The relationship between social procrastination and social identity and student's academic performance

This study aimed at investigating the relationship between social procrastination, social identity, and students’ academic performance. The design was correlational and the sample consisted of 200 students of Payam Noor University, Bukan center. Sampling was based on available sampling and three questionnaires including Social Procrastination, Social Identity, and Academic Achievement were employed to collect the data. Pearson correlation and multiple regression analyses were used to analyze the data. The results showed a significant negative correlation between Social Identity and Social Procrastination. Both the individual and collective identities showed a significant negative correlation with Social Procrastination. Indifference, as one of the components of Social Procrastination, had a significant negative correlation with academic performance, but there was no significant relationship between attention to self, as another aspect of Social Procrastination, and academic achievement. Furthermore, Social Identity had a significant positive correlation with academic performance. From among the other aspects, the individual and collective identity had a significant positive correlation with academic performance. According to the results, it can be claimed that Social Procrastination has a negative relationship with academic performance and social identity, while social identity has a significant positive correlation with academic performance.