefficient of -0.08, indirectly and through the mediation of perfectionism dimensions.

It can be concluded that personality traits such as ego strength and perfectionism dimensions can play a role in the variance of students' academic procrastination and should be taken into account in programs to improve performance and reduce procrastination.

This study aimed to determine the effectiveness of mindfulness-based cognitive therapy on procrastination and self-handicapping of students with academic failure. The research method was quasi-experimental with a pre-test-post-test and control group design. The statistical population of the present study was male high school students in Tehran in the academic year 2020-2021 who had a drop in education. Thirty students were selected by purposive sampling method and randomly assigned to experimental and control groups. The Solomon and Rothblum (1984) academic procrastination questionnaire (APQ) and the Jones and Rudwalt (1982) academic self-handicapping questionnaire (ASHQ) were used to collect data. Mindfulness-based cognitive therapy was presented in 8 sessions of 60 minutes (Two sessions per week) for the experimental group. Multivariate analysis of covariance was used to analyze the data. The results showed that mindfulness-based cognitive therapy had a significant effect on academic procrastination (F = 28.54; P = 0.001) and academic self-handicapping (F = 11.534; P = 0.001). Therefore, the use of mindfulness-based cognitive therapy to improve procrastination and self-handicapping of students with academic failure is recommended.

In the framework of the model, this research has investigated boredom based on goal orientation and self-efficacy with the mediation of students' procrastination. The statistical population of this research includes all high school students in Tehran, out of which 490 students were selected by random cluster sampling. To collect the research data, G. Sharp's boredom questionnaires (2021), Oliver and McGregor's achievement goals questionnaire (2001), Mejli et al.'s academic self-efficacy questionnaire (2000) and Sawari academic procrastination questionnaire (2010) were used and the collected data collected was analyzed using the path coefficient and structural equation method using SPSS version 23 and Amos version 24 software. Also, Seville test was used to measure the effect of the mediating variable. The findings showed that the variables of self-efficacy and goal orientation It has a direct, negative and meaningful effect on academic boredom and work procrastination. Also, according to the amount of t, procrastination has a direct, positive and significant effect on boredom. It is worth mentioning that the coefficients were significant for all direct paths. On the other hand, the results of indirect effects showed that each of the variables of goal orientation and self-efficacy with the mediation of procrastination has an indirect, negative and significant effect on boredom. These findings indicate that the structural model of boredom is based on goal orientation and self-efficacy with mediation. Procrastination is a good fit.

The present study was aimed at predicting life satisfaction based on cognitive errors with the mediating role of procrastination of students with cyberspace addiction. The statistical population of this research includes all students of the first secondary level in Tehran in the academic year of 1401-1400. The sample size, using the Klein method and taking into account the possibility of sample dropout, was considered to be 180 people who were selected using available sampling method. The main data of this research was obtained using Diener's life satisfaction, Litenberg et al.'s cognitive errors , Tuckman's procrastination and Young's Internet addiction . Descriptive statistics (mean, standard deviation, skewness and kurtosis indices) and inferential statistics of Pearson's correlation coefficient and structural equation modeling with LISREL software were used in data analysis. The results of the research indicated that cognitive errors with the mediating role of procrastination can predict life satisfaction in students with cyberspace addiction.

This study was conducted to investigate the mediating role of time attitude and time metaphorical perception in the relationship between mindfulness and procrastination. The method of this descriptive-correlation study was based on structural equation modeling. The statistical population of the research included all the students of the Islamic Azad University- Karaj branch in 2023, from which 300 students were selected through available sampling. The participants completed the Procrastination, Mindfulness, Time Attitude Scales, and Time Metaphorical Perception Questionnaire. Data were analyzed using Pearson correlation and structural equations modeling. The results showed that procrastination had negative and significant relationship with mindfulness. The effect of  positive time attitude and time metaphorical perception on mindfulness was positive and directly meaningful and the effect of  negative time attitude on mindfulness was negatively significant. Furthermore, time attitude and time metaphorical perception played mediating role in the relationship between procrastination and students' mindfulness. On the other hand, the procrastination had a negative and significant relationship with mindfulness through the mediation of negative time attitudes. Therefore, it is suggested that behavioral sciences researchers should pay attention to factors related to time from different dimensions to study the foundation of students' procrastination.

