Investigating the Relationship between Educational Identity and Educational Procrastination among Students

Procrastination is one of the problematic phenomena for many people, which has affected millions of people around the world. The purpose of this study was to investigate the relationship between educational identity and educational procrastination. For this purpose, 301 female secondary school students in a district of Sari in the academic year of 2018-2019 were selected by multi-stage cluster random sampling, and these selected students completed the educational identity and procrastination questionnaires. The analysis of the statistical data collected in this research was done using descriptive statistics (mean, standard deviation, skewness and variance) and inferential statistics (multivariate regression, Pearson correlation coefficient). The results indicated that there is a significant and negative relationship between successful educational identity and educational procrastination, and there is a positive and significant relationship between confused educational identity and late educational identity, with educational procrastination. Given the brief explanations and reviews presented about different procrastination approaches, as well as the results of data analysis, it can be concluded that today, in order to overcome the problem of procrastination in students, we must pay attention to the factors related to this phenomenon and try to resolve them. As far as the theoretical discussion is accompanied with empirical and precise studies, more promising findings are obtained.