جستجوی مقالات مرتبط با کلیدواژه « educational procrastination » در نشریات گروه « علوم تربیتی »

The present study aimed at comparing resilience, hardiness, academic achievement and academic procrastination in students with and without learning disabilities.

The statistical population is the students with and without learning disabilities in Urmia. 60 students with and without learning disabilities were selected as a sample of the study by random cluster sampling (multi-stage sampling). To do this research, academic procrastination questionnaires, resiliency questionnaire, academic achievement, and tough questionnaires were used. Data were analyzed using a descriptive index and multivariate analysis of variance (MANOVA).

The results of the multivariate analysis of variance showed that there is a significant difference between two groups of students with and without learning disability. The average score of resiliency (F = 16.68), hardiness (F = 63.68) and academic achievement (F = 77/04). In students with disabilities, learning is more than students with learning disabilities and academic failure (F = 23.59) is significantly higher in students with learning disabilities than normal students.

The results of this study indicate the negative effects of learning disability on academic achievement variables, resilience and hardiness and academic achievement of students with learning disabilities.

This study was conducted with aimed to comparison of academic procrastination, aggression and academic engagement of students based on their membership in virtual networks in the first grade of high school girls in Tabriz. The research method was causal-comparative. The statistical population of the study consisted of high school female students of Tabriz high school in the academic year of 2017-2018. Their number was 32469 according to the report of the Education Department. The statistical sample included 67 students in virtual networks and 34 non-virtual students who were randomly selected from two schools. Data were collected by Bass & Perry's aggression questionnaire, Solomon and Rathblom’s procrastination assessment and Zarang Educational Inventory. Data analysis was done by multivariate analysis of variance. The results of the study showed that there is a significant difference in student involvement based on membership in virtual networks in students, but there is no significant difference in the amount of work and aggression and its components. Therefore, membership in virtual networks can affect students' academic engagement.

The purpose of this study was to investigate the mediating role of procrastination in relationship between resilience, vitality and academic performance of students with learning disabilities.

The present study is a correlation and path analysis method. The statistical population includes all elementary school students in Tehran during the academic year 1995-96. A total of 150 individuals of both sexes (70 girls and 80 boys) were selected by random sampling. They answered the resilience scale, the academic vitality questionnaire, and the procrastination questionnaire.

The results showed that resilience has a positive and significant relation with the vitality and performance of students. Also, procrastination has a meaningful and negative relationship with vitality and performance. On the other hand, the results showed that procrastination has a significant mediating role between vitality and performance as well as vitality and performance.

Educational procrastination, educational resilience and academic vitality affect the educational, economic, social and mental health of students with learning disabilities, and academic procrastination plays a mediating role in the relationship between vitality, resiliency and performance.

Outage is one of the most problematic phenomena for many people who have affected millions of people in the world. The purpose of this study was to investigate educational identity with negligence of sixth grade girl students in the Kherameh city. To this end, 100 students were selected by available sampling method. This phenomenon is one of the most important causes of failure or failure of learners. The results showed a significant and negative relationship between successful academic identity and academic procrastination and there was a positive and significant relationship between confused academic identity and late academic identity with academic lag. Considering the brief explanations and reviews provided by various approaches to neglect, and the results of data analysis, it can be concluded that today, in order to address the problem of student negligence, attention should be paid to factors associated with this phenomenon. And tried to fix them. As far as the theoretical discussion is concerned with empirical and precise studies, more promising findings are obtained.

This study was conducted to determine the effectiveness of teaching self-regulated metacognitive learning strategies on educational resilience and procrastination of Tabriz secondary school students in 1396-97 academic year. It was a semi-experimental research with pre and post-test control group design. The research population included Tabriz secondary school students. The research sample consisted of 60 students with high educational resilience who were selected through a preliminary study and a multi-stage cluster sampling method. Then, they were assigned to experimental and control groups, using a targeted substitution method. The experimental group participated in the training sessions for autonomous-metacognitive strategies for 12 sessions and the control group did not receive any intervention. For the experimental group, the curriculum was self-regulated metacognitivestrategies -forological and for the control group-the normal daily education. The tools used in this research were: academic resiliency (Samuels & Woo, 2009) and academic procrastination (Solomon & Rothblum, 1984). Data were analyzed using multivariate covariance. The results of multivariate covariance analysis indicated that training self-regulated metacognitive strategies increased and improved the components of academic achievement and decreased the components of academic procrastination.The results showed that  training metacognitive learning strategiescan provide programs to increase and improve the students' academic achievement. This research has implications for teachers, trainers and school counselors who could use its outcomes to improve students' progress.