The phenomenon of procrastination is more or less seen in different strata of society, and identifying factors related to it can help provide solutions to improve people's efficiency. For this purpose, the relationship between life-trend, self-confidence and social isolation with procrastination is investigated in this research. This mixed research combines qualitative (interview and drawing life graf) and quantitative methods (correlation, structural modelling). Its statistical population included all the residents of Tehran city over 20 years of age, which were 688 people, including 354 women and 334 men, who participated in it. In order to investigate the life-trend, the researcher used interviews and the technique of drawing life graphs, and to analyze the data obtained from this technique, lifeline (R2), transition (β) and mean interpretation indices, and used data related to other variables were collected through 3 questionnaires. The presented structural model had a good fit, so the lifeline index of the total effect was -0.32, the transition index was -0/28, the mean interpretation index was -0/43, the self-confidence variable was -0/42, and the social isolation variable was 0/35. They showed the procrastination variable. The events that people have experienced during their life, self-confidence, and social isolation can predict procrastination. If people's procrastination strategies are correctly recognized, informing they to acquire and use more valuable strategies, develop programs to increase self-confidence in various fields and increase beneficial social relationships. In that case, it is possible to help reduce procrastination and the dynamics of societies as much as possible.

Talented students are the national assets of any country and not paying attention to them can cause psychological damage to individuals. In this study, the effect of the Pennsylvania resilience treatment program on procrastination and anxiety components in perfectionist intelligent adolescents in Dezful was investigated.

The research method was experimental and in the form of a pre-test and post-test research design with a control group. The statistical population of this study included adolescent girls aged 12 to 16 years who responded positively to the call. They were invited to the clinic and filled out the perfectionism questionnaire. Then, among them, 30 people with high perfectionism scores were selected and randomly divided into experimental and control groups. A pre-test was performed on both groups and after the treatment sessions, a post-test was taken from both groups. Data collection tools were questionnaires by Solomon and Ratblum and the Beck Anxiety Scale (BAI). 

Univariate analysis of covariance and analysis of covariance assumptions were used to analyze the data. The results of the analysis of covariance showed that the effect of academic procrastination scores in the pre-test stage was significant (p=0.32, F=5.145), meaning that there is a significant relationship between academic procrastination pre-test scores and post-test scores in this variable. Also, after controlling the pre-test scores, the effect of the group on the score of academic procrastination in the post-test stage was significant (p=0.001, F=23.50). Based on the observed averages, it can be concluded that resilience training by the Pennsylvania method has reduced academic procrastination by 46% in the post-examination phase. The effect of scores on the pre-test stage was also significant (P=0.026, F=7.565). This means that there is a significant relationship between the pre-test scores of anxiety and the post-test scores of this variable. Also, after controlling the pre-test scores, the effect of the group on the anxiety score in the post-test stage was significant (p=0.010, F=7.648). Based on the observed means, it can be concluded that resilience training by the Pennsylvania method has reduced anxiety by 22% in the post-test phase.

The results of the analysis showed that the Pennsylvania Resilience Program has reduced academic procrastination and anxiety in perfectionist intelligent teens.

This study aimed to address the relationship between negative perfectionism and traits of borderline personality disorder in normal population based on the interpersonal dysphoria model. The research method was descriptive-correlation. The statistical population included all adults in Iran in the age range of 18-45 years old. The sample size consisted of 474 people, all chosen by Convenience Sampling. the questionnaires were designed online and distributed through virtual networks, due to Corona pandemic. The instruments consisted of Borderline Personality Scale, Positive and Negative Perfectionism, Pure Procrastination, Self-Concept Clarity Scale, Nepean Dysphoria Scale and Situational Dysphoria Scale. The data was analyzed by means of path analysis. The results showed that perfectionism and procrastination in the form of a model can predict situational dysphoria and therefore the borderline personality traits which are manifestation of underlying background dysphoria. In addition, the moderating role of identity disorder in exacerbating these conditions was also confirmed. According to the findings of this study, it is suggested that in treatment planning for people with higher borderline personality traits, the elements of negative perfectionism and procrastination should be considered as meta-diagnostic processes. Besides, the evaluating of identity coherence in these patients, should be given a special attention

The aim of this study is to explain the role of the mediation of time perspective in explaining the causal relationship between perfectionism and academic procrastination in female student in the second region. The research method was a correlational relationship. The statistical population this study formed of the female second middle school students in the second region of Tehran in the academic year of 1399-1400. Az the sampel 300 students were selected in an accessible and voluntary way. The questionnaires of Academic Procrastination(Solomon & Rathblum, 1984), Perfectionism(Frost, 1990) and The Time Perspective (Zimbardo & Boyd, 1999)  were used. Data were analyzed using structural equation modeling statistical method.The findings showed that positive perfectionism and the future negative dimension (p <0.01), negative perfectionism and the present fatalistic (p <0.01), predicted academic procrastination. The future dimensions and the present fatalistic mediate a negative relationship between positive perfectionism and academic procrastination and a positive relationship between negative perfectionism and academic procrastination among the time perspective dimensions(p <0.01). Generally, perfectionism and time perspective can explain 59% of the variance of academic procrastination.

