جستجوی مقالات مرتبط با کلیدواژه « اهمالکاری تحصیلی » در نشریات گروه « پزشکی »

This research was conducted with the purpose of mediating the role of academic self-efficacy in the relationship between psychological capital and academic procrastination in academic students.

The cross-sectional research method is correlational. The statistical population of the present study included all secondary school students (boys and girls) in the 2nd and 4th districts of Tehran in the academic year 1401-1402, out of 23552 students, 400 were selected by multi-stage cluster sampling method. were selected In this research, the tools of academic procrastination (Solomon and Roth Bloom, 1984), psychological capital (McGee, 2011) and academic self-efficacy (Jinks and Morgan, 1999) were used. In order to analyze the data, SPSS-V23 and Lisrel-V8.8 software were used. Also, in order to respond to the research hypotheses, structural equation modeling was used.

The research findings showed that the model has a good fit. The results showed that psychological capital has a direct effect on academic procrastination in students. Also, the results showed that psychological capital has an indirect effect on academic procrastination in students (through the mediating role of academic self-efficacy).

According to the results, it can be stated that the more psychological capital and academic self-efficacy a person has, the less academic procrastination will be. Therefore, paying attention to the mentioned variables helps researchers and therapists in prevention and designing more suitable treatments.

The purpose of the present study was to investigate the causal effect of psychological stress on academic procrastination through mediating academic motivation and Internet addiction.

This study is a correlational study of path analysis. The statistical population of the study consisted of 3995 second grade female high school students in Ahvaz, 350 of whom were selected by multistage cluster sampling method. The research tools were Lovebond and Lovebound Psychological Stress Questionnaire (1995), Riding Academic Delay Questionnaire (2011), Harter Academic Motivation Questionnaire (1981), and Internet Riding Addiction Questionnaire (2012). Pearson correlation coefficient and structural equation modeling method were used to analyze the hypotheses and investigate the relationships between variables.

The results of Pearson correlation coefficient showed that there is a significant relationship between stress with academic procrastination and internet addiction, academic motivation and academic procrastination and between stress, anxiety and depression with academic motivation, anxiety and depression with addiction. The Internet has no meaningful relationship.

The results of the path coefficient showed that academic motivation did not mediate the relationship between stress anxiety and depression on academic procrastination. Internet addiction also mediates the relationship between stress and depression on academic procrastination, but Internet addiction does not mediate the relationship between anxiety and academic procrastination

The difference between intelligent and normal people in personality and environment may also affect their procrastination and academic stress. The aim of this study was to investigate the effectiveness of process mental simulation on procrastination and academic stress of gifted students.

The method of this study was semi-experimental with pre-test and post-test design with control group. The statistical population in this study included all high school students in Tehran in the academic year 2019-20. The sample consisted of 30 subjects who were selected by multi-stage cluster sampling method. Participants were assigned to two experimental and control groups using random substitution. The experimental group underwent 9 weekly 90-minute sessions of educational interventions and the control group did not receive any intervention. The instruments used in this study were Solomon and Roth Bloom Procrastination Questionnaire (1984) and Academic Stress Questionnaire (ASQ).

The results of this study showed that process mental simulation was effective in reducing academic procrastination (P<0.001).

It can be concluded that process mental simulation is effective in reducing academic procrastination and can be used to improve students' problems.

One of the challenges that students faced during their education is academic procrastination. It means “delay in performing a task”. Since academic procrastination could effect on various aspects of student's personal and social life, by identifying related factors it may be limited. This study aimed to determined academic procrastination and related factors in Students of Guilan University of Medical Sciences in 2015.
In this cross-sectional study, 459 students of all major programs of Guilan University of Medical Sciences were selected by stratified random sampling method. Data collection scales included three parts of demographic information, academic information and Procrastination Assessment Scale for Students (PASS) by Solomon and Rothblum. Data was analyzed with T- Test, ANOVA, multiple regressions by SPSS V. 20.
Most of students were female (72.7%), single (86%) and undergraduate (66.6%). Mean score of academic procrastination was 63.3±9.1 and most students (69.5%) had moderate procrastination. Academic procrastination had significant difference with gender (p=0.002) and academic level (p=0.03). Also in multiple regression models, gender, program of study and academic level were main predictors of procrastination. Females, dental students and postgraduate students had higher level of academic procrastination.
There is a moderate academic procrastination in students of Guilan University of Medical Sciences and its relationship with gender, program of study and academic level was observed. Investigation on causes and appropriate strategies to reduce this behavior is recommended.