The purpose of this study was to investigate the experiences of students with academic procrastination. The methodology of this research was qualitative and phenomenological type. Semi-structured interviews were conducted with 11 students of the fourth grade of high school in Marivan city who were selected purposefully in the academic year of 1995-96. Recorded interviews were recorded in written form and analyzed in a seven-stage Colaizzi sampling. An analysis of the lived experiences of students has led to the identification, categorization and extraction of the main categories of "academic procrastination etiology", "outcomes" and "strategies", and also from the main categories mentioned, sub categories of intrapersonal etiology including lack of Time management skills, perfectionism and absolute thinking, negative thoughts and fear of failure, lack of interest in the educational subjects and peripheral and interpersonal etiology including friends without plan and motivation, lack of successful prototypes, as well as emotional, psychological, educational, and behavioral-cognitive outcomes and individual-social strategies were extracted as the main categories of consequences and solutions. The findings of this study provided a clear picture of the causes of academic procrastination, outcomes, and problem solving strategies.

The aim of this research was to investigate the relationship between achievement goals, epistemological beliefs, quality of learning experience with educational procrastination among university students in the academic Yazd. The research was descriptive and correlational. The population included 9218 students of University of Yazd. The size of the sample of 400 students (189 boys and 211 girls) were selected by proportional stratified random sampling, that the number was reduced to 379 people. Questionnaires to measure variables of Solomon & Rothblum educational procrastination, Elliot & Mc Gregory achievement goals, Schommer epistemological beliefs and Neuman quality of learning experience was used. Data were analyzed using, simultaneous multiple regression was performed. The results showed that the only significant predictor variables achievement goals are for educational procrastination. Beta coefficient indicates that the variable mastery-avoidance goals, and performance-orientation procrastination to explain and predict the scores are reversed. However, the beta coefficient for the variable performance-avoidance showed that this variable in explaining and predicting the score of procrastination are directly involved.

The aim of this study was distinguishing the clusters of students’ educational emotion profile in terms of educational procrastination، goal orientation، and motivational beliefs. This study additionally examines the difference between these profiles concerning educational achievement. To this purpose، the study was conducted according to survey and causal-comparative methods. The sample of the study، including 407 students was selected among Tabriz high school students، using multi-stage cluster sampling method. Motivational Strategies for Learning Questionnaire، Achievement Goal Questionnaire، and Procrastination Assessment (Student Sample) were employed to identify the clusters of educational emotion profile. Cluster analysis، discriminant function analysis، and independent t-test were used to analyze the data. The results of cluster analysis revealed adjusted (n=225) and maladjusted (n=182) educational emotion profiles among students. The first cluster، that is students with adjusted educational emotion profiles، includes students who displayed high scores in task value and self-regulation، average score in their agony with procrastination، changing habit of procrastination، and mastery goal orientation، and goal orientation، and also low scores in test anxiety، procrastination in task، exam، and preparing term papers، and mastery-avoidance goal orientation. On the contrary، the second cluster، that is students with mal-adjusted educational emotion profiles، embraces students with high scores in test anxiety، mastery avoidance goal orientation، procrastination in task، exam، and preparing term papers، and average marks in their agony with procrastination، changing habit of procrastination، and mastery goal orientation، goal orientation، and also low scores in task value and self-regulation. The results of the independent t-test demonstrated that the students with adjusted educational emotion profile gained higher educational achievement in comparison with those in the opposite cluster.

This study aimed to investigate the relationship between personality’s dimensions (loyalty and modernism) and self esteem and educational procrastination among the students of the Farhangian University in Markazi province. To this end, 412 participants selected from among 1500 students of the aforementioned province based on cluster sampling methods. In this descriptive study data collected through conducting the Academic Procrastination questionnaire, Five Personality Traits Inventory (NEO) questionnaire, and Coopersmith Self esteem Inventory (SEI) questionnaire; then, analyzed through SPSS statistical software via multivariate regression analysis and multivariate correlational analysis. Findings reveal that there is a significant relationship between personality’s dimensions (loyalty and modernism) and self esteem and educational procrastination; moreover, loyalty, modernism and self esteem are suitable predictors for educational procrastination.