Academic procrastination is a way to escape from living in the present and to postpone what we have decided to do to the future. The aim of this study was to evaluate the effectiveness of schema therapy on rumination and academic procrastination of Yasouj University students. The design of this study was a quasi-experimental pretest, post-test with a control group. The statistical population included all undergraduate students of Yasouj University. Thus, among the undergraduate students of Yasouj University, students who wished to participate in the project were registered and then they were asked to complete the consent form in the research. Out of 72 volunteers, 60 student were registered and assigned to two experimental and control groups. They completed the Nalin Hooksma and Murrow rumination Questionnaires and the Lee procrastination Scale. The subjects in the experimental group were trained in schema therapy for 8 sessions and the control group did not receive any training. Then both groups were re-evaluated by post-test. One month later, post-test was followed up from both groups. After the pre-test, data analysis was performed using ANKOA analysis method. The results showed that the post-test scores of procrastination were significantly different between the two groups; this means that the procrastination of the experimental group has decreased after training in schema areas. According to the results of the present study, it can be concluded that schema therapy has positively and significantly treated rumination and academic procrastination.

The present research was conducted with the aim of comparing the effectiveness of procrastination-based cognitive-behavioral training and cognitive motivational multidimensional intervention on procrastination of secondary school students with addicted parents in Babolsar. The research method was semi-experimental with a pre-test, post-test, and follow-up period with an unequal control group, and the statistical population of the study was all students with addicted parents in the second secondary level of Babolsar and their parents were studying in the academic year of 2001-2001. 45 people were selected as a sample and were placed in two experimental groups and a control group of 15 people and answered the academic procrastination questionnaire of Solomon and Roth Bloom (1984), research and cognitive behavioral training based on procrastination, and multidimensional cognitive motivational intervention. The test was carried on for two groups and the control group was kept waiting. The data was analyzed by the method of analysis of variance with repeated measurements. The findings showed that 78% changes in procrastination scores, 62% changes in homework preparation scores, 63.6% changes in exam preparation scores, and 59.2% changes in essay preparation scores during the pre-test, post-, test and follow-up stages, it was caused by cognitive behavioral training based on procrastination (P<0.05). Also, the findings showed that 73.7% changes in procrastination scores, 58.6% changes in homework preparation scores, 46.2% changes in exam preparation scores, and  44.3% changes in preparation scores during the pre-test, post-test, and follow-up stages, the article was due to the multidimensional intervention of cognitive motivation (P<0.05). Based on the findings of the research, it can be concluded that cognitive behavioral training based on procrastination and cognitive motivational multidimensional intervention has a significant effect (P<0.05) on the procrastination of secondary school students with addicted parents.

The aim of this study was to investigate the effect of mindfulness interventions on high-risk behaviors and procrastination and fear of students' success.

The method of this research is quasi-experimental pre-test and post-test with a control group. The statistical population consists of female high school students in the city of Jaghtai in the academic year 2021-22. The study sample was 30 people. Among the students, 30 people were selected by available sampling and then 15 people were randomly assigned to the experimental group and 15 people to the control group. Then the academic procrastination questionnaires of Solomon and Roth Blum (1984), fear of Zuckerman and Allison success (1979) and Mohammadkhani high risk behaviors questionnaire (2016) were given to the statistical sample. After the training sessions of Segal et al. (2002) mindfulness for the experimental groups, post-test was performed. The collected data were analyzed using repeated measures analysis of variance and SPSS software. Analysis of variance with repeated measures and SPSS software were used to analyze the data.

The results showed that mindfulness training on high-risk behaviors (F=78.35, p<0.001), procrastination (F=19.65, p<0.001), and fear of success (F=21.23, p<0.001) was effective in female high school students.

The results of this study indicate that mindfulness training has a significant effect on high-risk behaviors and procrastination and fear of success among students and can be effective in improving the problems of students.

The aim of this study was to determine the mediating role of mindfulness in predicting academic procrastination based on perfectionism. The method correlation study was structural modeling. The statistical population of female high school students (tenth to twelfth grades) was in District 5 of Tehran in the academic year 1400-1399. 300 students were selected in an accessible and voluntary manner Academic procrastination scales (PASS) (Solomon and Rothblum, 1984), perfectionism (F-MPS) (Frost, 1990), and mindfulness (KIMS) (Kentucky, 2003) were used to collect data. Data were analyzed using the structural equation modeling statistical method. The results showed that the proposed model had a good fit (d2 = df = 2.68, CFI = 0.939, GFI = 0.925, AGFI = 0.885, and RMSEA = 0.075). (P <0.01) negatively and negative perfectionism (p <0.01) positively predict academic procrastination. Mindfulness also mediates the relationship between negative perfectionism and academic procrastination in a positive way and the relationship between positive perfectionism and academic procrastination in a negative and meaningful way (p <0.01).  Therefore, it can be concluded that perfectionism directly and through the mediation of plays a role in the procrastination of schoolgirls.

Several factors affect students' academic performance. Some of these factors improve academic performance and others weaken the performance of learners; Therefore, the aim of the present study was to determine the effectiveness of the realistic acceptance and commitment therapy package compared to cognitive behavioral therapy on procrastination and responsibility of teenage girls.

The current research was semi-experimental with pre-test and post-test with a control group and a two-month follow-up; And the statistical population of the research was all secondary school girls of the 5th district of Isfahan in 1400, after screening with the academic burnout questionnaire, 45 adolescent girls were selected in an accessible way and in the experimental group of realistic acceptance and commitment therapy package (15 girls), the experimental group Cognitive behavioral therapy (15 girls) and control group (15 girls) were randomly replaced. The experimental group received the researcher-made realistic commitment and acceptance therapy package, and the experimental group received cognitive behavioral therapy for eight 90-minute sessions, and the control group did not receive any intervention; All three groups responded to Tuckman's procrastination questionnaire (1991) and California accountability (1951) in three phases: pre-test, post-test and follow-up. Data were analyzed using repeated measures mixed analysis of variance.

The results showed that the treatment package of acceptance and realistic commitment on the score of procrastination (F=8.09, P=0.007) and responsibility (F=9.40, P=0.004) and cognitive behavioral intervention on the score of procrastination ((F = 5.51, P = 0.024) and responsibility (F = 9.11, P = 0.005) is effective and this effect was stable in the follow-up phase.

The results of the research suggest evidence that the intervention of the researcher's realistic acceptance and commitment therapy package and cognitive behavioral therapy is a suitable method for increasing responsibility and reducing procrastination in teenagers.

The aim of this study was to do a meta-analysis on interventions conducted on procrastination to determine the most effectiveness intervention for procrastination. This meta-analysis conducted on 17 studies and calculated 17 effect sizes. These studies were published in journals and database of Jahad Daneshgahi, Markaz Tahghighat cumputeri, Majalat Iran. Comprehensive meta analysis (CMA V2) were administrated to doing meta-analysis. The result showed that ACT and instruction of cognition and meta-cognition skills have most effectiveness to reduce procrastination. According to results researchers recommend the use of Acceptance and Commitment Therapy )ACT( and cognition and meta-cognition skills to overcoming procrastination.

The aim of this study was to determine the effectiveness of emotional intelligence skills training on procrastination, burnout and academic self-regulation of procrastinating students.

The research method is quasi-experimental with a pretest-posttest design with a control group. The statistical population included all third grade male high school students in the academic year 1399-1398 in Shabestar. Thirty negligent students were selected by convenience sampling method and randomly divided into experimental and control groups. The experimental group received emotional intelligence skills for 9 sessions. Data collection tools were questionnaires of academic motivation (Fredericks, Bloomfield and Paris, 2004), academic burnout (Bresso, 1997) and academic self-regulation (Beaufard, Vesio and Laroche, 1995). Analysis of covariance with SPSS22 software was used to analyze the data.

Training of emotional intelligence skills on reducing academic burnout with an effect size of 0.18 (at the level of p <0.05), on increasing academic motivation with an effect size of 0.22 (at the level of p <0.05) and on students' academic self-regulation with an effect size The effect of 0.23 (at the level of p <0.05) was effective and significant.

Burnout, enthusiasm and academic self-regulation of students can be changed by using educational interventions, especially empowerment of emotional skills, and these interventions in academic fields can be the basis for students' psychological well-being.